READER RESPONSE READER RESPONSE CRITICISMCRITICISM

AssumptionsAssumptions1.1. You canYou can’’t know for sure what an author t know for sure what an author

intended, and the text itself is meaningless intended, and the text itself is meaningless without a reader: the readerwithout a reader: the reader’’s response is what s response is what counts.counts.

2.2. Readers actively create (rather than discover) Readers actively create (rather than discover) meaning in texts, guided by certain goals and meaning in texts, guided by certain goals and rules that may be personal or shared with rules that may be personal or shared with other members of a community.other members of a community.

3.3. Responding to a text is a process. Description Responding to a text is a process. Description of that process are valuable because your of that process are valuable because your response may enrich another readerresponse may enrich another reader’’s s response.response.

PracticesPractices1.1. Read the text slowly, describing the Read the text slowly, describing the

response of an ideal reader – what is response of an ideal reader – what is anticipated, what is experienced.anticipated, what is experienced.

2.2. Or, move through the text describing Or, move through the text describing your own personal response.your own personal response.

3.3. Focus on details and ask how the Focus on details and ask how the readerreader’’s response – your own s response – your own response – would change if a detail response – would change if a detail were changed.were changed.

DEFINITIONDEFINITION Reader Response Criticism encompasses Reader Response Criticism encompasses

various approaches to literature that various approaches to literature that explore explore and seek to explain the diversity (and and seek to explain the diversity (and

often divergence) of readers' responses often divergence) of readers' responses to literary worksto literary works..

Louise Rosenblatt: Louise Rosenblatt: "A poem is what the "A poem is what the reader lives through under the guidance reader lives through under the guidance of the text and experiences as relevant to of the text and experiences as relevant to

the text."the text." "The idea that a "The idea that a poempoem presupposes a presupposes a readerreader actively involved with a actively involved with a texttext is is

particularly shocking to those seeking to particularly shocking to those seeking to emphasize the objectivity of their emphasize the objectivity of their

interpretations."interpretations."

Formalists spoke of "the poem itself," the Formalists spoke of "the poem itself," the "concrete work of art," the "real poem." They had "concrete work of art," the "real poem." They had no interest in what a work of literature makes a no interest in what a work of literature makes a reader "live through." reader "live through."

William K. Wimsatt and Monroe C. Beardsley William K. Wimsatt and Monroe C. Beardsley (1954) used the term (1954) used the term affective fallacyaffective fallacy to define to define as erroneous the very idea that a readeras erroneous the very idea that a reader’’s s response is relevant to the meaning of a literary response is relevant to the meaning of a literary work.work.

Stanley Fish, in "Literature in the Reader: Stanley Fish, in "Literature in the Reader: Affective Stylistics" (1970), argued that any Affective Stylistics" (1970), argued that any school of criticism that sees a literary work as an school of criticism that sees a literary work as an object, claiming to describe what it is and never object, claiming to describe what it is and never what it does, misconstrues the very essence of what it does, misconstrues the very essence of literature and reading. literature and reading. Literature exists and Literature exists and signifies when it is readsignifies when it is read, Fish suggests, and its , Fish suggests, and its force is an affective one. force is an affective one.

Wolfgang Iser argues that Wolfgang Iser argues that texts texts contain gaps (or blanks) that contain gaps (or blanks) that powerfully affect the reader, who powerfully affect the reader, who must explain them, connect must explain them, connect what they separate, and create what they separate, and create in his or her mind aspects of a in his or her mind aspects of a work that arenwork that aren’’t t inin the text but the text but are incited by the textare incited by the text..

With the redefinition of literature With the redefinition of literature as something that only exists as something that only exists meaningfully in the mind of the meaningfully in the mind of the reader, and with the redefinition reader, and with the redefinition of the literary work as a catalyst of the literary work as a catalyst of mental events, comes a of mental events, comes a redefinition of the reader. redefinition of the reader.

No longer is the reader the passive No longer is the reader the passive recipient of those ideas that an recipient of those ideas that an author has planted in a text. author has planted in a text. ""The reader is The reader is activeactive": Rosenblatt. ": Rosenblatt. Fish: "Fish: "Reading is . . . something Reading is . . . something you you do.do."" Iser: Iser: the reader as an active the reader as an active maker of meaningmaker of meaning. .

Other reader-response critics Other reader-response critics define the reader differently. define the reader differently. Wayne Booth uses the phrase Wayne Booth uses the phrase the the implied readerimplied reader to mean the reader to mean the reader "created by the work." "created by the work." Iser: Iser: the implied readerthe implied reader and and the the educated readereducated reader..

Since the mid-1970s, RRC has evolved into a Since the mid-1970s, RRC has evolved into a variety of new forms. variety of new forms.

