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Topic: Reader response criticism

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	Reader-response criticism - Wikipedia, the free encyclopedia
		Reader-response criticism is a primarily German and American literary theory that arose in response to the textual emphasis of New Criticism from the 1940s to the 1960s in the West.
		Reader-response criticism is a group of approaches to understanding literature that have in common an emphasis on the reader's role in the creation of the meaning of a literary work.
		It is concerned with the reader's contribution to a text.
	en.wikipedia.org /wiki/Reader-response_criticism (579 words)

	Re: Reader-Response panel -- summary of "What is reader-respo... (Site not responding. Last check: 2007-11-06)
		Reader-response criticism, which emerged during the 1970s, focuses on what texts do to, or in, the mind of the reader, rather than regarding a text as something with properties exclusively its own.
		Reader-response criticism raises theoretical questions about whether our responses to a work are the same as its meanings, whether a work can have as many meanings as we have responses to it, and whether some responses are more valid, or superior to, others.
		Reader response criticism is not a monolithic school of thought.
	www.class.uidaho.edu /eng321/_disc1/0000001e.htm (355 words)

	Reader-response criticism -- Facts, Info, and Encyclopedia article (Site not responding. Last check: 2007-11-06)
		It is concerned with the reader's contribution to a (The words of something written) text.
		It stands in total opposition to the text-oriented theories of (The doctrine that formal structure rather than content is what should be represented) formalism and the (Literary criticism based on close analysis of the text) New Criticism, in which the reader's role interpreting literary works are not taken into account.
		This last approach, sometimes called "reception aesthetics" rather than "reader response," is the approach taken by some followers of (Click link for more info and facts about Hans-Georg Gadamer) Hans-Georg Gadamer, most notably Jauss.
	www.absoluteastronomy.com /encyclopedia/r/re/reader-response_criticism.htm (516 words)

	Vandergrift's Reader Response Criticism
		In fact, Louise Rosenblatt's classic work on reader response literary criticism, Literature as Exploration first published in 1938 and in multiple editions over the years, has served as a model for the teaching of literary texts for more than fifty years.
		A group of readers together in a reading environment, often a classroom or a library, sometimes for extended periods of time may be thought of as an interpretive community.
		Although this is a community of readers, a particular reader's initial engagement with a text is ordinarily a private event with meanings internally experienced in the consciousness of that reader and not necessarily shared.
	www.scils.rutgers.edu /~kvander/readerresponse.html (966 words)

	virtuaLit Fiction: Critical Approaches (Site not responding. Last check: 2007-11-06)
		Reader-response criticism encompasses various approaches to literature that explore and seek to explain the diversity (and often divergence) of readers' responses to literary works.
		In "Literature in the Reader: Affective Stylistics" (1970), he argued that any school of criticism that sees a literary work as an object, claiming to describe what it is and never what it does, misconstrues the very essence of literature and reading.
		Iser argues that texts contain gaps (or blanks) that powerfully affect the reader, who must explain them, connect what they separate, and create in his or her mind aspects of a work that aren’t in the text but are incited by the text.
	bcs.bedfordstmartins.com /Virtualit/fiction/critical.asp?e=5 (630 words)

	Reader-Response Criticism (Site not responding. Last check: 2007-11-06)
		criticism is not a subjective, impressionistic free-for-all, nor a legitimizing of all half-baked, arbitrary, personal comments on literary works.
		Instead, it is a school of criticism which emerged in the 1970s, focused on finding meaning in the act of reading itself and examining the ways individual readers or communities of readers experience texts.
		These critics raise theoretical questions regarding how the reader joins with the author "to help the text mean." They determine what kind of reader or what community of readers the work implies and helps to create.
	www.wsu.edu /~delahoyd/reader.crit.html (251 words)

