200:
consists of how an individual's personal emotions, needs and life experiences affect how a reader engages with a text; marginally altering the meaning. Bleich supported his theory by conducting a study with his students in which they recorded their individual meaning of a text as they experienced it, then response to their own initial written response, before comparing it with other student's responses to collectively establish literary significance according to the classes "generated" knowledge of how particular persons recreate texts. He used this knowledge to theorize about the reading process and to refocus the classroom teaching of literature.
191:
text-driven and uniform (with individual variations that can be ignored). The former theorists, who think the reader controls, derive what is common in a literary experience from shared techniques for reading and interpreting which are, however, individually applied by different readers. The latter, who put the text in control, derive commonalities of response, obviously, from the literary work itself. The most fundamental difference among reader-response critics is probably, then, between those who regard individual differences among readers' responses as important and those who try to get around them.
457:) as a "work" is fulfilled by the reader, according to Iser. Iser uses the analogy of two people gazing into the night sky to describe the role of the reader in the production of textual meaning. "Both be looking at the same collection of stars, but one will see the image of a plough, and the other will make out a dipper. The 'stars' in a literary text are fixed, the lines that join them are variable." The Iserian reader contributes to the meaning of the text, but limits are placed on this reader by the text itself.
20:
1538:
545:. Some reader-response critics (uniformists) assume a bi-active model of reading: the literary work controls part of the response and the reader controls part. Others, who see that position as internally contradictory, claim that the reader controls the whole transaction (individualists). In such a reader-active model, readers and audiences use amateur or professional procedures for reading (shared by many others) as well as their personal issues and values.
242:, in which he analyzed readers' role in selecting literature. He analyzed their selections in light of their goals in reading. As early as 1926, however, Lewis was already describing the reader-response principle when he maintained that "a poem unread is not a poem at all". Modern reader-response critics have drawn from his idea that one cannot see the thing itself but only the image conjured in his mind as induced by stimulated sense perceptions.
259:) that focused on its readers' experience. In an appendix, "Literature in the Reader", Fish used "the" reader to examine responses to complex sentences sequentially, word-by-word. Since 1976, however, he has turned to real differences among real readers. He explores the reading tactics endorsed by different critical schools, by the literary professoriate, and by the
449:
reader a given literary work requires. Within various polarities created by the text, this "implied" reader makes expectations, meanings, and the unstated details of characters and settings through a "wandering viewpoint". In his model, the text controls. The reader's activities are confined within limits set by the literary work.
294:. An individual has (in the brain) a core identity theme (behaviors then becoming understandable as a theme and variations as in music). This core gives that individual a certain style of beingâand reading. Each reader uses the physical literary work plus invariable codes (such as the shapes of letters) plus variable
199:
In the 1960s, David Bleich's pedagogically inspired literary theory entailed that the text is the reader's interpretation of it as it exists in their mind, and that an objective reading is not possible due to the symbolization and resymbolization process. The symbolization and resymbolization process
460:
The second assumption concerns Iser's reading strategy of anticipation of what lies ahead, frustration of those expectations, retrospection, and reconceptualization of new expectations. Iser describes the reader's maneuvers in the negotiation of a text in the following way: "We look forward, we look
185:
An alternative way of organizing reader-response theorists is to separate them into three groups. The first involves those who focus upon the individual reader's experience ("individualists"). Reader-response critics in the United States such as
Holland and Bleich are characterized as individualists
347:
in the U.S. has experimented with the reader's state of mind during and after a literary experience. He has shown how readers put aside ordinary knowledge and values while they read, treating, for example, criminals as heroes. He has also investigated how readers accept, while reading, improbable
548:
Another objection to reader-response criticism is that it fails to account for the text being able to expand the reader's understanding. While readers can and do put their own ideas and experiences into a work, they are at the same time gaining new understanding through the text. This is something
131:
Reader-response theory recognizes the reader as an active agent who imparts "real existence" to the work and completes its meaning through interpretation. Reader-response criticism argues that literature should be viewed as a performing art in which each reader creates their own, possibly unique,
181:
is
Stanley Fish's extension of his earlier work, stating that any individual interpretation of a text is created in an interpretive community of minds consisting of participants who share a specific reading and interpretation strategy. In all interpretive communities, readers are predisposed to a
452:
Two of Iser's reading assumptions have influenced reading-response criticism of the New
Testament. The first is the role of the reader, who is active, not passive, in the production of textual meaning. The reader fills in the "gaps" or areas of "indeterminacy" of the text. Although the "text" is
448:
exemplifies the German tendency to theorize the reader and so posit a uniform response. For him, a literary work is not an object in itself but an effect to be explained. But he asserts this response is controlled by the text. For the "real" reader, he substitutes an implied reader, who is the
68:
Although literary theory has long paid some attention to the reader's role in creating the meaning and experience of a literary work, modern reader-response criticism began in the 1960s and '70s, particularly in the US and
Germany. This movement shifted the focus from the text to the reader and
318:
The type of reader-response critics who conduct psychological experiments on a defined set of readers are called experimenters. The experiments often involve participants free associating during the study, with the experimenters collecting and interpreting reader-responses in an informal way.
156:
There are multiple approaches within the theoretical branch of reader-response criticism, yet all are unified in their belief that the meaning of a text is derived from the reader through the reading process. Lois Tyson classified the variations into five recognized reader-response criticism
190:
experiments on a defined set of readers and those who assume a fairly uniform response by all readers called "uniformists". The classifications show reader-response theorists who see the individual reader driving the whole experience and others who think of literary experience as largely
214:
has encouraged students responding to texts to write anonymously and share with their classmates writings in response to literary works about sensitive subjects like drugs, suicidal thoughts, death in the family, parental abuse and the like. A kind of
132:
text-related performance. The approach avoids subjectivity or essentialism in descriptions produced through its recognition that reading is determined by textual and also cultural constraints. It stands in total opposition to the theories of
161:, led by Louise Rosenblatt and supported by Wolfgang Iser, involves a transaction between the text's inferred meaning and the individual interpretation by the reader influenced by their personal emotions and knowledge.
286:
into an interpretation. In 1973, however, having recorded responses from real readers, Holland found variations too great to fit this model in which responses are mostly alike but show minor individual variations.
585:
have given reader-response critics powerful and detailed models for the aesthetic process. In 2011 researchers found that during listening to emotionally intense parts of a story, readers respond with changes in
390:
There are many other experimental psychologists around the world exploring readers' responses, conducting many detailed experiments. One can research their work through their professional organizations, the
464:
Iser's approach to reading has been adopted by several New
Testament critics, including Culpepper 1983, Scott 1989, Roth 1997, Darr 1992, 1998, Fowler 1991, 2008, Howell 1990, Kurz 1993, and Powell 2001.
140:, in which the reader's role in re-creating literary works is ignored. New Criticism had emphasized that only that which is within a text is part of the meaning of a text. No appeal to the authority or
69:
argues that affective response is a legitimate point for departure in criticism. Its conceptualization of critical practice is distinguished from theories that favor textual autonomy (for example,
461:
back, we decide, we change our decisions, we form expectations, we are shocked by their nonfulfillment, we question, we muse, we accept, we reject; this is the dynamic process of recreation."
298:(different "interpretive communities", for example) plus an individual style of reading to build a response both like and unlike other readers' responses. Holland worked with others at the
173:, looks entirely to the reader's response for literary meaning as individual written responses to a text are then compared to other individual interpretations to find continuity of meaning.
519:
Reader-response critics hold that in order to understand a text, one must look to the processes readers use to create meaning and experience. Traditional text-oriented schools, such as
177:, employed by Norman Holland, believes that a reader's motives heavily affect how they read, and subsequently use this reading to analyze the psychological response of the reader.
