Relevant bibliographies by topics / Louise Rosenblatt

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Louise Rosenblatt'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Louise Rosenblatt"

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Ruth, Leo. "It’s Louise." Voices from the Middle 12, no. 3 (2005): 64. http://dx.doi.org/10.58680/vm20054713.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelibly imprinted with the principles of her theories, and excerpts from Rosenblatt’s own writing over 70 years of publishing. There is even a poignant piece from her son, Jonathan Ratner. A selected bibliography is included to encourage deeper reading.
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Probst, Robert. "In Memory of Louise Rosenblatt." Voices from the Middle 12, no. 3 (2005): 9–12. http://dx.doi.org/10.58680/vm20054694.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelibly imprinted with the principles of her theories, and excerpts from Rosenblatt’s own writing over 70 years of publishing. There is even a poignant piece from her son, Jonathan Ratner. A selected bibliography is included to encourage deeper reading.
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Farrell, Edmund J. "A Tribute to Louise." Voices from the Middle 12, no. 3 (2005): 68–69. http://dx.doi.org/10.58680/vm20054715.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelibly imprinted with the principles of her theories, and excerpts from Rosenblatt’s own writing over 70 years of publishing. There is even a poignant piece from her son, Jonathan Ratner. A selected bibliography is included to encourage deeper reading.
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Holmes, Ken. "Meeting Louise Rosenblatt." English Journal 94, no. 5 (2005): 16. http://dx.doi.org/10.2307/30047334.

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Wilhelm, Jeffrey D. "Paying Attention: The Legacy of Louise Rosenblatt." Voices from the Middle 12, no. 3 (2005): 55. http://dx.doi.org/10.58680/vm20054709.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelibly imprinted with the principles of her theories, and excerpts from Rosenblatt’s own writing over 70 years of publishing. There is even a poignant piece from her son, Jonathan Ratner. A selected bibliography is included to encourage deeper reading.
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Meyer, Rick. "To the Point!" Talking Points 17, no. 1 (2005): 32–33. http://dx.doi.org/10.58680/tp20054533.

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Rick Meyer reflects on his professional interactions with Louise Rosenblatt and on how her work has influenced not only his teaching, but also his views as a social and political activist. Rosenblatt’s focus on a personal response to texts engenders conversations about difference that are the essence of a democratic society in which multiple perspectives are encouraged.
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Claggett, Fran. "Lessons from Louise: The Person, the Theory, the Practice." Voices from the Middle 12, no. 3 (2005): 51–53. http://dx.doi.org/10.58680/vm20054707.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelibly imprinted with the principles of her theories, and excerpts from Rosenblatt’s own writing over 70 years of publishing. There is even a poignant piece from her son, Jonathan Ratner. A selected bibliography is included to encourage deeper reading.
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Christenbury, Leila. "Rosenblatt the Radical." Voices from the Middle 12, no. 3 (2005): 22–24. http://dx.doi.org/10.58680/vm20054697.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelibly imprinted with the principles of her theories, and excerpts from Rosenblatt’s own writing over 70 years of publishing. There is even a poignant piece from her son, Jonathan Ratner. A selected bibliography is included to encourage deeper reading.
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Rejan, Andrew. "Reconciling Rosenblatt and the New Critics: The Quest for an “Experienced Understanding” of Literature." English Education 50, no. 1 (2017): 10–41. http://dx.doi.org/10.58680/ee201729318.

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Louise Rosenblatt’s transactional theory of reader response has been widely accepted as a means of resisting the hegemony of New Criticism. This article argues that Rosenblatt and the New Critics were pioneers of parallel, rather than opposing, pedagogical traditions, shaped by the shared influence of I. A. Richards and John Dewey. The article situates a close reading of Rosenblatt and the New Critics in the context of the historical conditions that influenced the reception of the two supposedly disparate methods of teaching literature. At a time when misinformed caricatures of both Reader Response and New Criticism figure prominently in professional and political discourse about the teaching of literature, a careful reimagining of Rosenblatt’s relationship with the New Critics may allow for more nuanced conversation about the place of close reading in the teaching and learning of literature.
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Mills, Heidi, Diane Stephens, Timothy O’Keefe, and Julie Riley Waugh. "Theory in Practice: The Legacy of Louise Rosenblatt: Rosenblatt’s theory and vision for a democratic society come alive when students and teachers engage in authentic dialogue around literature." Language Arts 82, no. 1 (2004): 47–55. http://dx.doi.org/10.58680/la20044369.