	Laura Coons (Site not responding. Last check: 2007-11-06)
		For Plato, the focus is not responses to the structure and syntax of poetry as a means for determining poetic meaning, as discussed in Fish’s "Interpreting the Variorum." Rather, he examines the detrimental nature of poetry within State as a response-oriented art form that targeted the undesirable passions.
		Both critics demonstrate the significance of the second part of experience by examining the reactions and responses of audiences and readers.
		Listeners’ responses, which are analogous to every other response, are the most important outcome of poetry because of their ultimate effect on the livelihood of the State.
	www.erin.utoronto.ca /~dwhite/490/coons1.htm (1693 words)

	Reader Response (Site not responding. Last check: 2007-11-06)
		Reader-Response Criticism is really a collective term used to describe a number of critical theories that have emerged since the 1960's, all of which focus on the response of the reader to the text rather than the text itself as the source of meaning in a literary work.
		In Reader-Response criticism a text is viewed as a process that goes on in the mind of the reader rather than as a stable entity with a single "correct meaning".
		Regardless of their particular perspectives, all reader-response critics agree that since, in varying degrees, the individual reader creates the meanings of a text, there is no one correct meaning for a text.
	home.earthlink.net /~potterama/Michele/projects/hyper/reader.html (178 words)

	NEW TESTAMENT
		Since biblical critics have lacked the vocabulary necessary to talk about their own reading experience (that is, the biblical-critical guild has not promoted the use of such language), such talk as there is among biblical critics about readers and reading is fortuitous and unreflective.
		Biblical reader-response criticism, then, is almost an oxymoron because biblical scholars are still in what Tompkins refers to as the beginning stage in the theoretical development of reader-response criticism: a fixation upon the text as an object.
		If the major concern of biblical reader-response critics continues to be the hermeneutical one of reproducing the implied (original) reader for their dominant constituencies, then that concern may never be broadened to include constituencies such as fl exegetes, feminist and womanist exegetes, liberationist exegetes, and readers in popular culture.
	www.vanderbilt.edu /AnS/religious_studies/NTBib/reader.html (914 words)

	Reader Response Criticism (Site not responding. Last check: 2007-11-06)
		The reader has always been the most underprivileged of this trio--strangely, since without him or her there would be no literary texts at all.
		By privileging the reader and focusing on the process of reading as, at least partially, a construction of the text, Reader-Response criticism has significantly contributed to discussions of issues such as the indeterminacy of meaning.
		In other words, the reader who would argue that Moby-Dick is first and foremost a work of sexual symbolism would have to contend with the legacy of evidence (assembled by critics, biographers, and historians) that suggests that Melville’s motives had more to do with religious allegory and with philosophical considerations of good and evil.
	www.calvertonschool.org /Waldspurger/pages/reader.htm (1735 words)

	READER RESPONSE (Site not responding. Last check: 2007-11-06)
		READER RESPONSE ANALYSIS OF THE EPISTLE OF JAMES.
		His efforts are significant, in that while his approach is similar to socio-rhetorical criticism, he is candidly addressing issues of specifically reader response criticism.
		It remains for Jacobean scholarship to determine whether contribution to their field is significant, but given the state of reader response criticism, his methodological candor is refreshing.
	www.ars-rhetorica.net /David/Reader.html (166 words)

	[No title] (Site not responding. Last check: 2007-11-06)
		According to reader-response criticism, the reader is a producer rather than a consumer of meanings.
		In this sense, a reader is a hypothetical construct of norms and expectations that can be derived or projected or extrapolated from the work and may even be said to inhere in the work.
		Because expectations may be violated or fulfilled, satisfied or frustrated, and because reading is a temporal process involving memory, perception, and anticipation, the charting of reader-response is extremely difficult and perpetually subject to construction and reconstruction, vision and revision.
	www.library.utoronto.ca /utel/glossary/Reader-response_criticism.html (125 words)

	Captive Ape Literary Criticism - Reader Response
		I had previously thought that Reader's Response criticism was a kind of barely academic free-for-all, where any response is as valid as any other regardless of academic merit.
		It's a good thing that the new critics are nearly extinct, else there would be huge rumbles in the halls of academia that would rival anything the Bloods and Crips have produced.
		The reader is stimulated by the text and reacts and responds to the text.
	www.captiveape.com /crit/reader-response.html (829 words)