530:, allowing readers to interpret a text any way they want. Text-oriented critics claim that one can understand a text while remaining immune to one's own culture, status,
307:
186:
due to their use of psychology as starting point, focusing on the individual identity when processing a text. Then, there are the "experimenter" group, who conduct
594:. Intense parts of a story were also accompanied by increased brain activity in a network of regions known to be involved in the processing of fear, including the
211:
299:
632:
of reading and literature. Also, because reader-response criticism stresses the activity of the reader, reader-response critics may share the concerns of
165:, established by Fish, believe that a text can only come into existence as it is read; therefore, a text cannot have meaning independent of the reader.
157:
approaches whilst warning that categorizing reader-response theorists explicitly invites difficulty due to their overlapping beliefs and practices.
344:
303:
207:
364:
203:
617:). In stressing the activity of the reader, reader-response theory may be employed to justify upsettings of traditional interpretations like
360:
128:(1938), argued that it is important for the teacher to avoid imposing any "preconceived notions about the proper way to react to any work".
1296:
219:
bordering on therapy results. In general, American reader-response critics have focused on individual readers' responses. American
672:
1432:
499:
exemplify and return reader-response criticism to a study of the text by defining readers in terms of the text. In the same way,
210:
have, like Bleich, shown that students' highly personal responses can provide the basis for critical analyses in the classroom.
1108:
1083:
1058:
1033:
946:
918:
893:
801:
776:
706:
1427:
484:âthe term common in Germany for "response"). For Jauss, readers have a certain mental set, a "horizon" of expectations (
488:), from which perspective each reader, at any given time in history, reads. Reader-response criticism establishes these
1792:
1229:, Journal for the Study of the New Testament Supplement Series 163 (Sheffield, England: Sheffield Academic Press, 1998)
1212:, Journal for the Study of the New Testament Supplement Series 144 (Sheffield, England: Sheffield Academic Press, 1997)
1497:
1392:
1357:
1141:
1787:
1777:
395:
310:, to develop a particular teaching format, the "Delphi seminar," designed to get students to "know themselves".
2365:
1862:
1832:
1417:
511:
an "informed reader." And many text-oriented critics simply speak of "the" reader who typifies all readers.
601:
Because it rests on psychological principles, a reader-response approach readily generalizes to other arts:
56:, in contrast to other schools and theories that focus attention primarily on the author or the content and
1612:
1692:
437:, a philosopher, has recently blended her studies on emotion with its role in literature, music, and art.
2355:
1512:
1457:
1827:
1472:
1437:
591:
238:
1297:"Amygdala and heart rate variability responses from listening to emotionally intense parts of a story"
628:
Since reader-response critics focus on the strategies readers are taught to use, they may address the
2299:
562:
1225:, Literary Currents in Biblical Interpretation (Louisville, KY: Westminster John Knox Press, 1992);
2360:
1742:
542:
264:
141:
1259:
Journal for the Study of New
Testament Supplement Series 42 (Sheffield, England: JSOT Press, 1990)
1246:, 2nd ed., ed. Janice Capel Anderson and Stephen D. Moore (Minneapolis, MN: Fortress, 2008), 70-74
1797:
1702:
1242:(Minneapolis, MN: Fortress Press, 1991); "Reader-Response Criticism: Figuring Mark's Reader," in
558:
489:
353:
349:
170:
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to model the literary work. Each reader introjects a fantasy "in" the text, then modifies it by
1927:
1517:
1462:
1422:
587:
531:
520:
133:
70:
1967:
224:
182:
particular form of interpretation as a consequence of strategies used at the time of reading.
1962:
1672:
1567:
1385:
414:
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or "affective" responses to literature, drawing on such concepts from ordinary criticism as "
27:
1867:
1842:
1822:
1802:
1647:
574:
538:
229:
and others publish articles applying reader-response theory to the teaching of literature.
