Reader-response criticism

Reader-response criticism is a school of literary theory that focuses on the reader (or 'audience') and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work. Reader-response criticism is a school of literary theory that focuses on the reader (or 'audience') and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work. 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, in work by Norman Holland, Stanley Fish, Wolfgang Iser, Hans-Robert Jauss, Roland Barthes, and others. Important predecessors were I. A. Richards, who in 1929 analyzed a group of Cambridge undergraduates' misreadings; Louise Rosenblatt, who, in Literature as Exploration (1938), argued that it is important for the teacher to avoid imposing any 'preconceived notions about the proper way to react to any work'; and C. S. Lewis in An Experiment in Criticism (1961). 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, text-related performance. It stands in total opposition to the theories of formalism and the New Criticism, 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 intention of the author, nor to the psychology of the reader, was allowed in the discussions of orthodox New Critics. 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 endeavors to define the variations into five recognized reader-response criticism approaches whilst warning that categorizing reader-response theorists explicitly invites difficulty due to their overlapping beliefs and practices. Transactional reader-response theory, 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. Affective stylistics, 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. Subjective reader-response theory, associated with David Bleich, 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. Psychological reader-response theory, 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. Social reader-response theory 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 particular form of interpretation as a consequence of strategies used at the time of reading. An alternative way of organizing reader-response theorists is to separate them into three groups: those who focus upon the individual reader's experience ('individualists'); those who conduct psychological experiments on a defined set of readers ('experimenters'); and those who assume a fairly uniform response by all readers ('uniformists'). One can therefore draw a distinction between reader-response theorists who see the individual reader driving the whole experience and others who think of literary experience as largely 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. 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 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. Michael Steig and Walter Slatoff have, like Bleich, shown that students' highly personal responses can provide the basis for critical analyses in the classroom. Jeffrey Berman 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 catharsis bordering on therapy results. In general, American reader-response critics have focused on individual readers' responses. American magazines like Reading Research Quarterly and others publish articles applying reader-response theory to the teaching of literature. In 1961, C. S. Lewis published An Experiment in Criticism, in which he analyzed readers' role in selecting literature. He analyzed their selections in light of their goals in reading. In 1967, Stanley Fish published Surprised by Sin, the first study of a large literary work (Paradise Lost) 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 legal profession, introducing the idea of 'interpretive communities' that share particular modes of reading.