This document discusses reader-oriented criticism, which focuses on how the interaction between the reader and the text creates meaning. It asserts that a text does not have a fixed or universal meaning, as meaning emerges from the specific reader and context. It presents several methodologies used in reader-oriented criticism, including structuralism, phenomenology, reception theory, and subjective criticism. The key aspects are that the reader and their perspective are as important as the text itself in determining meaning.
This document discusses reader-oriented criticism, which focuses on how the interaction between the reader and the text creates meaning. It asserts that a text does not have a fixed or universal meaning, as meaning emerges from the specific reader and context. It presents several methodologies used in reader-oriented criticism, including structuralism, phenomenology, reception theory, and subjective criticism. The key aspects are that the reader and their perspective are as important as the text itself in determining meaning.
This document discusses reader-oriented criticism, which focuses on how the interaction between the reader and the text creates meaning. It asserts that a text does not have a fixed or universal meaning, as meaning emerges from the specific reader and context. It presents several methodologies used in reader-oriented criticism, including structuralism, phenomenology, reception theory, and subjective criticism. The key aspects are that the reader and their perspective are as important as the text itself in determining meaning.
This document discusses reader-oriented criticism, which focuses on how the interaction between the reader and the text creates meaning. It asserts that a text does not have a fixed or universal meaning, as meaning emerges from the specific reader and context. It presents several methodologies used in reader-oriented criticism, including structuralism, phenomenology, reception theory, and subjective criticism. The key aspects are that the reader and their perspective are as important as the text itself in determining meaning.
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Reader-oriented criticism focuses on how the reader and text interact to create meaning. Different approaches discussed include structuralism, phenomenology, and subjective criticism.
Approaches discussed include structuralism, phenomenology, subjective criticism, narratology, reception theory, and the concepts of the implied reader and horizons of expectation.
Structuralism approaches textual analysis scientifically and looks for codes/signs in the text that allow meaning. The text is important for the signals it contains with preestablished meanings.
READER-ORIENTED
CRITICISM A CLOSER LOOK…
• does not provide us with a unified body of theory or a single
methodological approach for textual analysis • Critics believe that a literary work's interpretation is created when a reader and a text interact or transact, these critics assert that the proper study of textual analysis must consider both the reader and the text, not simply a text in isolation. • Only in context, with a reader actively involved in the reading process with the text, can meaning emerge. READER + TEXT = POEM (MEANING) • The reader, including his or her view of the world, background, purpose for reading, knowledge of the world, knowledge of words, and other such factors • The text, with all its various linguistic elements • Meaning, or how the text and the reader interact or transact so that the reader can make sense of the printed material METHODOLOGY
• approach textual analysis as if it were a science.
• look for specific codes within the text that allow meaning to occur (e.g. Red light and sirens) • The text becomes important because it contains signs or signals to the reader that have preestablished and acceptable interpretations. NARRATOLOGY • Founded by Gerard Prince in the 1970s • the process of analyzing a story using all the elements involved in its telling, such as narrator, voice, style, verb tense, personal pronouns, audience, and so forth. • the narrative itself - that is, the story-produces the narratee. • Such narratees may include the real reader, the virtual reader, and the ideal reader PHENOMENOLOGY
• is a modem philosophical tendency that emphasizes the
perceiver. • Objects can have meaning only if an active consciousness (a perceiver) absorbs or notes their existence. • The true poem can exist only in the reader's consciousness, not on the printed page. HANS ROBERT JAUSS • emphasizes that a text's social history must be considered when interpreting the text. • critics must examine how any given text was accepted or received by its contemporary readers. • reception theory - readers from any given historical period devise for themselves the criteria whereby they will judge a text. • horizons of expectation - include all of a historical period’s critical vocabulary and assessment of a text • Because each historical period establishes its own horizons of expectation, the overall value and meaning of any text can never become fixed or universal; readers from any given historical period establish for themselves what they value in a text. WOLFGANG ISER • believes that any object-for example, a stone, a house, or a poem-does not achieve meaning until an active consciousness recognizes or registers this object. • the critic's role is to examine and explain the text's effect on the reader. • Implied Reader v Actual Reader • texts, in and of themselves, do not possess meaning. • When a text is concretized, the reader automatically views the text from his or her personal worldview. SUBJECTIVE CRITICISM
• places the greatest emphasis on the reader in the
interpretative process • the reader's thoughts, beliefs, and experiences play a greater part than the actual text in shaping a work's meaning NORMAN HOLLAND • believes that at birth we receive from our mothers a primary identity. We personalize this identity through our life's experiences, transforming it into our own individualized identity theme that becomes the lens through which we see the world. • Textual interpretation becomes a matter of working out our own fears, desires, and needs to help maintain our psychological health. • A reader, transforms a text into a private world, a place where the reader works out (through the ego) his or her fantasies, which are actually mediated by the text so that they will be socially acceptable. QUESTIONS FOR ANALYSIS • Who is the actual reader? • Who is the implied reader? • Who is the ideal reader? • Who is the narratee? • What are some gaps you see in the text? • Can you list several horizons of expectations and show how they change from a particular text's beginning to its conclusion? • Using Jauss's definition of horizons of expectation, can you develop (first on your own and then with your classmates) an interpretation of a particular text? • Can you articulate your identity theme as you develop your personal interpretation of a particular text? • Using Bleich's subjective criticism, can you state the difference between your response to a text and your interpretation? • In a classroom setting, develop your class's interpretive strategies for arriving at the meaning of a particular text. • As you interpret this text, can you cite the interpretive community or communities to which you, the reader, belong?