117:
1897:
8:
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1327:
975:
834:
662:
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504:
430:
1171:
The
Implied Reader: Patterns of Communication in Prose Fiction from Bunyan to Beckett.
1158:
The
Implied Reader: Patterns of Communication in Prose Fiction from Bunyan to Beckett.
2324:
2161:
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On
Character Building: The Reader and the Rhetoric of Characterization in Luke-Acts
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826:
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667:
477:
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260:
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1977:
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Matthew's
Inclusive Story: A Study of the Narrative Rhetoric of the First Gospel,
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41:
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113:
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939:
Imagination and the Arts in C. S. Lewis: Journeying to Narnia and Other Worlds
742:
2349:
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2196:
2116:
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1957:
1952:
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255:
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137:
101:
78:
74:
53:
1912:
726:
421:. Both have theorized and tested ideas about what produces emotions such as
19:
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2279:
2274:
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2201:
2191:
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2002:
1907:
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1467:
1452:
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1240:
Let the Reader Understand: Reader-Response Criticism and the Gospel of Mark
657:
641:
614:
527:
508:
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in readers, the necessary factors involved, and the role the reader plays.
328:
246:
97:
1283:
Chasing the Eastern Star: Adventures in Biblical Reader-Response Criticism
817:
Cahill M (1996). "Reader-response criticism and the allegorizing reader".
2334:
2220:
2206:
2186:
1987:
1972:
1947:
1932:
1922:
1687:
1537:
566:
340:
320:
233:
1295:
Wallentin M, Nielsen AH, Vuust P, Dohn A, Roepstorff A, Lund TE (2011).
573:
support the idea that it is the reader who makes meaning. Increasingly,
1807:
1727:
1697:
979:
570:
148:
of the reader, was allowed in the discussions of orthodox New Critics.
145:
1126:
Deeper than Reason: Emotion and its Role in Literature, Music, and Art
963:
1997:
1892:
1597:
1557:
1370:
473:
426:
403:
393:
International Society for the Empirical Study of Literature and Media
392:
216:
82:
537:
To reader-response based theorists, however, reading is always both
2314:
1582:
1572:
1000:
629:
595:
524:
422:
332:
220:
49:
794:
Kinship in Thucydides: Intercommunal Ties and Historical Narrative
2329:
1637:
1617:
1587:
368:
290:
Holland then developed a second model based on his case studies:
1627:
1562:
1350:
Reader-response Criticism: From Formalism to Post-structuralism
336:
324:
1210:
The Blind, the Lame and the Poor: Character Types in Luke-Acts
1592:
1552:
327:
has developed in great detail models for the expressivity of
1227:
Herod the Fox: Audience Criticism and Lukan Characterization
1197:
Hear Then the Parable: A Commentary on the Parables of Jesus
1053:. Cambridge, Ohio: Christian Publishing House. p. 104.
886:
The Theory of Criticism: From Plato to the Present: A Reader
89:) due to its focus on the reader's interpretive activities.
1076:
Learning from Scant Beginnings: English Professor Expertise
1051:
HOW TO INTERPRET THE BIBLE: An Introduction to Hermeneutics
911:
HOW TO INTERPRET THE BIBLE: An Introduction to Hermeneutics
602:
549:
that is generally overlooked in reader-response criticism.
379:". They have used both experiments and new developments in
913:. Cambridge, OH: Christian Publishing House. p. 103.
701:. New Delhi: Atlantic Publishers & Dist. p. 214.
339:(including different actors' readings of a single line of
1294:
561:
for those attempting to find principles of response, and
1184:
Anatomy of the Fourth Gospel: A Study in Literary Design
387:
for measuring different aspects of a reader's response.
1173:(Baltimore: Johns Hopkins University Press, 1974), 288
1160:(Baltimore: Johns Hopkins University Press, 1974), 282
941:. Columbia: University of Missouri Press. p. 21.
557:
Reader-response criticism relates to psychology, both
406:, and through such psychological indices as PSYCINFO.
