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Journal articles on the topic 'Louise Rosenblatt'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ruth, Leo. "It’s Louise." Voices from the Middle 12, no. 3 (2005): 64. http://dx.doi.org/10.58680/vm20054713.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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2

Probst, Robert. "In Memory of Louise Rosenblatt." Voices from the Middle 12, no. 3 (2005): 9–12. http://dx.doi.org/10.58680/vm20054694.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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3

Farrell, Edmund J. "A Tribute to Louise." Voices from the Middle 12, no. 3 (2005): 68–69. http://dx.doi.org/10.58680/vm20054715.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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4

Holmes, Ken. "Meeting Louise Rosenblatt." English Journal 94, no. 5 (2005): 16. http://dx.doi.org/10.2307/30047334.

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5

Wilhelm, Jeffrey D. "Paying Attention: The Legacy of Louise Rosenblatt." Voices from the Middle 12, no. 3 (2005): 55. http://dx.doi.org/10.58680/vm20054709.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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6

Meyer, Rick. "To the Point!" Talking Points 17, no. 1 (2005): 32–33. http://dx.doi.org/10.58680/tp20054533.

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Rick Meyer reflects on his professional interactions with Louise Rosenblatt and on how her work has influenced not only his teaching, but also his views as a social and political activist. Rosenblatt’s focus on a personal response to texts engenders conversations about difference that are the essence of a democratic society in which multiple perspectives are encouraged.

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7

Claggett, Fran. "Lessons from Louise: The Person, the Theory, the Practice." Voices from the Middle 12, no. 3 (2005): 51–53. http://dx.doi.org/10.58680/vm20054707.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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8

Christenbury, Leila. "Rosenblatt the Radical." Voices from the Middle 12, no. 3 (2005): 22–24. http://dx.doi.org/10.58680/vm20054697.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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9

Rejan, Andrew. "Reconciling Rosenblatt and the New Critics: The Quest for an “Experienced Understanding” of Literature." English Education 50, no. 1 (2017): 10–41. http://dx.doi.org/10.58680/ee201729318.

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Louise Rosenblatt’s transactional theory of reader response has been widely accepted as a means of resisting the hegemony of New Criticism. This article argues that Rosenblatt and the New Critics were pioneers of parallel, rather than opposing, pedagogical traditions, shaped by the shared influence of I. A. Richards and John Dewey. The article situates a close reading of Rosenblatt and the New Critics in the context of the historical conditions that influenced the reception of the two supposedly disparate methods of teaching literature. At a time when misinformed caricatures of both Reader Res

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10

Mills, Heidi, Diane Stephens, Timothy O’Keefe, and Julie Riley Waugh. "Theory in Practice: The Legacy of Louise Rosenblatt: Rosenblatt’s theory and vision for a democratic society come alive when students and teachers engage in authentic dialogue around literature." Language Arts 82, no. 1 (2004): 47–55. http://dx.doi.org/10.58680/la20044369.

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The authors reflect upon and celebrate the significant contributions Louise Rosenblatt has made to our vision of theoretically sound literacy instruction and democratic practices. They delineate the theoretical lineage of our field and the ways in which Rosenblatt's thinking has transformed teaching and research over the past 60 years. Finally, they feature vignettes from two elementary teachers whose practices stand firmly on the shoulders of this giant in our field.

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11

Haack, Susan. "Obituary tribute to Louise Rosenblatt." Newsletter of the Society for the Advancement of American Philosophy 33, no. 101 (2005): 16–17. http://dx.doi.org/10.5840/saap2005331015.

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12

Elliot, Norbert. "A Midrash for Louise Rosenblatt." Rhetoric Review 27, no. 3 (2008): 281–304. http://dx.doi.org/10.1080/07350190802126235.

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13

Pradl, Gordon M., and Robert E. Probst. "In Memoriam: Louise M. Rosenblatt." English Journal 94, no. 5 (2005): 11–14. http://dx.doi.org/10.58680/ej20054251.

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14

Ratner, Jonathan. "Six Stones for a Mosaic: Louise and Teaching from Her Son’s Perspective." Voices from the Middle 12, no. 3 (2005): 6–8. http://dx.doi.org/10.58680/vm20054693.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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15

Martens, Prisca, and Bess Altwerger. "From the Editors." Talking Points 17, no. 1 (2005): 4–5. http://dx.doi.org/10.58680/tp20054528.

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Editors Prisca Martens and Bess Altwerger introduce this special issue in honor of Louise Rosenblatt, pioneer of reading theory, who died in February 2005. The various articles all demonstrate how great an influence Rosenblatt had on teachers and students of literature.

