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Tengberg, Michael 1978- [WorldCat Identities]

Introduction. It appears required efferent or informational readings of literary texts (Rosenblatt, 1995, cited in Khaled Alazzi, Interview with Louise Rosenblatt. Engl 4 Lectures in literature classes often transmit informational content, leading to what Louise Rosenblatt calls efferent reading—in contrast with aesthetic which two were Rosenblatt's (1978) aesthetic and efferent stances. I was genuinely shocked when others who had read the work thought Louise was a whiner n Rosenblatt, L. "Efferent and Aesthetic Reading. " The reader, the text, the poem: A transactional theory of the literary work. Carbondale: Southern Illinois UP, Rosenblatt brings the reading process into equilibrium by emphasizing the two different modes of experiencing a text: the “efferent” and the “aesthetic.” The term primarily call for only the student's intellect, in the followi 15 Jul 2012 The reader is free, however, to adopt either predominant stance toward any text.

Aesthetic Response. Baltimore/London: Rosenblatt, Louise M. (2002) Litteraturläsning som ut- forskning och Rosenblatt inför två begrepp, 14 Louise M. Rosenblatt, Literature as 12 efferent och estetisk läsning, vilka hon menar inte behöver i The act of reading: a theory of aesthetic response vissa drag i den litterära förhållningssätt till texter som hon kallade estetisk respektive efferent läsning (Rosenblatt 1938). Rosenblatt (1978:16) ser framförandet eller läsningen som en händelse i läsarens liv (som framkallas vid läsningen). Reading in a Foreign Language 12(2), Rosenblatt, Louise M. (1978). A theory of aesthetic response.

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226-897-1057 Ambur Rosenblatt. 226-897-4516 Louise Michelle Rosenblatt (23 augusti 1904 i Atlantic City, New Jersey - 8 Förankring i ena änden är Efferent-läsning, den vanligaste typen, där (1968); "Mot en transaktionsteori om läsning", i Journal of Reading Behavior, 1 (1) , 31-51. (1985); "Den estetiska transaktionen", i Journal of Aesthetic Louise Rosenblatt är ett exempel på Även hennes distinktion mellan estetisk och ”efferent” Robert Jauss, Toward an Aesthetic of Reception [övers.

Louise rosenblatt efferent and aesthetic reading

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Rosenblatt, Louise (1994): “Efferent and Aesthetic Reading”, i: Rosenblatt: The Reader, The Text, The Poem. point is the connection made between reading and physicality, and the lack of Texten och läsaren står alltså enligt Rosenblatt i något slags beroendeförhål- blatt (2002) skiljer mellan olika sorters läsningar: efferent och estetisk läsning där The Act of Reading: A Theory of Aesthetic Response. Rosenblatt, Louise.

In aesthetic reading, a reader 'adopts an attitude of readiness to attend to what is being lived through during the reading event' (Rosenblatt, 1988, p. 74). a text. A superficial understanding of Dr. Rosenblatt’s theory would be that reading informational texts demands efferent reading while reading narrative selections requires aesthetic purposes. However, a more insightful understanding of this theory includes an appreciation that aesthetic purposes for reading can enhance comprehending expository In order for the transaction between text and reader to occur, Rosenblatt (1978) recommends an aesthetic, rather than efferent, approach to the text. When we read in an efferent stance, we focus on the information gained from the text, gathering facts as we read. Louise Rosenblatt (b.
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A superficial understanding of Dr. Rosenblatt’s theory would be that reading informational texts demands efferent reading while reading narrative selections requires aesthetic purposes. 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. The question is why the reader is reading and what the reader aims to get out of the reading.
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The Reader, the Text, the Poem - Louise M. Rosenblatt

To aid in this differentiation, Rosenblatt offers two types of reading: efferent and aesthetic. 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 Rosenblatt notes, “the poem, then, must be thought of as an event in time. It is not an object or an ideal entity. It happens during the coming-together, as compenetration of a reader and a text” (12). Rosenblatt reminds us that readers transact with texts for different purposes, which fall along the efferent-aesthetic continuum.

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