16:
School of literary theory focused on writings' readers
492:
by reading literary works of the period in question.
77:) as well as recent critical movements (for example,
1078:. Newark: University of Delaware Press. p. 39.
468:
Another important German reader-response critic was
1272:(Louisville, KY: Westminster John Knox Press, 1993)
699:
Twentieth Century Literary Criticism, Fifth Edition
1270:Reading Luke-Acts: Dynamics of Biblical Narrative
523:, often think of reader-response criticism as an
404:International Association of Empirical Aesthetics
2347:
1244:Mark and Method: Approaches in Biblical Studies
565:for those studying individual responses. Post-
356:"), but discard them after they have finished.
409:Two notable researchers are Dolf Zillmann and
367:, has produced a large body of work exploring
1386:
964:"The Dynamics of Literary Criticism (review)"
1365:Critical theory today: a user-friendly guide
872:Critical theory today: a user-friendly guide
590:, indicative of increased activation of the
253:, the first study of a large literary work (
1103:. Discovery Publishing House. p. 393.
1393:
1379:
1367:, 2nd edn. Routledge, New York and London.
874:, 2nd edn, Routledge, New York and London.
791:
727:"Readerâresponse and the pathos principle"
453:written by the author, its "realization" (
267:" that share particular modes of reading.
1285:(Louisville: Westminster John Knox, 2001)
1123:
816:
673:Encoding/decoding model of communication
92:Classic reader-response critics include
18:
1199:(Minneapolis, MN: Fortress Press, 1989)
1101:English Language and Literary Criticism
1048:
1005:. Institute of Education Sciences. 1975
936:
908:
866:
864:
862:
860:
858:
856:
854:
852:
850:
848:
766:
724:
683:
300:State University of New York at Buffalo
2348:
1400:
1098:
883:
534:, and so on, and hence "objectively."
1374:
1073:
1026:Literary Theory and Marxist Criticism
961:
1023:
932:
930:
845:
762:
760:
720:
718:
495:Both Iser and Jauss, along with the
175:Psychological reader-response theory
159:Transactional reader-response theory
1352:. Johns Hopkins University Press.
696:
13:
1793:Friedrich Wilhelm Joseph Schelling
1342:
796:. Oxford: OUP Oxford. p. 26.
280:The Dynamics of Literary Criticism
116:, who in 1929 analyzed a group of
14:
2377:
927:
757:
715:
194:
167:Subjective reader-response theory
120:undergraduates' misreadings; and
1536:
1348:Tompkins, Jane P. (ed.) (1980).
1316:10.1016/j.neuroimage.2011.06.077
1124:Robinson, Jenefer (2005-04-07).
888:. Oxon: Routledge. p. 190.
569:psychologists of reading and of
313:
1288:
1275:
1262:
1249:
1232:
1215:
1202:
1189:
1176:
1163:
1150:
1117:
1092:
1067:
1042:
1017:
993:
955:
771:. Oxon: Routledge. p. 32.
413:, both working in the field of
1186:(Philadelphia: Fortress, 1983)
902:
877:
810:
785:
690:
472:, who defined literature as a
440:
112:. Important predecessors were
63:
1:
1863:Charles Augustin Sainte-Beuve
1833:Georg Wilhelm Friedrich Hegel
1788:Anne Louise Germaine de Staël
552:
514:
179:Social reader-response theory
52:") and their experience of a
1024:Paul, Samiran Kumar (2020).
507:posits a "superreader", and
7:
1134:10.1093/0199263655.001.0001
1128:. Oxford University Press.
725:Johnson, Nan (1988-03-01).
651:
263:, introducing the idea of "
10:
2384:
1828:Johann Wolfgang von Goethe
937:Schakel, Peter J. (2002).
831:10.1177/004056399605700105
792:Fragoulaki, Maria (2013).