Subjectivists like David Bleich, Norman Holland, Subjectivists like David Bleich, Norman Holland, and Robert Crosman have viewed the and Robert Crosman have viewed the readerreader’’s s response not as one "guided" by the text but response not as one "guided" by the text but rather as one motivated by deep-seated, rather as one motivated by deep-seated, personal, psychological needs. personal, psychological needs. Holland: Holland: when we read, we find our own when we read, we find our own "identity theme" in the text by using "the "identity theme" in the text by using "the literary work to symbolize and finally literary work to symbolize and finally replicate ourselves. We work out through the replicate ourselves. We work out through the text our own characteristic patterns of text our own characteristic patterns of desire."desire."

Even Fish has moved away from RRC as he had Even Fish has moved away from RRC as he had initially helped define it, focusing on "interpretive initially helped define it, focusing on "interpretive strategies" held in common by "interpretive strategies" held in common by "interpretive communities"—such as the one comprised by communities"—such as the one comprised by American college students reading a novel as a American college students reading a novel as a class assignment.class assignment.Fish’s shift in focus is in many ways typical of Fish’s shift in focus is in many ways typical of changes that have taken place within the field of changes that have taken place within the field of RRC—a field that, because of those changes, is RRC—a field that, because of those changes, is increasingly being referred to as increasingly being referred to as reader-reader-oriented criticismoriented criticism..

Many contemporary critics view themselves as Many contemporary critics view themselves as reader-oriented critics and as practitioners of reader-oriented critics and as practitioners of some other critical approach as well. some other critical approach as well.

Certain feminist and gender critics with an Certain feminist and gender critics with an interest in reader response have asked whether interest in reader response have asked whether there is such a thing as "reading like a woman." there is such a thing as "reading like a woman."

Reading-oriented new historicists have looked at Reading-oriented new historicists have looked at the way in which racism affects and is affected the way in which racism affects and is affected by reading and, more generally, at the way in by reading and, more generally, at the way in which politics can affect reading practices and which politics can affect reading practices and outcomes. outcomes.

Gay and lesbian critics, have argued that Gay and lesbian critics, have argued that sexualities have been similarly constructed sexualities have been similarly constructed within and by social discourses and that there within and by social discourses and that there may even be a homosexual way of reading. may even be a homosexual way of reading.

Nearly every reader supplies Nearly every reader supplies personal meanings and personal meanings and

observations, making each observations, making each readerreader’’s experience with a s experience with a work unique and distinctive work unique and distinctive from every other readerfrom every other reader’’s s experience with the same experience with the same

work.work.

Romeo and JulietRomeo and Juliet A 14 year old reader vs. her fatherA 14 year old reader vs. her father She is almost certain to identify closely with the She is almost certain to identify closely with the

Juliet and will Juliet and will ““readread”” Lord Capulet as Lord Capulet as overbearing and rigid.overbearing and rigid.

Her father, on the other hand, may be drawn to Her father, on the other hand, may be drawn to the poignant passage where Capulet talks with a the poignant passage where Capulet talks with a prospective suitor, urging that he wait while prospective suitor, urging that he wait while Juliet has the time to enjoy her youth.Juliet has the time to enjoy her youth.

To Capulet, Juliet is To Capulet, Juliet is ““the hopeful lady of my the hopeful lady of my earthearth””. The young woman may interpret this . The young woman may interpret this another sign of Capuletanother sign of Capulet’’ possessiveness, her possessiveness, her father may see it as a sign of love and even father may see it as a sign of love and even generosity.generosity.

So, whose interpretation is correct?So, whose interpretation is correct?

The differing interpretations produced by The differing interpretations produced by different readers can be seen as simply different readers can be seen as simply the effect of the different personalities (and the effect of the different personalities (and personal histories) involved in constructing personal histories) involved in constructing meaning from the same series of clues.meaning from the same series of clues.

Not only does the reader Not only does the reader ““createcreate”” the work the work of literature, in large part, but the literature of literature, in large part, but the literature itself may work on the reader as he/she itself may work on the reader as he/she reads, altering the readerreads, altering the reader’’s experience, s experience, and thus the readerand thus the reader’’s interpretation.s interpretation.

Reader response theorists Reader response theorists believe in the importance of believe in the importance of recursive reading recursive reading (reading and (reading and rereading with the idea that no rereading with the idea that no interpretation is carved in stone). interpretation is carved in stone). A second or third interaction with A second or third interaction with the text may well produce a new the text may well produce a new interpretation.interpretation.

Reader-Response: Reader-Response: Various PositionsVarious Positions

Psychoanalytic viewPsychoanalytic view

The reader responds to the core fantasies and The reader responds to the core fantasies and the symbolic groundwork of the text in a highly the symbolic groundwork of the text in a highly personal way; while the text contributes material personal way; while the text contributes material for inner realization which can be shared across for inner realization which can be shared across consciousnesses (as we share fundamental consciousnesses (as we share fundamental paradigms, symbols, etc), the real meaning of paradigms, symbols, etc), the real meaning of the text is the meaning created by the the text is the meaning created by the individual's psyche in response to the work, at individual's psyche in response to the work, at the unconscious level and at a subsequent the unconscious level and at a subsequent conscious level, as the material provided by the conscious level, as the material provided by the text opens a path between the two, occasioning text opens a path between the two, occasioning richer self-knowledge and realization. richer self-knowledge and realization.