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The authors reflect upon and celebrate the significant contributions Louise Rosenblatt has made to our vision of theoretically sound literacy instruction and democratic practices. They delineate the theoretical lineage of our field and the ways in which Rosenblatt's thinking has transformed teaching and research over the past 60 years. Finally, they feature vignettes from two elementary teachers whose practices stand firmly on the shoulders of this giant in our field.
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Dissertations / Theses on the topic "Louise Rosenblatt"

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Clarke, Penny L., and n/a. "The poetry of response : adolescent experiences of two class novels." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060628.155204.

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This study, conducted in a junior high school in Canberra, used naturalistic research methodology and idiographic data analysis. As the results obtained in the study were time and context specific, the object was to reveal the personal factors which affected the nature of the reading experience for individual research participants. The theoretical basis of the research was derived from Louise Rosenblatt's transactional theory and focused on the reading experiences of adolescents with whole class novels. Three research techniques were employed in the exploration of aesthetic reader responses to two whole class novels. The techniques: reading journals, small group discussions and creative written responses to the text were implemented sequentially and revealed different levels and stages of individual and group responses from the 'primary spontaneous' to a considered reflective response. Data was explored through the case study mode of analysis which included information relevant to the individual research participants and the study context. The research explored the integration of the individual's evocation of the text with the individual's awareness of self, text, literature and the wider social context. The research data concluded that the employment of classroom practices which focus on a full, individual transaction with a text promotes the development of critical awareness of and familiarity with the text. This sound understanding of the individual's evocation of the text forms a self-aware and firm basis for the development of active, engaged and critical readers of texts.
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Forslund, Elizabeth Nicole. "Lost or aware? an examination of reading types /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/forslund/ForslundE0510.pdf.

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Reader response theorists focus on studying how and why readers read, and the effects of these practices on literacy. One aspect of reader response theory that has been largely ignored, however, is the fundamental conflict that exists between two different "types" of reading: reading for pleasure, or ludic reading, which I called "immersion reading," and reading with a critical detachment from the text, or "awareness reading." Theorists such as Louise Rosenblatt and Wolfgang Iser tend to favor one "type" of reading or the other, not acknowledging the fact that both "types" exist and exert a pull on the reader. The conflict that results between the two "types" of reading, I argue, are enforced by educational practices aimed at funneling students towards one type of reading, depending on age and educational level. This educational trend is problematic for two reasons. First, because it limits the perceived appropriateness and thus the scope of literacy education in schools, and second because it actively discourages readers-especially reluctant readers-from seeing literacy as complex, multifaceted and engaging. I argue instead in support of a metacognitive approach to literacy, one that recognizes the conflicts readers encounter and addresses the potential difficulties and successes facing student readers.
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Roth, Elizabeth H. "The Emerging Paradigm of Reader-Text Transaction: Contributions of John Dewey and Louise M. Rosenblatt, with Implications for Educators." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26013.

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This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena. Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship. Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism.<br>Ph. D.
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Crockett, Aleta Jo. "Nonfiction and Fiction: Does Genre Influence Reader Response?" Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/25990.

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This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic stances during transaction with nonfiction and fiction. The study explores the following questions: Does genre (nonfiction or fiction) influence the reader's response to a literarytext? Does a reader's process of reading change during a nonfictional reading compared to a fictional one? Are there certain factors that persuade a reader to view a nonfictional piece of writing differently than a fictional one? To examine these questions and to ensure the validity of the study, I wrote a story titled "The Exit" and presented the writing to three freshman English classes, first as nonfiction and then during the next class period as fiction. I chose to follow Rosenblatt's class procedure: an initial reading with free responses, an interchange of ideas, and then a rereading of the same text. For research purposes I needed bulk written and verbal responses to compare and contrast. This three-day immersion in nonfiction and fiction reflections produced sufficient data to analyze: (1) written free responses from the initial reading of the text as nonfiction; (2) recorded audio tapes of their small groups, responding to five inquiry questions regarding the nonfiction text; (3) written individual take-home responses to the same five inquiry questions; (4) written free responses from the second reading of the text as fiction; (5) recorded audio tapes of the small group discussions on their nonfiction and fiction responses; and (6) recorded audio tapes of the entire class reflections on the responses to reading the story as both nonfiction and fiction. During this expedition I kept a journal of each day's events so that as my students and I experienced this exploration together, I could capture what we all were feeling and thinking as it was actually happening. Although the students were unaware of genre influence until the third-day class reflection, there were distinct differences in student responses to nonfiction and fiction. These students predominately read nonfiction aesthetically and fiction efferently. In this study with these students, genre did influence the reader's response; the reader's process of reading did change during the nonfictional reading compared to a fictional one; and there were certain factors which persuaded the reader to view the nonfictional piece of writing differently than the fictional one. The contrast and comparison of the students' responses to nonfiction and fiction are shown in a detailed Venn diagram. In addition, I have included an extensive essay titled "The Transactional Dance: Louise Rosenblatt's Presence in the History of Literary Criticism." Her transactional theory of reading transcends time and continues to invite research.<br>Ed. D.
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Wahlström, Fredrik. "Lyrikens roll : En komparativ analys av tre läroböcker för kursen Svenska 3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84321.

