Fish was born in Providence, Rhode Island. [3] He was raised Jewish. [4] His father, an immigrant from Poland, was a plumber and contractor who made it a priority for his son to get a university education. [5] [4] Fish became the first member of his family to attend college in the US, earning a B.A. from the University of Pennsylvania in 1959 and an M.A. from Yale University in 1960. [6] [7] He completed his Ph.D. in 1962, also at Yale University. [6] Academic career [ edit ] Robert M. Fowler, Let the Reader Understand: Reader-Response Criticism and the Gospel of Mark (Minneapolis, MN: Fortress Press, 1991); "Reader-Response Criticism: Figuring Mark's Reader," in Mark and Method: Approaches in Biblical Studies, 2nd ed., ed. Janice Capel Anderson and Stephen D. Moore (Minneapolis, MN: Fortress, 2008), 70-74

In the 1960s, David Bleich's pedagogically inspired literary theory entailed that the text is the reader's interpretation of it as it exists in their mind, and that an objective reading is not possible due to the symbolization and resymbolization process. [6] The symbolization and resymbolization process consists of how an individual's personal emotions, needs and life experiences affect how a reader engages with a text; marginally altering the meaning. [6] Bleich supported his theory by conducting a study with his students in which they recorded their individual meaning of a text as they experienced it, then response to their own initial written response, before comparing it with other student's responses to collectively establish literary significance according to the classes "generated" knowledge of how particular persons recreate texts. [6] He used this knowledge to theorize about the reading process and to refocus the classroom teaching of literature. Molly fish are live-bearers, like Guppies, and freely reproduce in aquariums. However, it is important to note that they can be aggressive towards their own species, so it is advisable to keep them in a tank with other calm species like tetras and Cory catfish. 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 ] Knapp, John V. (2008). Learning from Scant Beginnings: English Professor Expertise. Newark: University of Delaware Press. p.39. ISBN 978-0-87413-026-3. Iser's approach to reading has been adopted by several New Testament critics, including Culpepper 1983, [19] Scott 1989, [20] Roth 1997, [21] Darr 1992, 1998, [22] Fowler 1991, 2008, [23] Howell 1990, [24] Kurz 1993, [25] and Powell 2001. [26]Olson, Gary A. Stanley Fish, America's Enfant Terrible: The Authorized Biography. Carbondale: SIU P, 2016. For example, one can look at what might loosely be called the cultural context of the reader. Culler, in his discussions of literary conventions, examines the process of reading in the context of the shared cultural practices of the academic community. Fish takes a related but more radical position, rejecting the notion of a generalized literary competence and arguing instead for the study of literature in terms of disparate “interpretive communities” united by shared “article(s) of faith” (e.g., commitment to authorial intention) and “repertoirefs] of [interpretive] strategies.” According to Fish, these strategies do not decode some preexisting meaning, for the meaning of a literary work is not in the text at all. Rather, the very “properties” of the text are in fact “constituted” by whatever strategies the reader happens to bring to bear on the text: “These strategies exist prior to the act of reading and therefore determine the shape of what is read rather than, as is usually assumed, the other way around” ( Is There 171). More recently, Steven Mailloux has expanded on this notion by developing a “rhetorical hermeneutics” that examines, with particular attention to institutional politics, the ways in which interpretations become accepted by given groups.

lser also describes the process of first reading, the subsequent development of the text into a ‘whole’, and how the dialogue between the reader and text takes place. In his study of Shakespeare’s histories, in particular Richard II, Iser interprets Richard’s continually changing legal policy as the expression of his desire for self-assertion. Here, he follows Hans Blumenberg, and attempts to apply his theory of modernity to Shakespeare. He also maintained that there are two poles in a literary work –“the artistic pole” (the text created by the author), and the “aesthetic pole” (the realization accomplished by the reader). NatureServe (2013). " Lepomis microlophus". IUCN Red List of Threatened Species. 2013: e.T202558A18230237. doi: 10.2305/IUCN.UK.2013-1.RLTS.T202558A18230237.en . Retrieved 19 November 2021. Winning Arguments: What Works and Doesn't Work in Politics, the Bedroom, the Courtroom, and the Classroom. New York, NY: HarperCollins, 2016. ISBN 978-0-062-22665-5. Reader-response criticism is a school of literary theory that focuses on the reader (or " audience") and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work. Guppies are live-bearing fish that freely reproduce in aquariums, so it’s not uncommon to see young fish in your freshwater tank. They are tough fish that do best in water with a slightly higher pH.

