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From: Anna
Date: 11/4/98
Time: 1:09:57 AM
Remote Name: 35.9.14.121
Hi all.
I was just reading over the interesting postings and thought of some things. About reader response: I wonder whether one could think of defining and assessing poetry (or any text perhaps) in terms of the appropriate environment/context (somewhat like Rosenblatt's stances). For example, we have deeply personal readings of poetry and then we might have very scholarly/critical/etc. readings of poetry. Sometimes they can be the same, and sometimes they can be radically different.
Take for instance, Whitman's "Oh Captain! My Captain!"...ever since the first time I read the poem I have always understood it in a very personal manner -- my father and his death when I was four; however, I can explicate the poem in terms of a critical analysis using my knowledge of poetry techniques, forms, functions, styles, the composer, time period, etc. Yes, in a literature class in which I am being taught poetry and am assigned to explicate the poem, I realize that my personal interpretation holds little weight. Although, it might be applicable and understandable, and I might even be able to support my reason in valid ways, it is not appropriate or valid in such a context (at least in my belief) . However, if I were in a creative writing class, a coffee house discussion (depending of course what coffee house :-), talking with my mother, even just discussing it in that lit. class, or whatever scenario, and I decide to bring up the poem and begin an explication (either written or spoken), my personal interpretation would perhaps hold much more weight or viewed in a different light. Or even if I were a famous and well respected Whitman scholar, such might fly.
I am not sure whether I am making any sense, but I thought that I would throw such thoughts out there, so to speak. It seems as if that not only do we need the critical thinking skills, some knowledge about the subject (in whatever form), but we also need to know the context (environment) in which we are reading and understanding.
In addition, I think that my comments imply the timeless battle between relativism and absolutism. Of course, such a topic is more readily applicable to poetry due to the belief of some that poetry cannot be judged or taught, but is as well to all forms of writing. Also, I think that students would find it valuable to know that in different environments/contexts people speak, write, talk, (dare even say think), and move differently. Think of using curse words...those of us who might employ these words from time to time know that with certain people, in certain places, and such we don't utter them. Or, the difference between a critique and a personal reaction, MLA and APA styles, or the differences in writing and ability to conjecture and/or theorize in the various education journals (as well as among authors). In sum, the ability to adapt to onešs environment/contextual particulars and know about the different environments/scenarios that exist or could exist (e.g., a thoroughly quantitative researcher being able to read, understand, use, and respect a rich and wonderful qualitative piece, and vice versa).
I don't know...just some rambling thoughts.
Looking forward to Thursday's class.
Anna