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Reminiscences of Louise Michelle Rosenblatt
Family life and early education; Barnard College, B.A. 1921; Ph.D. in Comparative Literature from Sorbonne: study in Grenoble and Paris, defense of dissertation, 1931; assistant, English Department, Barnard; marriage to Sidney Ratner, 1932; Commission on Human Relations, 1935-1936; involvement in progressive education movement, especially as applied to literature, 1930s; development of own theory of literature; assistant professor, English Department, Brooklyn College, 1938-1948; Office of War Information, 1943-1945; professor, School of Education, New York University, 1948-1972; New Criticism of 1950s and reactions against it; intellectual upheavals of 1960s; teaching methodology and transactional theory of reading; family trip to Japan, 1962; membership in National Council of Teachers of English and Modern Language Association; works: LITERATURE AS EXPLORATION, THE READER, THE TEXT, THE POEM; impressions of Margaret Mead, Leonie Adams and others.
Literature as Exploration
Louise Rosenblatt's Literature as Exploration has influenced literary theorists and teachers of literature at all levels. This attractive trade paperback edition features a new foreword by Wayne Booth, a new preface and retrospective chapter by the author, and an updated list of suggested readings. In Literature as Exploration, Rosenblatt presents her unique theory of literature and focuses on the immense, often untapped, potential for the study and teaching of literature in a democratic society. The author's philosophy of literature is frequently cited as the first presentation of reader-response theory, but she differs from her successors in emphasizing both the reader and the text. Her "transactional" theory of literature examines the reciprocal nature of the literary experience and explains why meaning is neither "in" the text nor "in" the reader. Each reading is "a particular event involving a particular reader and a particular text under particular circumstances." And teachers of literature, Rosenblatt argues, play a pivotal role in influencing how students perform in response to a text.
The Reader, the Text, the Poem
Starting from the same nonfoundationalist premises, Rosenblatt avoids the extreme relativism of postmodern theories derived mainly from Continental sources. A deep understanding of the pragmatism of Dewey, James, and Peirce and of key issues in the social sciences is the basis for a view of language and the reading process that recognizes the potentialities for alternative interpretations and at the same time provides a rationale for the responsible reading of texts.
Transactions with Literature
To honor the fiftieth anniversary of the publication of Louise M. Rosenblatt's book "Literature as Exploration," this book offers 12 essays that demonstrate the extraordinary influence of Rosenblatt's work on the teaching of literature, on literary theory, and on educational research in all English-speaking countries. Further, it evinces the power of a point of view that embraces both the reader and the literary work while focusing on the transaction between the two. The book contains the following articles: "Fifty Years of Exploring Children's Books" (Rudine Sims Bishop); "Fifty Years of Literature for Young Adults" (Kenneth Donelson); "Students Exploring Literature across the World (John D...
Writing and Reading
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Making Meaning with Texts
This book brings together some of Rosenblatt's most important work, essays from the 1930s through the 1990s that explore the breadth and depth of her theory.
Letter, New York, May 26, 1938, to Mrs. Rebekah Kohut, Accompanying a Presentation-copy of Her Book "Literature as Exploration", New York & London, 1938
Letter from Louise Michelle Rosenblatt to Mrs. Rebekah Kohut.
Writing and Reading
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