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16

Marinaccio, Philomena. "“Remember Most That I Wrote for Democracy”: Louise Rosenblatt, in Her Own Words." Talking Points 24, no. 2 (2013): 21–25. http://dx.doi.org/10.58680/tp201323642.

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17

Erixon, Per-Olog, and Gun Malmgren. "A Swedish and Scandinavian Perspective on Rosenblatt." Voices from the Middle 12, no. 3 (2005): 63. http://dx.doi.org/10.58680/vm20054712.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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18

O’Flahavan, John, and Judy Wallis. "Rosenblatt in the Classroom: Her Texts, Our Reading, Our Classrooms." Voices from the Middle 12, no. 3 (2005): 32–33. http://dx.doi.org/10.58680/vm20054700.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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19

Daniels, Harvey. "Finally, I Feel Hope." Voices from the Middle 12, no. 3 (2005): 21. http://dx.doi.org/10.58680/vm20054696.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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20

Pradl, Gordon M. "The Democratic Discussion: A Dedicated Life." Voices from the Middle 12, no. 3 (2005): 40–42. http://dx.doi.org/10.58680/vm20054703.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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21

Rosenblatt, Louise M. "From Literature as Exploration and The Reader, the Text, the Poem." Voices from the Middle 12, no. 3 (2005): 25–30. http://dx.doi.org/10.58680/vm20054698.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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22

Karolides, Nicholas J. "Scholar, Educator, Advocate: The Range and Richness of Rosenblatt." Voices from the Middle 12, no. 3 (2005): 59–62. http://dx.doi.org/10.58680/vm20054711.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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23

Jago, Carol. "Readers Just Want to Have Fun." Voices from the Middle 12, no. 3 (2005): 51–53. http://dx.doi.org/10.58680/vm20054708.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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24

Patterson, Nancy. "Form and Artistry: The Reading/Writing Connection." Voices from the Middle 12, no. 3 (2005): 39. http://dx.doi.org/10.58680/vm20054702.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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25

Rosenblatt, Louise M. "Retrospect from Transactions with Literature." Voices from the Middle 12, no. 3 (2005): 13–19. http://dx.doi.org/10.58680/vm20054695.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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26

Coskie, Tracy L., and Nancy J. Johnson. "Readers Matter." Voices from the Middle 12, no. 3 (2005): 47. http://dx.doi.org/10.58680/vm20054705.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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27

Burke, Jim. "Voices." Voices from the Middle 12, no. 3 (2005): 31. http://dx.doi.org/10.58680/vm20054699.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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28

Van Horn, Leigh. "Perspectives on the Written Words." Voices from the Middle 12, no. 3 (2005): 65–67. http://dx.doi.org/10.58680/vm20054714.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib

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29

Claggett, Fran. "Envisionment: Tangential Thoughts on Louise Rosenblatt." English Journal 94, no. 5 (2005): 15. http://dx.doi.org/10.2307/30047331.

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30

Locke, Terry. "Louise Rosenblatt: Thanks for the Memory." English Journal 94, no. 5 (2005): 17. http://dx.doi.org/10.2307/30047336.

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31

Roen, Duane, and Nicholas Karolides. "A Memorial to Louise Michelle Rosenblatt." College English 67, no. 6 (2005): 565–68. http://dx.doi.org/10.58680/ce20054089.

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32

Dressman, Mark, and Joan Parker Webster. "Retracing Rosenblatt: A Textual Archaeology." Research in the Teaching of English 36, no. 1 (2001): 110–45. http://dx.doi.org/10.58680/rte20011740.

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In this archaeological investigation of the work of Louise Rosenblatt, we read and highlighted all text-level differences between the 1st (1938) and 5th (1995) editions of Literature as Exploration. We categorized each type of revision, traced a sample of each to the edition in which the change was made, and then extended our analysis to 70 passages.

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33

Karolides, Nicholas J. "Theory and Practice: An Interview with Louise M. Rosenblatt." Language Arts 77, no. 2 (1999): 158–70. http://dx.doi.org/10.58680/la199986.

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34

Mailloux, Steven. "In Memoriam: Louise M. Rosenblatt, 1904–2005." PMLA/Publications of the Modern Language Association of America 120, no. 3 (2005): 886–87. http://dx.doi.org/10.1632/003081205x68151.

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35

Beers, Kylene. "EDITOR'S MESSAGE: Finding the Frustration between Fear and Frustration." Voices from the Middle 12, no. 3 (2005): 5. http://dx.doi.org/10.58680/vm20054692.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100.

