But what will those conversations look like to random people stumbling upon them?
Comment by onewheeljoe: What do annotations in an edited volume of Shakespeare communicate to a struggling 9th grade reader? It strikes me that reader-text interactions always leave meaning negotiable, messy and interaction dependent.
Does this question attempt to rubric-ize the notes we'd put in margins?
But what will those conversations look like to random people stumbling upon them?
What do annotations in an edited volume of Shakespeare communicate to a struggling 9th grade reader? It strikes me that reader-text interactions always leave meaning negotiable, messy and interaction dependent.
Does this question attempt to rubric-ize the notes we'd put in margins?
And the result is a book, which is being released this month by Polity Press.
The metaphor behind "release" is pretty profound. Released into the wild. Like the book is a injured wild thing that has been nursed to health and now returns to the zeitgeist from whence it came? More like a domesticated thing that we allow in and out through the pet flap in the door?
I am thinking more in terms of 'reader response' theory which argues among other things that the book as a stable thing that the authors have control over no longer exists once it is 'released' into the reader wild. As lit-crit David Bleich once noted, "Knowledge is made by people, not found."
The transactional phrasing of the reading process underlines the essential importance of both elements, reader and text, in any reading event.
Helpful summary.
use of the term '"transaction"
This is a key term for Rosenblatt.
the reader should not project ideas or attitudes that have no defensible linkage with the text.
Important, no?