Reader-Response Criticism

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Introduction

(Twentieth-Century Literary Criticism)

Reader-Response Criticism

Critical approaches to literature that stress the validity of reader response to a text, theorizing that each interpretation is valid in the context from which a reader approaches a text.

Reader-response criticism arose as a critical theory in response to formalist interpretations of literature. Unlike the latter, which stressed the primacy of the text and an objective interpretation of it based on established criteria, advocates of reader-response criticism focused on the importance of the reader and their individual, subjective response to the text. One of the earliest proponents of this theory was Louise Rosenblatt, who stated in her Literature as Exploration (1938) that “a poem is what the reader lives through under the guidance of the text and experiences as relevant to the text.” The significance Rosenblatt and other reader-response critics placed on the reader was in direct opposition to the position taken by formalist critics in the past—for them, the text was the primary focus, and its impact on the reader or the idea that the reader's response was in any way relevant in the interpretation of the work was inconceivable.

In addition to Rosenblatt, other influential reader-response critics include Stanley Fish and Wolfgang Iser, both of whom argued against regarding literary works as objects. In his essay on reader-response criticism, Steven Mailloux explains that Fish, Iser, and other reader-response critics actually had very different approaches to the critical study of literary texts. However, all of them were unanimous in their rejection of the “affective fallacy” theory proposed by William K. Wimsatt and Monroe C. Beardsley in an influential essay in 1949. In this essay, Wimsatt and Beardsley stated their misgivings about what they termed as “obstacles to objective criticism” and the dangers of “intentional fallacy” (defined as confusion between the text and its origins) and “affective fallacy” (explained as the distinction that should be made between what a text is and what it does). According to Wimsatt and Beardsley, as well as many other formalist critics, the effect of the text on the reader should be irrelevant to the study of the text because this type of approach leads to the destruction of the text as an object of “specifically critical judgment.” In contrast, reader-response critics advocated the primacy of a reader's response to the text, stressing that there was no such thing as an “objectively correct interpretation,” says Mailloux.

During the late 1970s and 1980s, reader-response criticism, influenced in part by trends in other disciplines, especially psychology and psychoanalytical theories, expanded to include a study of the reader as subject, a combination of various social practices, defined and positioned socially by his or her...

(The entire section is 651 words.)