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36

Flynn, Elizabeth A. "Reconsiderations: Louise Rosenblatt and the Ethical Turn in Literary Theory." College English 70, no. 1 (2007): 52–69. http://dx.doi.org/10.58680/ce20076335.

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Although, by the time of her death, Louise Rosenblatt was highly respected in the fields of composition and reading theory, she did not enjoy the same status among literary theorists. Yet her book The Reader, The Text, The Poem can now be seen as a precursor of contemporary literary theory’s “ethical turn.”

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37

Raines, Angela S. "Louise Rosenblatt: An Advocate for Nurturing Democratic Participation through Literary Transactions." Talking Points 17, no. 1 (2005): 28–31. http://dx.doi.org/10.58680/tp20054532.

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Raines says that if we want to create thoughtful, critical thinkers in our classrooms, we should consider and implement a more aesthetic teaching stance, as defined by Louise Rosenblatt—a stance focused on the personal experience of reading. Such an approach helps students develop reading, thinking, and learning skills, leading them to be more active participants in a democratic society.

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38

Vytniorgu, Richard. "An Ethical Ideal? Louise Rosenblatt and Democracy—A Personalist Reconsideration." Humanities 7, no. 2 (2018): 29. http://dx.doi.org/10.3390/h7020029.

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39

Faust, Mark. "Reconstructing Familiar Metaphors: John Dewey and Louise Rosenblatt on Literary Art as Experience." Research in the Teaching of English 35, no. 1 (2000): 9–34. http://dx.doi.org/10.58680/rte20001709.

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Problematizes the word “experience” as it is currently being used by researchers and teachers who want to reform literature instruction in schools and colleges. Discusses how a fresh look at Dewey and Rosenblatt can reconstruct the courtroom and marketplace metaphors as sound alternatives to theories that perpetuate dualistic assumptions about literary experience.

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40

Savolainen, Reijo. "Sharing information through book reviews in blogs." Journal of Documentation 76, no. 2 (2019): 440–61. http://dx.doi.org/10.1108/jd-08-2019-0161.

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Purpose The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information sharing is approached by examining how bloggers communicate their reading experiences of fiction and non-fiction books. Design/methodology/approach The conceptual framework is based on the differentiation between efferent and aesthetic reading stances specified by Rosenblatt. The efferent stance directs attention to what is to be extracted from reading for instrumental purposes such as task performance. The aesth

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41

PARIS-POPA, Andreea. "“I’ve Read You Right—I’m With You Now”: Aesthetic Reading in Virginia Woolf's Metafictional Short Stories." Studia Universitatis Babeș-Bolyai Philologia 69, no. 3 (2024): 79–99. http://dx.doi.org/10.24193/subbphilo.2024.3.05.

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“I’ve read you right—I’m with you now”: Aesthetic Reading in Virginia Woolf’s Metafictional Short Stories. Despite critical interest in Virginia Woolf’s intense preoccupation with the imaginative process at the root of literary creation, little attention has been paid to the manner in which, through metafiction, the writer turns her short stories into reflections upon the nature of reading. In works such as “An Unwritten Novel” (1921) and “The Lady in the Looking-Glass. A Reflection” (1926), the boundaries between literature and criticism, between fiction and reality, take center stage and it

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42

Davis, Joye B., and Laurie MacGillivray. "Books about Teen Parents: Messages and Omissions." English Journal 90, no. 3 (2001): 90–96. http://dx.doi.org/10.58680/ej2001721.

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As Louise Rosenblatt tells us, reading allows us to learn about the world and ourselves, encouraging us to think about life choices and possible outcomes. Novels can also teach us about the consequences of decisions and frame our thinking about the future. With this in mind, we set out to gather narratives written for young adults that deal with teenage pregnancy and parenting. In this article, we share eight messages found in seventeen short stories and books, realizing that the meanings we derived from the books are subjective.

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43

Holmes, Leigh Howard. "Linkages of Nonfiction and Selfhood: The Places of Personal Essaays." English Journal 91, no. 4 (2002): 64–68. http://dx.doi.org/10.58680/ej2001895.

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Literary fiction offers teachers interesting “What if ?” situations to mull over with students. Through the vicarious explorations of fiction students learn to choose or avoid life situations, as Louise Rosenblatt taught us over seventy years ago. However, nonfiction literary prose offers advantages that literary fiction does not. One of these is the directness and sense of honesty that comes with a single voice telling things as they are seen by that person. Other advantages rest in the potential classroom linkages between reading this form of literature and writing the personal essay. Read m

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44

Willinsky, John. "Recalling the Moral Force of Literature in Education." Journal of Educational Thought / Revue de la Pensée Educative 22, no. 2 (2018): 118–32. http://dx.doi.org/10.55016/ojs/jet.v22i2.44218.

