Response to Rosenblatt

In Literature as Exploration, Louise M. Rosenblatt makes some interesting observations about methods and strategies used for teaching literature and English language, particularly to high school and college students. Rosenblatt’s basic theory is that students function on two separate and distinct planes, the first is that students learn literature based on what is presented as standard and traditional by the academy, and the second is that students learn by reacting to what they have read (58). Rosenblatt argues that teachers often teach what can be tested and evaluated and students learn my memorizing what they believe they will be tested on. One area of concern is that students are preoccupied with summarizing literature rather than experiencing and understanding the literary works they are studying (61). On the other hand what the teacher is interested in presenting may be different from what impresses students. Rosenblatt suggests that the result of this conflicting interest is that in their quest for good grades students will write about what the teacher wants to hear rather than focusing on the value of the works read or the potential knowledge to be gained. As literary instructors we must emphasize that when embracing literature personal interpretation and analysis are more important than good marks. Rosenblatt argues that in theory the primary aim is to enjoy literature but, unfortunately, in realty we as educators have a tendency to teach to the test.

            When studying literature students should be given every opportunity to express themselves and reveal their emotions. We must convey to students that what they have to say is important and valuable and does necessarily have to coincide with what the teacher wants or expects. Rosenblatt argues that there is no formula for giving students the assurance to speak out (70). However, experienced and creative teachers can develop strategies to encourage their students to think and act independently. Teachers must learn to be efficient facilitators and to create an atmosphere of self confidence among students that is conducive to the free flow of ideas. Most importantly teachers and instructors must have not only a knowledge of literature but of the students themselves. Knowing students similarities and differences will help to mitigate the anxieties and preoccupations that restrict their abilities and expectations.