	Reader-Response:Various Positions
		The text means differently because the reader decodes it according to her world-view, her horizons, yet with the understanding that the text may be operating within a different horizon, hence there is an interaction between the world of the text as it was constructed and the world of the reader.
		Meaning is indeterminate, is not 'in' the text but in the play of language and the nuances of conventions in which the reader is immersed: hence the reader constructs a text as she participates in this play, driven by the instabilities and meaning potentials of the semantic and rhetorical aspects of the text.
		Stanley Fish's view here is that the reader belongs to an interpretive community which will have taught the reader to see a certain set of forms, topics and so forth; his is one view which refers to the world of discourse of the reader as being the determining factor.
	www.brocku.ca /english/courses/4F70/rr.html (716 words)

	UCSB Department of English
		Content of the course will vary from quarter to quarter and these courses may be repeated for credit with consent of the chair of the departmental graduate committee.
		We will examine the theory and practice of reader response criticism from its historical roots in hermeneutic philosophy to contemporary concerns with gendered reading and interpretive communities.
		The methods proposed by the discussed theorists will be applied to short literary texts to be selected at the first meeting of the class so as to reflect the previous training and current interests of the enrolled students.
	www.english.ucsb.edu /courses-detail.asp?CourseID=339 (235 words)

	Reader-Response Criticism (Site not responding. Last check: 2007-11-06)
		reader-response critical approach, the primary focus falls on the reader and the process of reading rather than on the author or the text.
		readers are situated in a common cultural/historical setting and shaped by dominant discourses and ideologies (New Historicist emphasis).
		implied reader," who is established by the "response-inviting structures" of the text; this type of reader is assumed and created by the work itself
	www.cnr.edu /home/bmcmanus/readercrit.html (339 words)

	Stanley Fish (Site not responding. Last check: 2007-11-06)
		Considered a leading scholar of Milton, he is best known for his work on interpretive communities, an offshoot of reader-response criticism that studies how the interpretation of a text by a reader depends on the reader's membership in one or more communities defined by acceptance of a common set of foundational assumptions or texts.
		This work can be viewed as an explanation of how meaning is possible in the context of a particular interpretive community, even if one accepts the deconstructionist position that no single privileged reading of any text exists.
		Fish has written extensively on the politics of the university, having taken positions justifying campus speech codes and criticizing political statements by universities or faculty bodies on matters outside their professional areas of expertise.
	www.sciencedaily.com /encyclopedia/stanley_fish (609 words)

	Reader Response Criticism (Site not responding. Last check: 2007-11-06)
		The meaning of the text is transactional--the result of the transaction between the reader and a text.
		Utilizes gaps (blanks in the text that the reader must fill in) which are said to exist whenever and wherever a reader perceives something to be missing between words, sentences, paragraphs, stanzas, and chapters.
		Reader brings outside knowledge to the text; he/she uses this information to derive meaning from the text
	www-as.phy.ohiou.edu /~rouzie/307j/critgroup/ReaderResponse.html (535 words)

	Dubliners Essays - Reader-Response Criticism of James Joyce’s Eveline from Dubliners
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	www.123helpme.com /preview.asp?id=20685 (1494 words)

	BGreek: Re: Reader-response criticism
		Thompkins _Reader Response Criticism: From Formalism to Structuralism_
		response (most of the people doing it in biblical studies are simply
		derivative of a rather low-level form of reader response, which often
	www.ibiblio.org /bgreek/test-archives/html4/1999-12/34234.html (350 words)

