While conducting research for a literature class, a student has gathered the following information about reader-response theory. Scholar Louise Rosenb...
GMAT Expression of Ideas : (Expression) Questions
While conducting research for a literature class, a student has gathered the following information about reader-response theory. Scholar Louise Rosenblatt developed this approach during the 1930s as an alternative to traditional literary analysis. Rather than focusing solely on authorial intent or textual elements, reader-response theory emphasizes the active role of readers in creating meaning. Rosenblatt argued that meaning emerges from the transaction between reader and text, with each reader bringing personal experiences and cultural background to the interpretation process. She distinguished between "efferent reading" (reading for information) and "aesthetic reading" (reading for lived-through experience). This theoretical framework gained widespread acceptance in educational circles and transformed how literature is taught in many classrooms.
The student wants to summarize reader-response theory. Which choice most effectively uses relevant information from the research to accomplish this goal?
Reader-response theory proposes that meaning emerges from the interaction between readers and texts, with readers' personal experiences and cultural backgrounds playing active roles in interpretation.
Louise Rosenblatt's reader-response theory, developed in the 1930s, became an influential alternative to traditional literary analysis methods.
Traditional literary analysis focused on authorial intent and textual elements, while reader-response theory gained acceptance in educational settings.
Rosenblatt distinguished between "efferent reading" for information and "aesthetic reading" for lived-through experience in her theoretical framework.
Step 1: Decode and Map the Passage
Passage Analysis Table
| Text from Passage | Analysis |
|---|---|
| "Scholar Louise Rosenblatt developed this approach during the 1930s as an alternative to traditional literary analysis." |
|
| "Rather than focusing solely on authorial intent or textual elements, reader-response theory emphasizes the active role of readers in creating meaning." |
|
| "Rosenblatt argued that meaning emerges from the transaction between reader and text, with each reader bringing personal experiences and cultural background to the interpretation process." |
|
| "She distinguished between 'efferent reading' (reading for information) and 'aesthetic reading' (reading for lived-through experience)." |
|
| "This theoretical framework gained widespread acceptance in educational circles and transformed how literature is taught in many classrooms." |
|
Passage Architecture & Core Elements
Main Point: Reader-response theory positions readers as active creators of meaning through their personal interaction with texts, rather than passive recipients of authorial intent.
Step 2: Interpret the Question Precisely
This is a fill-in-the-blank question asking us to choose the best logical connector. The answer must create the right relationship between what comes before and after the blank.
Step 3: Prethink the Answer
- A good summary of reader-response theory should capture its fundamental premise - that meaning isn't just sitting in the text waiting to be discovered, but actually gets created through the interaction between readers and texts
- It should mention how readers contribute their own experiences and backgrounds to this meaning-making process
Reader-response theory proposes that meaning emerges from the interaction between readers and texts, with readers' personal experiences and cultural backgrounds playing active roles in interpretation.
- Captures the central mechanism: meaning emerges from reader-text interaction
- Includes the key contribution readers make: personal experiences and cultural backgrounds
- Focuses on what reader-response theory fundamentally IS rather than peripheral details
Louise Rosenblatt's reader-response theory, developed in the 1930s, became an influential alternative to traditional literary analysis methods.
- Focuses on historical context (when developed, by whom) rather than what the theory actually says
- Mentions it became influential but doesn't explain the theory itself
Traditional literary analysis focused on authorial intent and textual elements, while reader-response theory gained acceptance in educational settings.
- Splits focus between traditional analysis and educational acceptance rather than summarizing reader-response theory
- Doesn't explain what reader-response theory actually proposes about meaning-making
Rosenblatt distinguished between "efferent reading" for information and "aesthetic reading" for lived-through experience in her theoretical framework.
- Focuses only on one specific technical distinction (efferent vs. aesthetic reading)
- Misses the broader core principle about how meaning gets created
- Too narrow for a complete summary