Literature in the Reader: Affective Stylistics

Fish, Stanley

doi:10.2307/468593

Cited by 202 publications

(70 citation statements)

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“…The children in this study have a good understanding of the formal components of narrative fiction, an appreciation of moral scenarios, an awareness of real world issues, and a facility to read in, between and across fiction and reality. In fact, they do what reader response and audience reception theories suggest adult readers do: they operate within and outside interpretive communities (Fish 1970(Fish , 1976, they inhabit a virtual space (Iser 1976), or secondary world (Benton and Fox 1985) in which the text and their imaginations create the narrative and they negotiate their own meanings from the stimulus of the text and their socio-cultural context (Hall 1973, McQuail 2000.…”

Section: Discussionmentioning

confidence: 99%

“…Richards (1924), Wolfgang Iser (1976), and Stanley Fish (1970) all gives, in varying degrees, status to the 'informed' reader. Although Fish may have recanted the informed reader concept, and we do not argue that only 'informed' readers' views can be considered valid in the study of literary responses, for this study's objectives to be met it was necessary that readers did know something about Matilda and other kinds of heroes, because it would be extremely difficult for them to comment on the ways in which heroes are presented, or the ways in which fictional heroes affect them as readers, if they did not have some prior knowledge.…”

Section: Methodsmentioning

confidence: 99%

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Children’s Responses to Heroism in Roald Dahl’s Matilda

Pope

Round

2014

Child Lit Educ

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The paper presents findings from a small reader response study conducted in February 2013 with 150 children aged 7-11 in which they discussed extracts and clips from Roald Dahl's Matilda (1988) and its cinematic adaptation (1996). Dahl and Matilda were chosen because they provoke emphatic responses from adults, often commenting on the effects of Dahl upon young readers, and thus exemplify the uneasy interface between adult perception of children's literature, and the child reader. Frequently the criticism and theory applied to children's literature are an adult's comments speculating on the child's interpretation of the child character created by an adult and, with a few exceptions, critical theory surrounding children's literature has shied away from reader response studies.After reviewing the critical literature surrounding the book and film of Matilda, we summarise the responses to these texts given by the children in a variety of formats. The children's understanding of heroism and their responses and reactions to Matilda as a hero-character are used to reflect upon the established scholarship. The paper aims to balance literary adult criticism with audience interpretations of this very interesting heroine and in doing so add to our understanding and appreciation of the effect and effectiveness of Dahl's work.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Children’s Responses to Heroism in Roald Dahl’s Matilda

Pope

Round

2014

Child Lit Educ

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“…Efetivamente, na maior parte das vezes só se especulou sobre as reações dos hipotéticos leitores: a estética da recepção de Hans Robert jauss (1979), o "leitor implícito" de Wolfgang Iser (1996), o "leitor informado" de Stanley Fish (1970;1980), o "leitor qualificado" de jonathan Culler (1982;, o "leitor médio" ou "superleitor" de Michael Riffaterre (1971), o "leitor-modelo" (ou leitor-padrão), de Umberto Eco (1984) ou o "leitor-maduro", de Ronald Wardhaugh (1969). Mesmo que qualquer um desses formuladores canônicos da teoria da recepção tivesse em mente uma suposta audiência "real", essa audiência dificilmente pode ser entendida como "comum".…”

Section: Quem Escreve História?unclassified

Os historiadores e seus públicos: desafios ao conhecimento histórico na era digital

Malerba

2017

Rev. Bras. Hist.

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ResumoA quebra da autoridade do historiador acadêmico sobre a produção do conhecimento histórico no contexto da difusão das mídias digitais é o centro da reflexão aqui proposta. Parte-se da consideração da historicidade dos sujeitos da produção e do consumo da histó-ria, passando aos desafios lançados pela difusão exponencial da história possibilitada pela internet, para se chegar à discussão da função social do historiador acadêmico hoje. Palavras-chave: Historiografia; história pública; mídias digitais.

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“…This reorientation of literary study was manifest across a heterogeneous collection of work, rather than advocated by a particular movement. Reader response critics modelled readers in various ways, with notions of the 'implied reader' (Booth, 1961;Iser, 1974); 'ideal reader' (Culler, 1975); 'informed reader' (Fish, 1970); the 'super reader' (Riffaterre, 1966); 'resisting reader' (Fetterley, 1977) and 'communities of readers' (Fish, 1980) emerging in this critical period.…”

Section: The Study Of Reader Responsementioning

confidence: 99%

Reader response research in stylistics

Whiteley

Canning

2017

Language and Literature

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This article introduces the special issue. In it, we argue that research into reader response should be recognised as a vital aspect of contemporary stylistics, and we establish our focus on work which explicitly investigates such responses through the collection and analysis of extra-textual datasets. Reader response research in stylistics is characterised by a commitment to rigorous and evidence-based approaches to the study of readers' interactions with and around texts, and the application of such datasets in the service of stylistic concerns: to contribute to stylistic textual analysis and/or wider discussion of stylistic theory and methods.We trace the influence of reader response criticism and reception theory on stylistics and discuss the productive dialogues which exist between stylistics and the related fields of the empirical study of literature and naturalistic study of reading. After offering an overview of methods available to reader response researchers and a contextualising survey of existing work, we argue that both experimental and naturalistic methods should be regarded as 'empirical', and that stylistics is uniquely positioned to embrace diverse approaches to readers and reading. We summarise contributions to the special issue and the valuable insights they offer into the historical context of reader response research and the way readers perceive and evaluate texts (either poetry or narrative prose). Stylistic reader response research enables both the testing and development of stylistic methods, in accordance with the progressive spirit of the discipline, and also the establishment of new and renewed connections between stylistic research and work in other fields.

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Literature in the Reader: Affective Stylistics

Cited by 202 publications

References 0 publications

Children’s Responses to Heroism in Roald Dahl’s Matilda

Children’s Responses to Heroism in Roald Dahl’s Matilda

Os historiadores e seus públicos: desafios ao conhecimento histórico na era digital

Reader response research in stylistics

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