Starting from the same nonfoundationalist premises, Rosenblatt avoids the extreme relativism of postmodern theories derived mainly from Continental sources. A deep understanding of the pragmatism of Dewey, James, and Peirce and of key issues in the social sciences is the basis for a view of language and the reading process that recognizes the potentialities for alternative interpretations and at the same time provides a rationale for the responsible reading of texts.
This book explores the logic and historical origins of a strange taboo that has haunted literary critics since the 1940s, keeping them from referring to the intentions of authors without apology. The taboo was enforced by a seminal article, “The Intentional Fallacy,” and it deepened during the era of poststructuralist theory. Even now, when the vocabulary of “critique” that has dominated the literary field is under sweeping revision, the matter of authorial intention has yet to be reconsidered. This work explains how “The Intentional Fallacy” confused different kinds of authorial intentions and how literary critics can benefit from a more up-to-date understanding of intentionality in language. The result is a challenging inventory of the resources of literary theory, including implied readers, poetic speakers, omniscient narrators, interpretive communities, linguistic indeterminacy, unconscious meaning, literary value, and the nature of literature itself.
Don Paterson is not only one of our great poets, but also an esteemed authority on the art of poetry. In illuminating and engaging prose, he offers his treatise on the making and the philosophy of 'the poem'.Paterson unpicks the process of verse composition with ambition, scholarly flair, and occasional scurrilities, exploring the mechanics of how a poem works and, essentially, what a poem is. His findings take the form of three essays that make up the three sections of the book: 'Lyric' attends to the sound of the poem; 'Sign' envisages ideas of poetic meaning; while 'Metre' studies its underlying rhythms. Through his various professional guises - as poetry editor at Picador Macmillan, professor of poetry at the University of St Andrews, and major prize-winning poet - no one is better placed to grant this 'insider's perspective'. For all those intrigued by the inner workings of the art form and its fundamental secrets, The Poem will surprise and delight.
Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
A reader may be in" a text as a character is in a novel, but also as one is in a train of thought--both possessing and being possessed by it. This paradox suggests the ambiguities inherent in the concept of audience. In these original essays, a group of international scholars raises fundamental questions about the status--be it rhetorical, semiotic and structuralist, phenomenological, subjective and psychoanalytic, sociological and historical, or hermeneutic--of the audience in relation to a literary or artistic text. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Discusses the differences between "open" and "closed" texts, or, texts that actively involve the reader and texts that evoke a limited, predetermined response from the reader. -- Back cover.
Finalist for ForeWord Magazine's 1999 Poetry Book of the YearA reader and a writer don their respective roles and embark on the journey of a book. This is their story—ultimately a love story—darkly funny, mournful, testy. It is about a reader who at times presides over the page like a god, and at others follows the leash of the author's voice through the dark streets of the book like a dog, and it is about a writer of determined slipperiness. As we read, we think that each of us is The Reader, the one who knows the Real Story. But the more we think we understand, the more the story moves away from us—all is not what it seems.This eagerly awaited third volume by the poet whose work The New York Times described as "at once charmed and frightening" is a book of high-spirited subversiveness, a work of argument, seduction, and a relentless devotion to language. Then, Suddenly— bristles with the sound of the author's voice—insistent, vital, hilarious, and iconoclastic—tearing away at the confinement of the page and at the distance between the page and the reader. Emanuel's images are dazzling. She creates a performance that is fearsome and funny in its portrayal of the argument between the work of the text and the world of the body. The Gettsyburg Review has called her a writer of "exquisite craftsmanship" who can "strike from language . . . images chiseled clean as bas-relief." Then, Suddenly— is a book of spectacle and verve, part elegy, part vaudeville.
Originally published in 1981. The meaning and objectives of literature, argues David Bleich, are created by the reader, who depends on community consensus to validate his or her judgements. Bleich proposes that the study of English be consciously reoriented from a knowledge-finding to a knowledge-making enterprise. This involves a new explanation of language acquisition in childhood, a psychologically disciplined concept of linguistic and literary response, and a recognition of the intellectual authority of pedagogical communities to originate and establish knowledge. Amplifying his theoretical model with subjective responses drawn from his own classroom experience, Bleich suggests ways in which the study of language and literature can become more fully integrated with each person's responsibility for what he or she knows.
