This is a good book, but I think it would have been more meaningful if I would have read it earlier in my career. Students should connect the reading with other experiences. Rosenblatt since before I started teaching, almost 15 years ago, but only now have I tackled the theory. The reader's background, the feelings, memories, and associations called forth by the reading, are not only relevant, they are the foundation upon which understanding of a text is built. A must read for teachers of English.
We can imagine outside of our lived experienced and develop empathy for those whose lives are different than ours. We need to re-examine language arts. Encourage students to reflect upon their responses, preferably before hearing others. In Literature as Exploration, Rosenblatt presents her unique theory of literature and focuses on the immense, often untapped, potential for the study and teaching of literature in a democratic society. Over the past fifteen years, I have taught primarily introductory courses in writing and in literature, and I commonly encounter students who dislike reading.
In this book, a classic in the field of reader-response criticism and pedagogy, Rosenblatt argues for the democratic values of teaching literature because the English classroom is particularly well-suited to develop the self-awareness, critical thinking, and imaginative abilities necessary in a free society. Teachers therefore do not lead classes carefully along to foreseen conclusions, sustained by critical authority, about literary works. Minneapolis: University of Minnesota Press, 1982. In 2002 she moved to Arlington, Virginia, to live with her son Jonathan. Retired New York University Professor Louise Rosenblatt, who developed a revolutionary approach to reading and the teaching of literature with the 1938 publication of Literature as Exploration Appleton-Century; Modern Language Association, 1995, 5th ed. I have been going crazy trying to remember the title of this book.
Rosenblatt published her first book in 1931. But as I call his work groundbreaking, I acknowledge that some of his breaking ground was rebreaking ground the literary and pedagogical scholar Louise Rosenblatt 1904-2005 had already broken. It also gets a bit repetitive by the end. Subsequently, she held visiting professorships at Rutgers and the University of Miami, along with a number of other short term appointments, although she maintained residence at her long-term home in. Debate--where one wins and one loses, one is right and the other wrong--is not an appropriate model for most discussion of literature. Teaching guided by this theory becomes a matter of encouraging students to articulate responses, examine their origins in the text and in other experiences, reflect upon them, and analyze them in the light of other readings--those of other students and critics--and of other information about the literature.
The problem of not adequately citing women is one of equity as well as quality. I'm interested to know what her standards are for good literature. Indeed, when Scholes does cite women, it appears to be to great effect. Students are encouraged to respect and examine their responses--emotions, associations, memories, images, ideas. The author's philosophy of literature is frequently cited as the first presentation of reader-response theory, but she differs from her successors in emphasizing both the reader and the text. These and many other elements in a never-to-be-duplicated combination determine his response to the peculiar contribution of the text. At various places in this body of writing, Rosenblatt argues many of the same key points as Scholes, and she argues them first.
Only when the writer relinquishes the text, does the text come into existence. Knowledge--especially knowledge of literature--is not something to be found, not something the teacher can give to the student. The efferent is also the stance of listeners attempting to judge the claims and promises of a political candidate. This attractive trade paperback edition features a new foreword by Wayne Booth, a new preface and retrospective chapter by the author, and an updated list of suggested readings. By that I mean she means that a reader is as much defined by the work being read as the work being read is defined by the reader.
The aesthetic stance, on the other hand, is that of the reader who comes to a text in a less directive frame of mind, seeking not particular information or the accomplishment of an assigned task, but rather the full emotional, aesthetic, and intellectual experience offered by the text. Her work made her a well-known reader-response theorist. Had Scholes read Rosenblatt carefully and made overt use of her work, he could could have both given a key scholar her due and done better work himself. Now that I have some real teaching experience, I am interested in revisiting this text. Broadening the Framework -- 6.
As a theorist, I've heard of Louise Rosenblatt and her theory of transaction as one reads between the reader, the text, and the Poem the reading event. Transactional theory insists that the reader's individuality must be respected and considered; that readers initially understand a work only on the basis of prior experience. In my work, I all too often hear children say they hate reading. I'm really happy that I finally read this book. This entry was posted in , and tagged , , , , on by. Rosenblatt's idea of the reading process, however, does not lead to all readings being equally accurate. An inspired and encouraging discussion of the imaginative and democratizing effect of reading literature should be, and a chastisement for teachers who go the opposite route by making books more of a burden for their young students.
In Paris, she met French author André Gide and American expatriates Gertrude Stein and Robert Penn Warren. She draws heavily on John Dewey, William James and the triadic semioticians. Her views regarding literacy were influenced by John Dewey, who was in the philosophy department at Columbia in the 1930s, as well as Charles Sanders Peirce and William James. Rosenblatt made her final public appearance in Indianapolis in November 2004 at age 100, speaking to a standing-room-only session of a convention of English teachers. This is one of the texts that got it all started. Love , love, love it! Rosenblatt with a foreword by Wayne Booth.