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In light of the continuing challenges which schools and libraries face from those who would restrict on moral grounds the literary fare of the young, I thought it helpful to recall the original arguments in public education for making literature a mainstay, arguments which hinged on literature's ability to form the soul, to restore a lost community and 10 foster the state. Rather than treat these as simply antiquated, I argue that there are elements within the work of Mathew Arnold, F.R. Leavis and Louise Rosenblatt which can form the basis of a renewed defence of the moral and educational val

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45

Gaskill, Nicholas. "Criticism and Our Modes of Abstraction." New Literary History 55, no. 3-4 (2024): 489–514. https://doi.org/10.1353/nlh.2024.a953937.

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Abstract: This essay argues that any adequate account of literary studies as an intellectual discipline has to reckon with the aesthetic nature of literary works. To make my case, I draw on the philosophies of John Dewey and Alfred North Whitehead, the aesthetics of Susanne K. Langer, and accounts of criticism by Louise M. Rosenblatt and Kenneth Burke, all of whom I show to be indebted to William James. Key to my argument is their redefinition of knowledge in terms of "modes of abstraction" and their elaboration of concepts geared toward registering the distinctive kinds of abstractive thinkin

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46

Löfgren, Maria, and Per-Olof Erixon. "Literature Manuals in Times of New Mediacy in Sweden." L1-Educational Studies in Language and Literature 24, no. 2 (2024): 1–26. http://dx.doi.org/10.21248/l1esll.2024.24.2.614.

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The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strat

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Tuhin, Majumdar. "Transaction between Fact and Fiction in Salman Rushdie's Midnight's Children." postscriptum: An Interdisciplinary Journal of Literary Studies 1, no. 2 (2016): 41–51. https://doi.org/10.5281/zenodo.1318825.

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In the domain of literary criticism, ‘transaction’ suggests a mutually reciprocating relation between the reader and literary text. Louise Michelle Rosenblatt in her work “The Reader, The Text, The Poem: The Transactional Theory of the Literary Work” argues that the act of reading is dynamic and involves interaction between the active reader and the text. This paper aims to foreground Salman Rushdie’s attempts to frame a fact-fiction interface in his novel Midnight’s Children. Discourse naturalizes conventions through iterative performance and creates water-

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Taylor, Denny. "Profile: Yetta Goodman, Maxine Greene, Louise Rosenblatt, and Margaret Meek Spencer: Language, Literacy, and Politics." Language Arts 81, no. 4 (2004): 344–51. http://dx.doi.org/10.58680/la20042914.

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Wu, Shuangnan. "Reader Response to Feminism in Elizabeth Gilbert‘s Eat, Pray, Love." International Journal of Languages, Literature and Linguistics 7, no. 2 (2021): 81–85. http://dx.doi.org/10.18178/ijlll.2021.7.2.291.

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This study is about reader response to feminism in Eat, Pray, Love: One Woman’s Search for Everything Across Italy, India and Indonesia by Elizabeth Gilbert (2006). The topic is analysed under the guidance of reader-response theory proposed by Louise Rosenblatt. The objectives of this study are twofold: first, to collect related readers’ response to feminism on the Goodreads website, one of the biggest and most famous book review websites worldwide; secondly, to discuss readers’ underpinning views towards feminism and their expectation for women in the 21st century. This paper seizes on qualit

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GRAMMENOU, VASILIKI, and KOMOUSINIO MARIA TSIARI. "A didactic approach to Kiki Dimoula's poem 'The Passions of the Rain' based on L. M. Rosenblatt's 'transactional' theory." INTERNATIONAL JOURNAL OF EDUCATIONAL INNOVATION 6, no. 5 (2024): 36–42. https://doi.org/10.69685/rwoy3533.

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This article presents the theoretical principles of Louise M. Rosenblatt"s transactional reading theory and the possibility of utilizing them for the didactic approach to Kiki Dimoula"s poem "The Passions of the Rain." Through this didactic approach, the aesthetic contemplation and enjoyment of the text is pursued, based on the reader"s transaction with the text, through a creative reading, which takes place in three successive and complementary phases: - How do I react to the text I am reading? - How does the text shape my reaction? - How do other readers react? The reader focuses his attenti

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