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The aim of this essay is to examine the role of poetry in textbooks for the course Swedish 3. This is done by a comparative analysis of three textbooks: Svenska impulser 3, Svenska 3 – helt enkelt and Formativ svenska 3, where the differences and similarities are identified using the questions: Why use poetry? What kind of poetry and what poems are used?  How is poetry supposed to be read? Together with Louise Rosenblatt’s dichotomy efferent and esthetic reading, these questions are then used to analyze the role of poetry in upper secondary school.  The results show that Svenska impulser 3 uses poetry to teach students about its uniqueness and the importance of reading and analyzing poems from your own experiences, a primarily esthetic reading, while also reaching the knowledge requirements of the curriculum. Svenska 3 – helt enkelt and Formativ svenska 3 on the other hand are focused on the author behind the poem, but excludes the importance of poetry and that the reading should originate from the reader rather than the author, a primarily efferent reading.
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Lash, Holly L. "Evaluating Young Adult Literature through Transactional Theory." Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1449497760.

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Berglund, Elin. "Funktionsvariation i skönlitteratur : En litteraturstudie med fokus på hur funktionsvariationer skildras i skönlitteratur." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32606.

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Syftet med arbetet var att undersöka hur det i kursen Svenska 1 på gymnasiet går att arbeta med två skönlitterära verk, Hannahs hemlighet och Undret, för att skapa medvetenhet om diskriminering utifrån temat funktionsvariation. Studien ämnar ge förslag till hur det går att arbeta med frågor kring funktionalitet i svenskundervisningen samt till att styrka användningen av skönlitteratur vid arbete med värdegrundsfrågor. De frågor undersökningen förankras i är följande: På vilket sätt skildras funktionsvariation kopplat till diskriminering i den valda litteraturen? På vilket sätt kan de litterära verken erbjuda identifikationsmöjligheter för unga läsare med funktionsvariation? Hur kan de skildringar som återfinns i verken vara relevant för dagens gymnasieelever och samtidigt bidra till skolans värdegrundsarbete? De teorier som valdes för arbetet är crip theory och den transaktionella teorin. Hermeneutik och narrativanalys valdes som metoder för att analysera materialet. Resultatet visade att funktionsvariation skildras genom betoning och kritik av normer i samhället.
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Beach, Shannon L. "“PUTTING OURSELVES IN THEIR SHOES”: CASE STUDIES OF FOUR TEENAGERS’ READING EXPERIENCES WITH NONFICTION LITERATURE IN A SOCIAL STUDIES CLASSROOM." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333327090.

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Östberg, Emma. "The Controversy of Snape : A transactional reader response analysis of Severus Snape and why he divides readers of the Harry Potter book series." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32478.

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How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.
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Marelli, Edith. ""...ett sånt mysterium som man blir lämnad med."." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32663.

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Reading is considered to be one of the main factors for success throughout the compulsory education and into the years in upper secondary school, and is often connected with instrumental values, such as better grades and higher level of empathy. However, good readers are seldom drawn to books as means to improve their grades, but enjoy reading in its own right. The curriculum for for the upper secondary education in Swedish on the other hand stipulates that students should learn to analyse literature – i.e. learn how to do a reading rather than develop as readers.This study looks at two groups of upper secondary school students discussing two different young-adult novels, and analyses the recordings from a reader-response perspective. As readers they focus mainly on the plot, and their knowledge of story line and genre seems to draw heavily from film, but they also come to the text with different expectations and experiences, which influence their reading. An initial resistance for one reader could be the same factor making the book too trivial for another. Possible implications for teachers are that consideration for the aim of the reading should be made when choosing books for students, as it might be counterproductive to expect inexperienced readers to perform literary analysis if the goal is to develop reading.
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Books on the topic "Louise Rosenblatt"

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1942-, Clifford John, ed. The experience of reading: Louise Rosenblatt and reader-response theory. Boynton/Cook Publishers, 1991.

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M, Rosenblatt Louise, Farrell Edmund J, Squire James R, National Council of Teachers of English., and National Council of Teachers of English. Convention, eds. Transactions with literature: A fifty-year perspective : for Louise M. Rosenblatt. National Council of Teachers of English, 1990.

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Clifford, John. The Experience of Reading: Louise Rosenblatt and Reader-Response Theory. Boynton/Cook, 1990.

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Farrell, Edmund J. Transactions With Literature: A Fifty-Year Perspective : For Louise M. Rosenblatt. Natl Council of Teachers, 1990.