592:sympathetic nervous system
476:process of production and
239:An Experiment in Criticism
226:Reading Research Quarterly
2300:Filippo Tommaso Marinetti
1693:Nicolas Boileau-Despréaux
1545:
1534:
1503:Reader-response criticism
1408:
743:10.1080/07350198809359160
697:Das, Bijay Kumar (2007).
609:), music, or visual art (
563:psychoanalytic psychology
126:Literature as Exploration
34:Reader-response criticism
1743:Gotthold Ephraim Lessing
1498:Psychoanalytic criticism
1049:Beville, Kieran (2016).
909:Beville, Kieran (2016).
767:Bennett, Andrew (1995).
636:critics, and critics of
613:), and even to history (
265:interpretive communities
151:
1798:Samuel Taylor Coleridge
1195:Bernard Brandon Scott,
1074:Knapp, John V. (2008).
559:experimental psychology
490:horizons of expectation
383:, and have developed a
363:, usually working with
354:suspension of disbelief
335:, and of word-sound in
142:intention of the author
1518:Sociological criticism
1488:Postcolonial criticism
1423:Biographical criticism
962:Stade, George (1969).
884:Selden, Raman (1988).
588:heart rate variability
30:
1963:Ferdinand de Saussure
1546:Theorists and critics
1099:Kharbe, A. s (2009).
503:posits a "narratee",
348:or fantastic things (
28:Pierre-Auguste Renoir
22:
2366:Communication theory
1868:James Russell Lowell
1843:Francesco De Sanctis
1823:Percy Bysshe Shelley
1803:Wilhelm von Humboldt
1648:Lodovico Castelvetro
1433:Cultural materialism
1418:Archetypal criticism
1363:Tyson, Lois (2006).
684:Notes and references
581:, neuroscience, and
575:cognitive psychology
163:Affective stylistics
1968:Claude LĂ©vi-Strauss
1903:Friedrich Nietzsche
1858:Ralph Waldo Emerson
1818:Thomas Love Peacock
1813:Arthur Schopenhauer
1763:Mary Wollstonecraft
1448:Descriptive poetics
1438:Darwinian criticism
1281:Mark Allan Powell,
1182:R. Alan Culpepper,
819:Theological Studies
769:Readers and Reading
583:neuropsychoanalysis
302:, Murray Schwartz,
2356:Literary criticism
2270:Hans-Georg Gadamer
2102:Philip Wheelwright
2092:Simone de Beauvoir
1888:Charles Baudelaire
1783:William Wordsworth
1778:Friedrich Schlegel
1773:Friedrich Schiller
1603:Christine de Pizan
1513:Semiotic criticism
1458:Feminist criticism
1402:Literary criticism
1238:Robert M. Fowler,
663:Semiotic democracy
623:cultural criticism
505:Michael Riffaterre
486:Erwartungshorizont
398:2014-12-20 at the
284:defense mechanisms
169:, associated with
31:
2343:
2342:
2325:Oswald de Andrade
2162:Hans Robert Jauss
2137:E. D. Hirsch, Jr.
2033:John Crowe Ransom
1928:Stéphane Mallarmé
1898:SĂžren Kierkegaard
1718:Giambattista Vico
1508:Russian formalism
1473:Marxist criticism
1268:William S. Kurz,
1255:David B. Howell,
1110:978-81-8356-483-0
1085:978-0-87413-026-3
1060:978-1-945757-05-1
1035:978-1-64919-549-4
1002:5 Readers Reading
948:978-0-8262-1937-4
920:978-1-945757-05-1
895:978-0-582-00328-6
803:978-0-19-969777-9
778:978-0-582-21290-9
708:978-81-269-0457-0
579:psycholinguistics
497:Constance School,
470:Hans-Robert Jauss
373:defamiliarization
292:5 Readers Reading
122:Louise Rosenblatt
106:Hans-Robert Jauss
24:Two Girls Reading
2373:
2320:Yokomitsu Riichi
2290:J. Hillis Miller
2255:Geoffrey Hartman
2212:Elaine Showalter
2172:Raymond Williams
2132:Martin Heidegger
2122:Gaston Bachelard
2087:Jean-Paul Sartre
2072:Monroe Beardsley
2028:Georges Bataille
2008:Boris Eikhenbaum
1983:Viktor Shklovsky
1853:John Stuart Mill
1838:Giacomo Leopardi
1683:Pierre Corneille
1540:
1523:Source criticism
1395:
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1336:
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1040:
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1028:. Notion Press.
