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A reader may be in" a text as a character is in a novel, but also as one is in a train of thought--both possessing and being possessed by it. This paradox suggests the ambiguities inherent in the concept of audience. In these original essays, a group of international scholars raises fundamental questions about the status--be it rhetorical, semiotic and structuralist, phenomenological, subjective and psychoanalytic, sociological and historical, or hermeneutic--of the audience in relation to a literary or artistic text. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Starting from the same nonfoundationalist premises, Rosenblatt avoids the extreme relativism of postmodern theories derived mainly from Continental sources. A deep understanding of the pragmatism of Dewey, James, and Peirce and of key issues in the social sciences is the basis for a view of language and the reading process that recognizes the potentialities for alternative interpretations and at the same time provides a rationale for the responsible reading of texts.
INTERNATIONAL BESTSELLER • Hailed for its coiled eroticism and the moral claims it makes upon the reader, this mesmerizing novel is a story of love and secrets, horror and compassion, unfolding against the haunted landscape of postwar Germany. "A formally beautiful, disturbing and finally morally devastating novel." —Los Angeles Times When he falls ill on his way home from school, fifteen-year-old Michael Berg is rescued by Hanna, a woman twice his age. In time she becomes his lover—then she inexplicably disappears. When Michael next sees her, he is a young law student, and she is on trial for a hideous crime. As he watches her refuse to defend her innocence, Michael gradually realizes that Hanna may be guarding a secret she considers more shameful than murder.
The Reader in the Book is concerned with a particular aspect of the history of the book, an archeology and sociology of the use of margins and other blank spaces. One of the most commonplace aspects of old books is the fact that people wrote in them, something that, until very recently, has infuriated modern collectors and librarians. But these inscriptions constitute a significant dimension of the book's history, and what readers did to books often added to their value. Sometimes marks in books have no relation to the subject of the book, merely names, dates, prices paid; blank spaces were used for pen trials and doing sums, and flyleaves are occasionally the repository of records of various kinds. The Reader in the Book deals with that special class of books in which the text and marginalia are in intense communication with each other, in which reading constitutes an active and sometimes adversarial engagement with the book. The major examples are works that are either classics or were classics in their own time; but they are seen here as contemporaries read them, without the benefit of centuries of commentary and critical guidance. The underlying question is at what point marginalia, the legible incorporation of the work of reading into the text of the book, became a way of defacing it rather than of increasing its value-why did we want books to lose their history?
Discusses the differences between "open" and "closed" texts, or, texts that actively involve the reader and texts that evoke a limited, predetermined response from the reader. -- Back cover.
In this major collection of his essays, Alberto Manguel, whom George Steiner has called “the Casanova of reading,” argues that the activity of reading, in its broadest sense, defines our species. “We come into the world intent on finding narrative in everything,” writes Manguel, “landscape, the skies, the faces of others, the images and words that our species create.” Reading our own lives and those of others, reading the societies we live in and those that lie beyond our borders, reading the worlds that lie between the covers of a book are the essence of A Reader on Reading. The thirty-nine essays in this volume explore the crafts of reading and writing, the identity granted to us by literature, the far-reaching shadow of Jorge Luis Borges, to whom Manguel read as a young man, and the links between politics and books and between books and our bodies. The powers of censorship and intellectual curiosity, the art of translation, and those “numinous memory palaces we call libraries” also figure in this remarkable collection. For Manguel and his readers, words, in spite of everything, lend coherence to the world and offer us “a few safe places, as real as paper and as bracing as ink,” to grant us room and board in our passage.
The history of the novel is also a history of shifting views of the value of novel reading. This study investigates how novels themselves participate in this development by featuring reading as a multidimensional cultural practice. English novels about obsessive reading, written in times of medial transition, serve as test cases for a model that brings together analyses of form and content.
Written by a brilliant young author, this book develops an evangelical theological hermeneutic that sees meaning in the text of Scripture.
Two rhyming books in one that inspire and encourage children who are learning to read and write. You are a Reader! / You are a Writer! is a book made to be read twice, once from the front and once from the back. Read one way, children will see all the joys that reading can bring--flip it over and they'll be inspired by the imaginative possibilities of writing! With a jaunty rhyme that’s great for reading aloud and a diverse cast of characters at various stages of reading and writing, there is something for everyone here. Learning to read? Scan, sound, simmer, think. You can guzzle words and ink. You might stumble, you might sigh. But readers practice, grow, and fly! Learning to write? Wake, watch, wonder, plot. You can weave with words and thoughts. Still staring at an empty page? Every writer knows that stage. Ask "What if?" Change your view. Try a pen--or stick--that's new. But writers read and draft, and fly! Throughout the book are suggestions for where to find inspiration for reading and writing and different ways to move on if you are discouraged. Christine Davenier's energetic illustrations add to the fun in this true celebration of what it means to be a reader and a writer, no matter how accomplished you are or aren't. Praise for Snowy Race "A girl gets to ride on her dad's giant snowplow in this delightful rhyming tale. They race through the heavy snow, but it's not clear where they're going until they arrive at the train station. . . Prince's (What Do Wheels Do All Day?) text is intriguingly spare, letting Davenier's (The First Thing My Mama Told Me) softly exuberant wintertime scenes shine." --The New York Times Rhyming, minimal text coupled with fetching illustrations by Davenier expertly convey the exhilarating drama of entering into a snowstorm as well as the comfy feelings of being in a warm house while the weather is frightful. --School Library Journal A winning, winter race. --Kirkus Reviews
The author of the acclaimed Proust and the Squid follows up with a lively, ambitious, and deeply informative book that considers the future of the reading brain and our capacity for critical thinking, empathy, and reflection as we become increasingly dependent on digital technologies. A decade ago, Maryanne Wolf’s Proust and the Squid revealed what we know about how the brain learns to read and how reading changes the way we think and feel. Since then, the ways we process written language have changed dramatically with many concerned about both their own changes and that of children. New research on the reading brain chronicles these changes in the brains of children and adults as they learn to read while immersed in a digitally dominated medium. Drawing deeply on this research, this book comprises a series of letters Wolf writes to us—her beloved readers—to describe her concerns and her hopes about what is happening to the reading brain as it unavoidably changes to adapt to digital mediums. Wolf raises difficult questions, including: Will children learn to incorporate the full range of "deep reading" processes that are at the core of the expert reading brain? Will the mix of a seemingly infinite set of distractions for children’s attention and their quick access to immediate, voluminous information alter their ability to think for themselves? With information at their fingertips, will the next generation learn to build their own storehouse of knowledge, which could impede the ability to make analogies and draw inferences from what they know? Will all these influences change the formation in children and the use in adults of "slower" cognitive processes like critical thinking, personal reflection, imagination, and empathy that comprise deep reading and that influence both how we think and how we live our lives? How can we preserve deep reading processes in future iterations of the reading brain? Concerns about attention span, critical reasoning, and over-reliance on technology are never just about children—Wolf herself has found that, though she is a reading expert, her ability to read deeply has been impacted as she has become increasingly dependent on screens. Wolf draws on neuroscience, literature, education, and philosophy and blends historical, literary, and scientific facts with down-to-earth examples and warm anecdotes to illuminate complex ideas that culminate in a proposal for a biliterate reading brain. Provocative and intriguing, Reader, Come Home is a roadmap that provides a cautionary but hopeful perspective on the impact of technology on our brains and our most essential intellectual capacities—and what this could mean for our future.