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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, content, or form of the work.
Cognitive poetics is a school of literary criticism that applies the principles of cognitive science, particularly cognitive psychology, to the interpretation of literary texts. It has ties to reader-response criticism , and also has a grounding in modern principles of cognitive linguistics .
Sternberg's contribution in this book to Narratology, with its emphasis on the effects of the literary texts on readers, can be seen as part of Reader-response criticism. [2] [3] Sternberg is best known for his 1985 book The Poetics of Biblical Narrative. Sternberg argues that the Bible is a "foolproof composition": any reader who reads the ...
David Bleich is an American literary theorist and academic. He is noted for developing the Bleich "heuristic", a reader-response approach to teaching literature. [1]He is also a proponent of reader-response criticism to literature, advocating subjective interpretations of literary texts.
Reader-response criticism developed in Germany and the United States as a reaction to New Criticism. It emphasises the reader's role in the development of meaning. [26] Reception theory is a development of reader-response criticism that considers the public response to a literary work and suggests that this can inform analysis of cultural ...
For the reader's part, he or she must pay close attention to every detail of the text and pay equal attention to his or her own responses. This process exemplifies not only reader-response criticism but also close reading. This inclusion of Rosenblatt's "transactional" theory within the designation "reader-response," however, needs to be contested.
New Criticism developed as a reaction to the older philological and literary history schools of the US North, which focused on the history and meaning of individual words and their relation to foreign and ancient languages, comparative sources, and the biographical circumstances of the authors, taking this approach under the influence of nineteenth-century German scholarship.
As children's literature criticism started developing as an academic discipline (roughly in the past thirty years or so, see historical overviews by Hunt (1991) and McGillis (1997)), children's literature criticism became involved with wider work in literary theory and cultural studies.