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`The critic explicitly acknowledges his dependence on prior words that make his word a kind of answer. He calls to other texts ""that they might answer him.""' Geoffrey Hartman is the first book devoted to an exploration of the `intellectual poetry' of the critic who, whether or not he `represents the future of the profession', is a unique and major voice in twentieth-century criticism. Professor Atkins explains clearly Hartman's key ideas and places his work in the contexts of Romanticism and Judaism on which he has written extensively. In Geoffrey Hartman he

Criticism --- Reader-response criticism. --- Reader-oriented criticism --- Reception aesthetics --- Reading --- History --- Hartman, Geoffrey H. --- Reader-response criticism --- Critique --- Esthétique de la réception --- Histoire

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Literary semiotics --- Theory of knowledge --- 82:003 --- 82.09 --- Criticism --- Reader-response criticism --- Semiotics and literature --- Literature and semiotics --- Literature --- Reader-oriented criticism --- Reception aesthetics --- Reading --- Appraisal of books --- Books --- Evaluation of literature --- Literary criticism --- Rhetoric --- Aesthetics --- Style, Literary --- Semiotiek in de literatuur --- Literaire kritiek --- Appraisal --- Technique --- Evaluation --- Criticism. --- Reader-response criticism. --- Semiotics and literature. --- 82.09 Literaire kritiek --- 82:003 Semiotiek in de literatuur

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Becoming a Reader argues that, whatever our individual differences of personality and background, there is a regular sequence of attitudes we go through as we mature, which affect how we experience fiction, from the five-year-old child absorbed in the world of fantasy play, through the seventeen year old critical seeker of the truth, to the middle-aged reader recognizing their own experiences in fictional characters. Becoming a Reader argues that this sequence of responses can be worked out and described. The evidence for these claims is drawn from numerous studies of reading and from interviews with a great many readers, young and old. The developmental perspective provides a useful framework for assessing the implications of competing theories of reading and for charting the evolution of individual readers. Finally, in allowing us to predict our reading experience, the book allows us, as adults, to choose what to do with the power which reading gives us.

Developmental psychology --- Psychological study of literature --- Books and reading --- Criticism --- -Developmental psychology --- Fiction --- -Reader-response criticism --- Reading --- Language arts --- Elocution --- Reader-oriented criticism --- Reception aesthetics --- Metafiction --- Novellas (Short novels) --- Novels --- Stories --- Literature --- Novelists --- Development (Psychology) --- Developmental psychobiology --- Psychology --- Life cycle, Human --- Appraisal of books --- Books --- Evaluation of literature --- Literary criticism --- Rhetoric --- Aesthetics --- Style, Literary --- Choice of books --- Reading, Choice of --- Reading and books --- Reading habits --- Reading public --- Reading interests --- Reading promotion --- Psychological aspects --- Study and teaching --- Philosophy --- Appraisal --- Technique --- Evaluation --- Reader-response criticism --- Reading. --- Health Sciences --- Psychiatry & Psychology --- Reader-response criticism. --- Developmental psychology. --- Books and reading. --- Psychological aspects. --- Study and teaching.