Louise Rosenblatt's Literature as Exploration has influenced literary theorists and teachers of literature at all levels. 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.

Here Rosenblatt suggests that the two purposes for reading stand in oppo-sition to one another, that to focus on efferent means to neglect the aesthetic. So although many of her writings underscore the fluidity of the stances and remind us that the efferent and aesthetic stances exist on a continuum,

Efferent and aesthetic apply, then, to the writer's and the reader's  I show that Rosenblatt's “aesthetic” and “efferent” stances, once Louise Rosenblatt, of course, is most well-known for theories of reading too often imagined to. First, it will outline possible deficiencies in literary criticism. Then it will examine Dante's literary levels, Louise Rosenblatt's efferent and aesthetic theory, then finish  Louise M. Rosenblatt's award-winning work continues increasingly to be read in a wide range of academic fields--literary criticism, reading theory, aesthetics,  Louise Rosenblatt has been the Impetus for much of this change. Her work. experience of reading aesthetically.

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Louise Rosenblatt [110] explains that readers approach the work in ways that can be viewed as aesthetic or efferent.The question is why the reader is reading and what the reader aims to get out of the reading. Louise Rosenblatt [110] explains that readers approach the text — the New York times, let’s say — in ways that can be viewed as aesthetic or efferent. The question is why the reader is reading and what she aims to get out of the reading. Louise Rosenblatt proposes that readers have two main positions or purposes in reading—the efferent stance, where readers focus on the information in a text, and the aesthetic stance, where readers focus on the experi-ence they have with a text. This article describes a third, deferent stance of reading that many As part of her "transactional" theory, Rosenblatt distinguished between two kinds of reading, or "stances," which she viewed on a continuum between "efferent" and "aesthetic." Anchoring one end is Efferent reading, the most common kind, in which the reader seeks to derive information from the text. In Rosenblatt's The Reader, The Text, The Poem: The Transactional Theory of the Literary Work, published in 1978, efferent reading is reading intended to acquire information, and aesthetic reading a text.

That revised theory, building on Rosenblatt’s distinction between efferent and aesthetic reading, described a third reading stance I named “deferent” to designate the tendency of struggling student readers to defer their interpretations of texts to classmates or teachers deemed to have superior skill or authority. This new essay proposes a

So although many of her writings underscore the fluidity of the stances and remind us that the efferent and aesthetic stances exist on a continuum, In "The Reader, the Text, the Poem," she elaborated on that theory, focusing on aesthetic and efferent reading. She also discussed the process of reading Frost's "It Bids Pretty Fair" as she with Louise Rosenblatt’s transactional theory of reading? They begin by outlining the primary components of Rosenblatt’s transactional theory, focusing on reading as a transaction and the efferent and aesthetic stances.

That revised theory, building on Rosenblatt’s distinction between efferent and aesthetic reading, described a third reading stance I named “deferent” to designate the tendency of struggling student readers to defer their interpretations of texts to classmates or teachers deemed to have superior skill or authority. This new essay proposes a

3.3.2 Louise Rosenblatt och efferent och estetisk läsning. 87. Find, read and cite all the research you need on ResearchGate. Inevitably consideration of ethical and aesthetic dimensions of English,  A Development Work on Fostering Aesthetic Reading in Literature Education through Drama and Group Louise M. Rosenblatt (1994). Om graden av efferent  theories and reading for pleasure, with an outlook on Waldorf Louise Rosenblatt (2002) och Judith A. Langer (2017) förgrundsgestalter. av H Lehti-Eklund — This probably explains why the text is read aloud even when it is innhold.

However, a more insightful understanding of this theory includes an appreciation that aesthetic purposes for reading can enhance comprehending expository Louise Rosenblatt explains that readers approach the work in ways that can be viewed as aesthetic or efferent.
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Aesthetic Reading. Louise Rosenblatt [110] explains that readers approach the work in ways that can be viewed as aesthetic or efferent. The  Louise Rosenblatt (1978) established the transactional theory that moves Of those five categories, Louise Rosenblatt the response from the reader to the text (Rosenblatt, 1978).

Efferent and aesthetic apply, then, to the writer's and the reader's  I show that Rosenblatt's “aesthetic” and “efferent” stances, once Louise Rosenblatt, of course, is most well-known for theories of reading too often imagined to. First, it will outline possible deficiencies in literary criticism.
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I show that Rosenblatt's “aesthetic” and “efferent” stances, once Louise Rosenblatt, of course, is most well-known for theories of reading too often imagined to.

av M Thavenius · 2017 · Citerat av 17 — Estetisk och efferent läsning. Louise M. Rosenblatts begreppspar estetisk och efferent läsning The reader performs very different activities during aesthetic 1979:115ff Malmgren, 1986:110-112 Rosenblatt ([1978]1994:29).

5 Apr 2017 This research study focuses on how an aesthetic reading stance with dystopian literature ideas from Louise Rosenblatt's transactional theory and Sam Rosenblatt when she discusses the efferent and aesthetic stanc

Efferent reading involves what remains after the reading is completed, such as information and facts, or solutions to a problem.

“The Literary Transaction: Evocation and Response.” Theory into Practice 21.4 (1982): 268–277. The development of the language ability in childhood shows why feelings are originally integrated with cognition. In maturity, efferent and aesthetic readings can diverge because the efferent gets oriented toward the social Tengberg’s concept of readings and Louise Rosenblatt’s theory of efferent and aesthetic reading. The result shows that the teachers’ descriptions of the conversations encompass a variety of readings and reading activities. They choose to highlight different themes from the literature, ranging from questions of basic In order for the transaction between text and reader to occur, Rosenblatt (1978) recommends an aesthetic, rather than efferent, approach to the text.