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Collin, Ross. Literature and Ethics in High School English Classes. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350380523.

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This book offers a defence of ethical reading in secondary school English classes at a time when reformers and policy makers are trying to reorganize English language arts around technical skills or politics.Ross Collin shows how students and teachers use literature as a venue for exploring their own and others’ ethical ideas and practices and argues that moral inquiry in English class is a distinctly social endeavour. The book draws ideas from English education and moral philosophy. From English education, Collin explores social reading, or what Louise Rosenblatt named ‘transaction’, looking at texts commonly taught in secondary school English, including Shakespeare’sRomeo and Julietand Jacqueline Woodson’sBrown Girl Dreaming. From philosophy, he draws on arguments about moral vision and literature developed by Iris Murdoch, Martha Nussbaum, and Nora Hämäläinen, and develops ideas, tacit in English education, about reading with moral vision. He concludes by proposing a new theory of moral vision in transactional reading.
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Book chapters on the topic "Louise Rosenblatt"

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Wilson, Anthony. "Open Access: The reader, the text, the poem: the influence and challenge of Louise Rosenblatt." In Reading. Routledge, 2022. http://dx.doi.org/10.4324/9781003208648-7.

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Wallack, Nicole B. "On Reading and the Essay." In The Edinburgh Companion to the Essay. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781474486026.003.0011.

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Although essayists read myriad materials to produce their work—from first-hand experiences to written, visual, and aural texts—few have explicitly theorized what reading entails or produces for themselves and their own audiences. This chapter argues that reading animates every essay, regardless of its subject matter. It begins by distinguishing what Ralph Waldo Emerson calls “creative reading,” which receives fuller theoretical expression in the precepts of twentieth century reception-theory by Louise Rosenblatt and others, who show how readers, including students, are co-creators of the texts they encounter. Drawing on Theodor Adorno and Graham Good, the essay can be understood not only as a genre that welcomes such readerly agency. Readers of essays may “try to become” the writer, as Virginia Woolf suggests, but essayists including James Baldwin, Rebecca Solnit, and Patricia Williams exemplify the ethical and political jeopardy a reader faces when they cede their responsibility to forge their own ideas about the worlds they have a chance to shape. In the process, essayists and their readers may “call into being” what Nancy Fraser and Michael Warner have termed as a “counter-public” who can counter the injustices they identify. Essayists’ creative readings may or may not stem from political commitments, but they both enact and teach readers the pleasures and power of constructing ideas of their own.
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"FEMINISM 111 Levinas, Emmanuel. Basic Philosophical Writings, eds Adriaan T. Pe-perzak, Simon Critchley, and Robert Bernasconi. Bloomington, IN, 1996. Miller, J. Hillis. The Ethics of Reading: Kant, de Man, Eliot, Trollope, James, and Benjamin. New York, 1987. Newton, Adam Zachary. Narrative Ethics. Cambridge, MA, 1995. Norris, Christopher. Truth and the Ethics of Criticism. New York, 1994. Nussbaum, Martha C. Love's Knowledge: Essays on Philosophy and Literature. New York, 1990. Nussbaum, Martha C. Poetic Justice: The Literary Imagination and Public Life. Boston, 1995. Nussbaum, Martha C. The Fragility of Goodness: Luck and Ethics in Greek Tragedy and Philosophy. Cambridge, 1986. Parker , David. Ethics, Theory, and the Novel. Cambridge, 1994. Parr, Susan Resneck. The Moral of the Story: Literature, Values, and American Education. New York, 1982. Phelan, James (ed). Reading Narrative: Form, Ethics, Ideology. Colum-bus, 1988. Robbins, Jill. Altered Reading: Levinas and Literature. Chicago, 1999. Rosenblatt, Louise M. The Reader, the Text, the Poem: The Transac-tional Theory of the Literary Work. Carbondale, IL, 1978. Siebers, Tobin. The Ethics of Criticism. Ithaca, NY, 1988. Williams, Bernard. Ethics and the Limits of Philosophy. Cambridge, 1985. Worthington, Kim L. Self as Narrative: Subjectivity and Community in Contemporary Fiction. Oxford, 1996. Feminism Though not a unified, single critical 'voice', feminist literary criticisms are in broad agreement on their shared role as political and politicised criticisms directed at matters of gender, sexuality and identity. Developing critical languages from the political discourses of the women's movement of the 1950s and 1960s, feminist criticism addresses the representation of women in literature and culture, in the work of both female and male authors. Critical feminisms have also concerned themselves with the role of the reader from a gendered perspective and with the study of women's writing. Feminist criticism has also addressed the relation of gender to matters of class and race, and has,." In Key Concepts in Literary Theory. Routledge, 2016. http://dx.doi.org/10.4324/9781315063799-21.

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