	Working With Reader-Response Criticism (Site not responding. Last check: 2007-11-06)
		Write a one- to two-page, single spaced essay in which you very briefly explain the basic premises of Reader-Response criticism and apply one or more Reader-Response interpretive strategies to explaining how Chopin's "Story of an Hour" is constructed or what it means, using terms found in Tyson on pages 153-95 and in the essay Mailloux.
		Note that Part One does not have to account for both Tyson's chapter and Mailloux's chapter--it is enough if you present a coherent, synthesis of their basic points as they apply to literature.
		As a matter of good critical practice, you should provide your paper with a proper title based on your application of Reader-Response theory, and a Works Cited section, but once you have explained how Reader-Response criticism works and have showed how it might be applied in the case of this text, you are done.
	faculty.goucher.edu /eng215/working_with_Reader-Response_Criticism.htm (377 words)

	Reader Response Criticism - Pop Occulture
		Literature should be viewed as a performing art where each reader creates their own, possibly unique, performance.
		Joyce is quoted as saying “”The demand that I make of my reader is that he should devote his whole life to reading my works.” And I think Joyce was correct– look at all the debate that still centers around FW, as well as “Ulysses”.
		their experiences and responses depend on the form and virility of your seed and the fertility of the minds you inseminate, so to speak.
	www.timboucher.com /journal/2005/08/18/reader-response-criticism (994 words)

	Reader-response
		Discusses ways reader response approaches to literature help students grow both in the depth and breadth of their responses to literature, and as strategic readers.
		Each study illustrates the interconnectedness of aesthetic, critical, and biographical response on the part of young readers and writers, and showcases the breadth and depth of their response.
		Notes that the learning outcome is to involve readers in exploring the meaning of the story as it relates to their own life experiences.
	reading.indiana.edu /ieo/bibs/rdr-resp.html (2711 words)

	Interpretation: Let the Reader Understand: Reader-Response Criticism and the Gospel of Mark. (book reviews)@ HighBeam ... (Site not responding. Last check: 2007-11-06)
		FOWLER is not one of those extremists proclaiming that the reader is everything.
		But he does argue vigorously that the reader is a very significant something.
		Part One (Reader-Response Criticism) defines reading as a temporal experience (a complex series of responses to words as they follow one another in the telling) and describes meaning not as content but as event (the text does not so much convey some cargo of information as it binds author and reader in community).
	highbeam.com /library/doc0.asp?docid=1G1:13908708&refid=ink_tptd_mag (214 words)

	Notes on Reader Response Criticism
		Audeince-based criticism goes back to Aristotle and rhetor9ical crit is popular into the 19thC
		Rebellion against the New Criticism, especially the "Affective Fallacy"s" injunction against the reader
		every reader brings their own past, associations etc to the text and so text is read differently
	virtual.clemson.edu /groups/dial/ap2000/rrap2002.html (243 words)

	N. N. Holland's Seminar, The Brain and the Book: Description
		"Response to the Commentaries." Neuro-Psychoanalysis 1.1 (1999): 69-90.
		"Response to John Tooby and Leda Cosmides." SubStance 94/95 (2001): 201-02.
		"Response to Ellen Spolsky." SubStance 94/95 (2001): 199-200.
	web.clas.ufl.edu /users/nnh/sem04/memo-s04.htm (2895 words)

	Norman Holland's Bibliography
		"Psychoanalytic Criticism and Perceptual Psychology." Literature and Psychology 16: 81-92.
		Reprinted in Hidden Patterns: Studies in Psychoanalytic Criticism.
		Published by the Institute for the Psychological Study of the Arts, University of Florida (Turlington 4221, University of Florida, Gainesville FL 32611).
	www.clas.ufl.edu /users/nnh/bibliog.htm (3090 words)

	Notes on Reader Response Criticism (Site not responding. Last check: 2007-11-06)
		Reaction to problems and limitations in New Criticism, especially assumption of objective existence of the text, stable unchanging meanings, and lack of accounting for different but acceptable readings
		Meaning doesn?t exist within the text; it is either negotiated by text and reader or created by reader
		Collect responses and make hypotheses on the basis of analyzing them?about the work, about gender roles, etc.
	virtual.clemson.edu /groups/dial/ap2000/aprrnote.htm (222 words)

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