1021:
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870:Tyson, L (2006)
868:
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842:
814:
808:
807:
789:
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782:
764:
755:
754:
722:
713:
712:
694:
668:Reception theory
435:Jenefer Robinson
419:media psychology
261:legal profession
251:Surprised by Sin
44:that focuses on
2383:
2382:
2376:
2375:
2374:
2372:
2371:
2370:
2361:Literary theory
2346:
2345:
2344:
2339:
2295:Clifford Geertz
2250:Jonathan Culler
2177:Lionel Trilling
2157:Michel Foucault
2147:Jacques Derrida
2023:Mikhail Bakhtin
1978:Walter Benjamin
1943:Antonio Gramsci
1938:Benedetto Croce
1883:Hippolyte Taine
1873:Edgar Allan Poe
1748:Joshua Reynolds
1541:
1532:
1483:New historicism
1410:Literary theory
1404:
1399:
1345:
1343:Further reading
1340:
1339:
1299:
1293:
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1280:
1276:
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1250:
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1194:
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1169:Wolfgang Iser,
1168:
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1156:Wolfgang Iser,
1155:
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731:Rhetoric Review
723:
716:
709:
695:
691:
686:
678:OBJECT:PARADISE
654:
646:postcolonialism
555:
517:
443:
400:Wayback Machine
381:neuropsychology
316:
197:
154:
66:
42:literary theory
17:
12:
11:
5:
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2235:FĂ©lix Guattari
2231:Gilles Deleuze
2228:
2226:Murray Krieger
2223:
2217:Sandra Gilbert
2214:
2209:
2204:
2199:
2194:
2189:
2184:
2182:Julia Kristeva
2179:
2174:
2169:
2167:Georges Poulet
2164:
2159:
2154:
2152:Roland Barthes
2149:
2144:
2139:
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2127:Ernst Gombrich
2124:
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2104:
2099:
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2084:
2082:Jan MukaĆovskĂœ
2079:
2077:Cleanth Brooks
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2063:Ernst Cassirer
2060:
2055:
2050:
2045:
2040:
2038:R. P. Blackmur
2035:
2030:
2025:
2020:
2018:I. A. Richards
2015:
2013:Virginia Woolf
2010:
2005:
2000:
1995:
1993:Irving Babbitt
1990:
1985:
1980:
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1918:Anatole France
1915:
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1895:
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1878:Matthew Arnold
1875:
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1848:Thomas Carlyle
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1733:Samuel Johnson
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1713:Joseph Addison
1710:
1708:Alexander Pope
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1700:
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1690:
1685:
1680:
1675:
1673:Henry Reynolds
1670:
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1663:Torquato Tasso
1660:
1658:Jacopo Mazzoni
1655:
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1643:Wang Changling
1640:
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1623:Anandavardhana
1620:
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1440:
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1428:Chicago school
1425:
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619:deconstruction
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607:David Bordwell
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551:
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455:Konkritisation
442:
439:
415:communications
411:Peter Vorderer
345:Richard Gerrig
329:poetic rhythms
315:
312:
304:David Willbern
278:psychology in
276:psychoanalytic
272:Norman Holland
212:Jeffrey Berman
208:Walter Slatoff
196:
195:Individualists
193:
153:
150:
114:I. A. Richards
110:Roland Barthes
94:Norman Holland
87:deconstruction
65:
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2068:W. K. Wimsatt
2066:
2064:
2061:
2059:
2058:Kenneth Burke
2056:
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2048:György Lukåcs
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2044:
2043:Jacques Lacan
2041:
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1958:Sigmund Freud
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1953:A. C. Bradley
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365:Donald Kuiken
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314:Experimenters
311:
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204:Michael Steig
201:
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188:psychological
183:
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144:, nor to the
143:
139:
138:New Criticism
135:
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123:
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115:
111:
107:
103:
102:Wolfgang Iser
99:
95:
90:
88:
84:
80:
79:structuralism
76:
75:New Criticism
72:
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60:of the work.
