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I liked the activity that was suggested for the student to go home and discuss with their parents their reading interests and then interviewing their teachers about their reading.

-Yusuf

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I really enjoy that a lot of this reading included student perspective and allowed for their needs and desires to be at the forefront of of the dialogue - Jen

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I really enjoy that a lot of this reading included student perspective and allowed for their needs and desires to be at the forefront of of the dialogue - Jen

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I have been thinking about the value of discussing a text in writing as compared to responding in text. Would having students make an online discussion board (similar to canvas) in which they can respond to classmates be more beneficial for their development as readers and writers as opposed to having an oral discussion.  

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I have been thinking about the value of discussing a text in writing as compared to responding in text. Would having students make an online discussion board (similar to canvas) in which they can respond to classmates be more beneficial for their development as readers and writers as opposed to having an oral discussion.  

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-Matt G

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"The poem has been seen to inhere in a dynamic transaction between the reader and the text. Language has been envisioned, not as a bloodless ballet of verbal categories, but as a way in which human beings pay attention to, or ignore, facets of their realm of consciousness." (Rosenblatt, 31)

-Maggie

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I found her definition of "aesthetic" reading a little nebulous. I also wondered how such a type of reading could exist in an education system so concerned with accountability, standards, and measurable lesson objectives

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Rosenblatt talks a lot about how reading is a transactional activity and that the reader should be the primary focus of reading and one chooses how to tackle a piece of reading (which resonates a lot with the reader response theory). However, at points in the reading when she talks about "words as a referential sign for an abstract category", she seems to be alluding to Derrida and deconstructionism. So interesting how she is bringing in multiple critical theories in this piece - Alex

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From the Tovani, I like the idea of the selfish reader, especially in the potential context of resistant students. To have them attach themselves to reading with the idea of looking for the things that benefit them, what they can take into their own life seems like a great way to start. Some kids might need a push like that.

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"Reading is a transaction between reader and text" (18) One thing I was interested in with the Rosenblatt reading was the transactional nature of reading. I guess I had always thought about how we as readers, teachers, or students interact with the text. I had never thought of this relationship going both ways between the reader and the reading.
-Katherine

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I appreciate Rosenblatt’s analysis of the aesthetic and the efferent modes of reading, and I share her preference of reading aesthetically in which the focus is on the emotions evoked during the reader’s transaction with the text rather than reading to simply retain information. However, most of the readings students do in schools resemble the efferent stance. How can we read both aesthetically and non-aesthetically while still adhering to the standards set in place?

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I appreciate Rosenblatt’s analysis of the aesthetic and the efferent modes of reading, and I share her preference of reading aesthetically in which the focus is on the emotions evoked during the reader’s transaction with the text rather than reading to simply retain information. However, most of the readings students do in schools resemble the efferent stance. How can we read both aesthetically and non-aesthetically while still adhering to the standards set in place?

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I liked reading about the English teacher who tried to read a chemistry textbook to analyze how she picked out main ideas. I think it makes sense that you need some background knowledge or goal in your reading to know what's important. I think giving students directions to focus on or even having them create their own goals for reading helps them approach reading more confidently and as more manageable. They're able to check off a goal as completed instead of feeling lost.
- Meaghan Knowles

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How might centering the aesthetics of reading fit into the conversation Hall initiates of "rewriting reader identities"? (Hall, 4)

-Maggie

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Throughout this course, I’ve actually found myself thinking back to another course in my program: Literacy and Technologies with Kelly DeLuca. A key takeaway that I had from that class was that the technological revolution has (arguably) changed what reading means. Students are reading way less in terms of long form writing and books, but way more short form content. They are also absorbing more writing through different means. Scripted podcasts, Comic Books, TV Shows, News Editorials, Opinion posts / massive debates on Facebook. To that end, I find myself questioning the steadfast definitions of what a “good reader” is supposed to be.  Wouldn’t a student who hates books, but shows highly proficient ability to thoughtfully analyze other forms of media for their thematic, cultural, and authorial relevance prove to be a good reader? I mean, not in the traditional sense, but they would be right? If a student hates books, but reads four news articles, summarized those articles thoughtfully in a personal opinion post on facebook, and argued/debated with their peers in the comment section… Are they a strong reader? Aren’t they practicing purposeful reading?

Just something I’ve been thinking about

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Why do we diminish the place of aesthetic? What is so threatening about its capacity?

-Maggie

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"After you pass the last cabin on the block, turn right"

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"After you pass the last cabin on the block, turn right"

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I liked the idea of transactional vs. aesthetic reading and how texts may take on different meaning depending on the context in which someone reads it. It made me think specifically of grammar rules involving commas and the idea that you can have two totally different sentences just because of where a comma is placed. E.g. "Let's eat Grandma" vs. "Let's eat, Grandma!" or "We are meeting Jesse, my roommate and my friend" vs. "We are meeting Jesse, my roommate, and my friend".

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"The reader makes the choice of stance often simply in selecting a text that he believes will reward such a reading" (Rosenblatt, 23).

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"The reader makes the choice of stance often simply in selecting a text that he believes will reward such a reading" (Rosenblatt, 23).

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I found this quote interesting when compared to Tovani's idea that students are struggling to determine what is important from a text. We can instinctively "feel out" if we should be reading efferently or aesthetically, yet students are struggling to decide what "residue" is worth letting stick. Perhaps we give students a specific purpose in reading efferently, as Tovani suggests, but should we do the same for aesthetic reading? What does that look like? Or does that defeat the purposes of aesthetic reading?

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I liked the observation that the organism [always] selects the stimuli to which it responds -- and likening the aesthetic stance to an opening of the shutter to admit a broader field of awareness. I found Rosenblatt to be an elegant, poetic writer for an academic. 

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I liked the observation that the organism [always] selects the stimuli to which it responds -- and likening the aesthetic stance to an opening of the shutter to admit a broader field of awareness. I found Rosenblatt to be an elegant, poetic writer for an academic. 