The reader is already asking a number of questions – whose hand is it? Why is it holding a knife? What does ‘darkness’ mean exactly here? Is something terrible about to happen? The information the reader is given is deliberately vague. Think Again: Contrarian Reflections on Life, Culture, Politics, Religion, Law, and Education, Princeton, (2015), ISBN 9780691167718

Although literary theory has long paid some attention to the reader's role in creating the meaning and experience of a literary work, modern reader-response criticism began in the 1960s and '70s, particularly in the US and Germany. This movement shifted the focus from the text to the reader [1] and argues that affective response is a legitimate point for departure in criticism. [2] Its conceptualization of critical practice is distinguished from theories that favor textual autonomy (for example, Formalism and New Criticism) as well as recent critical movements (for example, structuralism, semiotics, and deconstruction) due to its focus on the reader's interpretive activities. [2] Our every likely value is defeated by his poetry. His book needs to presume that we find Milton's beliefs, and even more the sheer force of those beliefs, inimical. It never occurs to Fish that the ever-abused "reader" might share any values with Milton… Even when he has a point, Fish is wrestling Milton to his cause. There is no room to consider that Milton's poetry might be wise about human weakness, and that Paradise Lost, for instance, might be more notable for its sense of tragedy than for its doctrinal correctness. [14] Interpretive communities [ edit ] He argued in January 2008 on his New York Times-syndicated blog that the humanities are of no instrumental value, but have only intrinsic worth. He explains, "To the question 'of what use are the humanities?', the only honest answer is none whatsoever. And it is an answer that brings honor to its subject. Justification, after all, confers value on an activity from a perspective outside its performance. An activity that cannot be justified is an activity that refuses to regard itself as instrumental to some larger good. The humanities are their own good. There is nothing more to say, and anything that is said diminishes the object of its supposed praise." [17] a b Schakel, Peter J. (2002). Imagination and the Arts in C. S. Lewis: Journeying to Narnia and Other Worlds. Columbia: University of Missouri Press. p.21. ISBN 978-0-8262-1937-4. Rasboras are known for their vibrant colors and are available in various species such as the Harlequin Rasbora, Scissortail Rasbora, and Chili Rasbora. They are peaceful and easy to take care of, making them a popular choice for beginner fish keepers.They are carnivorous and require a diet of high-quality fish food or live food such as brine shrimp or bloodworms. Fish received the PEN/Diamonstein-Spielvogel Award for the Art of the Essay in 1994 for There's No Such Thing As Free Speech, and it's a Good Thing, Too. Bibliography [ edit ] Primary works by Fish [ edit ] Fish is associated with postmodernism, although he views himself instead as an advocate of anti-foundationalism. [2] He is also viewed as having influenced the rise and development of reader-response theory.

Straightaway the reader seems involved in the story – the narrative voice encourages the reader to put themselves into the situation.

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Cahill M (1996). "Reader-response criticism and the allegorizing reader". Theological Studies. 57 (1): 89–97. doi: 10.1177/004056399605700105. S2CID 170685404. Gouramis are a type of freshwater aquarium fish that come in various sizes and forms. They are beautiful and can be housed in aquariums as small as 10 gallons for nano species like the dazzling gourami. Wallentin M, Nielsen AH, Vuust P, Dohn A, Roepstorff A, Lund TE (2011). "Amygdala and heart rate variability responses from listening to emotionally intense parts of a story" (PDF). NeuroImage. 58 (3): 963–73. doi: 10.1016/j.neuroimage.2011.06.077. PMID 21749924. S2CID 8811261. The First: How to Think About Hate Speech, Campus Speech, Religious Speech, Fake News, Post-Truth, and Donald Trump. Atria/One Signal Publishers. 2019 ISBN 9781982115241.