59:
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54:literary work
51:
47:
43:
39:
35:
29:
25:
21:
2310:André Breton
2285:M. H. Abrams
2280:Peter Szondi
2275:Paul Ricoeur
2265:Hayden White
2202:Stanley Fish
2192:Harold Bloom
2142:Noam Chomsky
2097:Ronald Crane
2003:Leon Trotsky
1908:Walter Pater
1738:Edward Young
1723:Edmund Burke
1613:Rajashekhara
1608:Bharata Muni
1528:Thing theory
1502:
1493:Postcritique
1468:Geocriticism
1453:Ecocriticism
1364:
1349:
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971:
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957:
938:
910:
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885:
879:
871:
825:(1): 89â97.
822:
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812:
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692:
658:Hermeneutics
642:queer theory
627:
615:Hayden White
600:
556:
547:
536:
528:subjectivism
518:
509:Stanley Fish
496:
494:
485:
481:
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352:'s "willing
317:
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247:Stanley Fish
244:
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171:David Bleich
166:
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98:Stanley Fish
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32:
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2335:Octavio Paz
2240:René Girard
2221:Susan Gubar
2207:Edward Said
2187:Paul de Man
2053:Paul Valéry
1988:T. S. Eliot
1973:T. E. Hulme
1948:Umberto Eco
1933:Leo Tolstoy
1923:Oscar Wilde
1703:John Dennis
1688:John Dryden
567:behaviorist
532:personality
441:Uniformists
361:David Miall
359:In Canada,
341:Shakespeare
321:Reuven Tsur
234:C. S. Lewis
64:Development
2350:Categories
1913:Ămile Zola
1808:John Keats
1728:David Hume
1698:John Locke
1304:NeuroImage
571:perception
553:Extensions
539:subjective
515:Objections
249:published
236:published
146:psychology
124:, who, in
46:the reader
1998:Carl Jung
1893:Karl Marx
1598:Boccaccio
1558:Aristotle
1463:Formalism
839:170685404
751:0735-0198
543:objective
521:formalism
482:Rezeption
478:reception
474:dialectic
427:curiosity
369:emotional
350:Coleridge
270:In 1968,
245:In 1967,
232:In 1961,
221:magazines
217:catharsis
134:formalism
118:Cambridge
83:semiotics
71:Formalism
2315:Mina Loy
1583:Boethius
1573:Plotinus
1568:Longinus
1324:21749924
1009:21 March
985:21 March
652:See also
634:feminist
630:teaching
596:amygdala
525:anarchic
431:surprise
423:suspense
396:Archived
333:metaphor
274:drew on
136:and the
50:audience
2330:Hu Shih
1638:Liu Xie
1618:Valmiki
1588:Aquinas
1332:8811261
980:4334957
1628:Cao Pi
1563:Horace
1356:
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1322:
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638:gender
603:cinema
402:, and
375:" or "
337:poetry
325:Israel
306:, and
296:canons
108:, and
85:, and
38:school
1633:Lu Ji
1593:Dante
1553:Plato
1328:S2CID
1300:(PDF)
976:JSTOR
835:S2CID
331:, of
223:like
152:Types
48:(or "
36:is a
2233:and
2219:and
2070:and
1354:ISBN
1320:PMID
1138:ISBN
1105:ISBN
1080:ISBN
1055:ISBN
1030:ISBN
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