Hermeneutic viewHermeneutic view The text means differently because the reader The text means differently because the reader

decodes it according to her world-view, her decodes it according to her world-view, her horizons, yet with the understanding that the text horizons, yet with the understanding that the text may be operating within a different horizon, may be operating within a different horizon, hence there is an interaction between the world hence there is an interaction between the world of the text as it was constructed and the world of of the text as it was constructed and the world of the reader. The reader can only approach the the reader. The reader can only approach the text with her own foreunderstanding, which is text with her own foreunderstanding, which is grounded in history. However as the text is grounded in history. However as the text is similarly grounded in history, and as often there similarly grounded in history, and as often there is much in the histories that is shared and well is much in the histories that is shared and well as what is not, there is both identity and as what is not, there is both identity and strangeness. strangeness.

Phenomenological viewPhenomenological view

The text functions as a set of The text functions as a set of instructions for its own processing, instructions for its own processing, but is as well indeterminate, needs to but is as well indeterminate, needs to be completed, to be concretized. The be completed, to be concretized. The 'reality' of the text lies between the 'reality' of the text lies between the reader and the text: it is the result of reader and the text: it is the result of the dialectic between work and the dialectic between work and reader.reader.

Structuralist viewStructuralist view

Decoding the text requires various levels of Decoding the text requires various levels of competence -- competence in how texts work, in competence -- competence in how texts work, in the genre and tradition of the text, etc, as the the genre and tradition of the text, etc, as the work is constructed according to sets of work is constructed according to sets of conventions which have their basis in an conventions which have their basis in an objective, socially shared reality. The 'meaning' objective, socially shared reality. The 'meaning' then depends largely on the competence of the then depends largely on the competence of the reader in responding to the structures and reader in responding to the structures and practices of the text and which operate implicitly practices of the text and which operate implicitly (i.e. they affect us without our knowing it); the (i.e. they affect us without our knowing it); the competent reader can make these explicit.competent reader can make these explicit.

Political or ideological viewPolitical or ideological view Texts include statements, assumptions, Texts include statements, assumptions,

attitudes, which are intrinsically ideological, i.e. attitudes, which are intrinsically ideological, i.e. express attitudes towards and beliefs about express attitudes towards and beliefs about certain sets of social and political realities, certain sets of social and political realities, relations, values and powers. As a text is relations, values and powers. As a text is produced in a certain social and material milieu produced in a certain social and material milieu it cannot not have embedded ideological it cannot not have embedded ideological assumptions. The reader herself will have assumptions. The reader herself will have ideological convictions and understandings as ideological convictions and understandings as well, often unrecognized, as is the nature of well, often unrecognized, as is the nature of ideology, which understandings will condition ideology, which understandings will condition and direct the reading and the application of the and direct the reading and the application of the reading. reading.

Post-structuralist view(s)Post-structuralist view(s)

Meaning is indeterminate, is not 'in' the text but Meaning is indeterminate, is not 'in' the text but in the play of language and the nuances of in the play of language and the nuances of conventions in which the reader is immersed: conventions in which the reader is immersed: hence the reader constructs a text as she hence the reader constructs a text as she participates in this play, driven by the instabilities participates in this play, driven by the instabilities and meaning potentials of the semantic and and meaning potentials of the semantic and rhetorical aspects of the text. Stanley Fish's view rhetorical aspects of the text. Stanley Fish's view here is that the reader belongs to an interpretive here is that the reader belongs to an interpretive community which will have taught the reader to community which will have taught the reader to see a certain set of forms, topics and so forth; see a certain set of forms, topics and so forth; his is one view which refers to the world of his is one view which refers to the world of discourse of the reader as being the determining discourse of the reader as being the determining factor. factor.

Tony Bennett, from a more marxist Tony Bennett, from a more marxist position, sees readers as belonging to position, sees readers as belonging to 'reading formations'. In various sorts of 'reading formations'. In various sorts of post-structuralist reading the reading post-structuralist reading the reading process may involve the reader's process may involve the reader's countering and/or re-interpreting prevailing countering and/or re-interpreting prevailing views, depending on various things, views, depending on various things, including: the force of the direction of the including: the force of the direction of the text to the reader; the potential text to the reader; the potential reconceptualization, freeing-up of meaning reconceptualization, freeing-up of meaning the text can effect; the openness to the the text can effect; the openness to the play of language and meaning of the play of language and meaning of the reader. reader.

The text may 'deconstruct itself', i.e. the The text may 'deconstruct itself', i.e. the reader may experience or see that the reader may experience or see that the language of the text implicitly undermines language of the text implicitly undermines its own assumptions -- the real agent here its own assumptions -- the real agent here as in all post-structuralist positions being as in all post-structuralist positions being the reader, open to polysemy (multiple the reader, open to polysemy (multiple meanings and the sliding and interplay of meanings and the sliding and interplay of signs) -- in her 'own' (socially shared) signs) -- in her 'own' (socially shared) world of discourse, in a world discursively world of discourse, in a world discursively and socially constructed. and socially constructed.