The Reader, the Text, the Poem: The Transactional Theory of the Literary Work - Tapa blanda

The Reader, the Text, the Poem is a major contribution to literary and critical theory. It should be read, reread, and reflected on by anyone involved with the activity of reading."-Alan M. Hollingsworth, College English "This book should be studied by everybody interested in teaching, in the fate of literary works in the classroom, and in the welfare of children and young people in their school-imposed encounters with texts."- Wallace Douglas, CEA Critic "Louise M. Rosenblatt's The Reader, the Text, the Poem is an extraordinary resource for all teachers and scholars in the humanities." -Steven Mailloux, University of California at Irvine "Louise Rosenblatt's work helps classroom teachers understand how children's background experiences shape the meanings they create from books." -Bernice E. Cullinan, New York University

Louise M. Rosenblatt's award-winning work continues increasingly to be read in a wide range of academic fields-literary criticism, reading theory, aesthetics, composition, rhetoric, speech communication, and education. Her view of the reading transaction as a unique event involving reader and text at a particular time under particular circumstances rules out the dualistic emphasis of other theories on either the reader or the text as separate and static entities. The transactional concept accounts for the importance of factors such as gender, ethnicity, culture, and socioeconomic context. Essential reading for the specialist, this book is also well suited for courses in criticism, critical theory, rhetoric, and aesthetics. Starting from the same non-foundationalist 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. The book has been praised for its lucid explanation of the multidimensional character of the reading process-evoking, interpreting, and evaluating the work. The nonliterary (efferent) and the literary (aesthetic) are shown not to be opposites but to represent a continuum of reading behaviors. The author amply illustrates her theoretical points with interpretations of varied texts. The epilogue carries further her critique of rival contemporary theories.