Lothar Ehrlich: Christian Dietrich Grabbe. Leben, Werk, Wirkung

Berlin: Akademie-Verlag, 1983. 260 p., DM 28

Swales (Martin). The German Novelle

Tatlock Lynne. Swales (Martin). The German Novelle. In: Revue belge de philologie et d'histoire, tome 61, fasc. 3, 1983. Langues et littératures modernes — Moderne taal- en letterkunde. pp. 676-677

Swales (Martin). The German Novelle

Tatlock Lynne. Swales (Martin). The German Novelle. In: Revue belge de philologie et d'histoire, tome 61, fasc. 3, 1983. Langues et littératures modernes — Moderne taal- en letterkunde. pp. 676-677

German Writing, American Reading: Women and the Import of Fiction, 1866–1917

Introduction : made in Germany, read in America -- German women writers at home and abroad -- "Family likenesses" : Marlitt's texts as American books -- The German art of the happy ending : embellishing and expanding the boundaries of home -- Enduring domesticity : German novels of remarriage -- Feminized history : German men in American translation -- Family matters in postbellum America : Ann Mary Crittenden Coleman (1813-91) -- German fiction clothed in "so brilliant a garb" : Annis Lee Wister (1830-1908) -- Germany at twenty-five cents a copy : Mary Stuart Smith (1834-1917).Item embargoed for five year

Crossing Over: Gendered Reading Formations at the Muncie Public Library, 1891-1902

Readers are never merely passive recipients of textual messages. One of the most powerful insights of reader-response theory in the 1970s and 1980s is that the meaning of a text never resides entirely within the artifact itself. Commentators from Carlo Ginzberg ("aggressive originality"), to Jauss ("horizon of expectations"), to Fish ("interpretive communities"), and Radway ("Reading is not Eating") have long-since established that readers are creators of meaning. To quote Tony Bennett, meaning "is not a thing that texts can have, but is something that can only be produced, and always differently, within the reading formations that regulate the encounters between texts and readers." Yet even as it challenges the very idea that texts exist independently of readers and their institutional and social contexts, Bennett's concept of a "reading formation" also reminds us that there are socio-historically determined limits to creative appropriation. For Bennett, text, context, and reader constitute an inseparable unity; every reading situation is shaped by "discursive and intertextual determinations that organize and animate the practice of reading. . . ." A rich and nuanced account of the complex balance between social determination and autonomy therefore requires a combination of methods, both a consideration of textual features and investigation of book-historical, ideological, institutional, and social pressures