Rosenblatt -- so much more than reader response

chapter 1-- Challenge of Literature
aesthetic art
social origin and social affect
novelists displays the web of human relationships
can literary material contribute to students images of the world, self, and the human condition
 teachers scrutinize social values
students tentative interpretations supported by the text
what ideas do we advance
teaching literature is the conscious/unconscious reinforcement of ethics

chapter 2 -- The Literary Experience
not what we ought to read
readiness to read
links
living through
students as individuals gather resources in relation to the page
transaction is not interaction but construction to and from ; it is spiral and continual
meaning not in the text, not in the reader
uniqueness of the transaction between the read and text, both having social origins and social effects

chapter 3 -- The Setting
unabridged gulf between anything the student might feel about the book and what the teacher-critic thinks the pupil should notice
background as a tool, not a crutch
self reliance for reading
value literary experience
free to grapple
focus on what the work evokes during not on what is required after
choices of work

chapter 4 -- What Students Bring to Literature
students context vs. the texts' contexts
stock responses are responses to self not the text
readings are partial
students have conditional primary responses
responses colored by personal factors
 we tend to project something out of our own experiences
mnemonic irrelevance i is interpretation unsupported by the text
dignity and beauty of human life
more than expose to art -- develop a conscious resistance to and awareness of social forces
revisit old , prior interpretations

chapter 5 -- Broadening the Framework
free exchange of ideas
understanding is a complex personal process
linking the word to what it points to in the human world
focus in on the students' own sense of the work and his desire to clarify and refine his perception of it
group discussion
background or frontloading only when students feel the need for it
Does what the student brings do justice to the text's potential?