Stanley Fish Reader (Blackwell Readers) (Wiley Blackwell Readers)

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Platyfish are easy to care for and maintain, which makes them an ideal choice for beginner fish keepers. They are also known for their peaceful nature, making them great community fish. Platyfish can be kept with other calm species like tetras and Cory catfish. a b Johnson, Nan (1988-03-01). "Reader‐response and the pathos principle". Rhetoric Review. 6 (2): 152–166. doi: 10.1080/07350198809359160. ISSN 0735-0198. The redear sunfish generally resembles the bluegill except for coloration and somewhat larger size. The redear sunfish also has faint vertical bars traveling downwards from its dorsal. [3] It is dark-colored dorsally and yellow-green ventrally. The male has a cherry-red edge on its operculum; females have orange coloration in this area. The adult fish are between 20 and 24cm (7.9 and 9.4in) in length. Max length is 43.2cm (17.0in), compared to a maximum of about 40cm (16in) for the bluegill. Redear sunfish on average reach about 0.45kg (0.99lb), also larger than the average bluegill. [4] Habitat and range [ edit ] a b McLane, Maureen (March 21, 1999). "Stanley Fish: Paradox 101". Chicago Tribune . Retrieved August 25, 2013.

Das, Bijay Kumar (2007). Twentieth Century Literary Criticism, Fifthe Edition. New Delhi: Atlantic Publishers & Dist. p.214. ISBN 978-81-269-0457-0. Overall, the Arowana is an impressive fish that requires dedicated care and attention from experienced fish keepers. 13. Tetras It’s important to note that Guppies should not be kept with aggressive fish as they are peaceful and can be easily bullied. Additionally, they are not suitable for tanks with larger fish that can eat them. During spawning, males congregate and create nests close together in colonies, and females visit to lay eggs. The redear sometimes hybridizes with other sunfish species. [12] Fossil record [ edit ]Froese, Rainer; Pauly, Daniel (eds.) (2005). " Lepomis microlophus " in FishBase. November 2005 version. There is disagreement among reader-critics not only about the subject of inquiry but also about the whole purpose of critical activity. It is here that debates can become especially acrimonious. In particular, there is disagreement about the proper relation between the critic and interpretation, and consequently about the descriptive/prescriptive nature of the critical enterprise. Granted, most audience critics agree that to some extent, readers produce literary meaning; but since there are such widespread disagreements about who that “reader” is and what that production consists of, this apparent agreement yields no unity whatever on the issue of the reader’s ultimate freedom to interpret as he or she wishes. Self-Consuming Artifacts: The Experience of Seventeenth-Century Literature. Berkeley, CA: U of California P, 1972. Michael Riffaterre, Jonathan Culler and Terence Hawkes proposed the idea of “literary competence”, which maintain Cahill M (1996). "Reader-response criticism and the allegorizing reader". Theological Studies. 57 (1): 89–97. doi: 10.1177/004056399605700105. S2CID 170685404.

Another important German reader-response critic was Hans-Robert Jauss, who defined literature as a dialectic process of production and reception ( Rezeption—the term common in Germany for "response"). For Jauss, readers have a certain mental set, a "horizon" of expectations ( Erwartungshorizont), from which perspective each reader, at any given time in history, reads. Reader-response criticism establishes these horizons of expectation by reading literary works of the period in question.Bernard Brandon Scott, Hear Then the Parable: A Commentary on the Parables of Jesus (Minneapolis, MN: Fortress Press, 1989) Wolfgang Iser exemplifies the German tendency to theorize the reader and so posit a uniform response. For him, a literary work is not an object in itself but an effect to be explained. But he asserts this response is controlled by the text. For the "real" reader, he substitutes an implied reader, who is the reader a given literary work requires. Within various polarities created by the text, this "implied" reader makes expectations, meanings, and the unstated details of characters and settings through a "wandering viewpoint". In his model, the text controls. The reader's activities are confined within limits set by the literary work. Harkin, P. “The Reception of Reader-Response Theory.” College Composition and Communication 56.3 (2005): 410–425. Another leading exponent of German reception theory, Wolfgang Iser (1926-2007), drew heavily on the phenomenological aesthetics of Roman Ingarden and the writings of Hans-Georg Gadamer. To him, the literary work is not an object in itself, but an effect to be expounded; the text is the result of the author’s intentional acts and it controls reader’s responses. In his work, The Act of Reading: A Theory of Aesthetic Response (1976, trans. 1978), Iser posits that all literary texts have “Leerstellen” (blanks/gaps/ lacunae), which have to be filled in or “concretized” by the creative reader to interpret the text. “Implied Reader” is a term used by Wolfgang Iser to describe a hypothetical reader of a text. Such a reader is a “model” or a “role”. The implied reader “embodies all those predispositions necessary for a literary work to exercise its effect – predispositions laid down,. not by an empirical outside reality, but by the text itself. Consequently, the implied reader as a concept has his roots firmly planted in the structures of the rext; he is a construct and in no way yo be identified with any real reader”.The Implied Reader is established by the text itself, who is expected to respondin specific ways to the “response-inviting structures” of the text. While the “Actual Reader” is the one whose responses are coloured by his/ her accumulated personal experiences; one, who receives mental images during the process of reading through the knowledge and experience of one’s own. However the implied and actual readers co-exist, and are truly one and the same person, responding to a text in two different ways and levels of consciousness. The Stanley Fish Lecture". University of Illinois at Chicago. April 13, 2007. Archived from the original on April 27, 2007.