The aesthetic and efferent terms were adopted by Louise M. Rosenblatt to designate two modes of read radically different, yet complementary (2002 (1938): 59-61). Aesthetic reading focuses on the transaction with the reader. Therefore, it is important for teachers to know what happened in the reader's mind while reading, and help the reader to reflect on this reading experience. This type of reading is related to the private meaning, that is, what the text suggests to each of us. Our purpose is not that the reader memorize information, but live or experience it. Efferent reading, on the other hand, aims to obtain information from the text. This type of reading is related to the public meaning of what we read, in other words, what readers think
…show more content…
You can read Hamlet to find the metaphors used to refer to death (efferent), or to experience first-hand of a person who is in a tremendous moral crossroads (aesthetics). As I indicated earlier, these are extreme examples of a combination that actually complements, or should be supplemented. However the more the reader becomes mature, more importance is given to the efferent reading. No one imagines a sixth grade classroom in which students are sitting around the teacher who is telling them a story with the help of an illustrated book imagines. It would therefore have to ask that occurs between the level of early childhood education and the last year of primary education to employment focus of reading varies so drastically.
First, it is possible that Aesthetic Reading will be considered as an easy, entertaining and little intellectual value. On the contrary, the child is doing intellectual work to get to understand the message being conveyed and for that, you must use the tools you have. These tools already include their knowledge of literary genre, as it is familiar with the stories in their mother tongue, and the implementation of its lexicon, normally associated with drawings, photographs or objects rather than words. Reading aesthetically is not easy for a lower intellectual …show more content…
In the case of the efferent, a series of comprehension questions or multiple choice exercise may well play its role to assess reading. It is used to prove that the student has read and remember specific details of this reading. The teacher knows if the answers are correct or not, and may issue a specific note through these exercises. Evaluation work therefore is easier. This form of assessment also has a lot to do with what Rosenblatt (2005: 80) recognized as the culture of the United States in recent decades, noting that predominance is given to the technical, empirical, as well as the practical and quantitative. This value system could also be parallel to that of Western
You can read Hamlet to find the metaphors used to refer to death (efferent), or to experience first-hand of a person who is in a tremendous moral crossroads (aesthetics). As I indicated earlier, these are extreme examples of a combination that actually complements, or should be supplemented. However the more the reader becomes mature, more importance is given to the efferent reading. No one imagines a sixth grade classroom in which students are sitting around the teacher who is telling them a story with the help of an illustrated book imagines. It would therefore have to ask that occurs between the level of early childhood education and the last year of primary education to employment focus of reading varies so drastically.
First, it is possible that Aesthetic Reading will be considered as an easy, entertaining and little intellectual value. On the contrary, the child is doing intellectual work to get to understand the message being conveyed and for that, you must use the tools you have. These tools already include their knowledge of literary genre, as it is familiar with the stories in their mother tongue, and the implementation of its lexicon, normally associated with drawings, photographs or objects rather than words. Reading aesthetically is not easy for a lower intellectual …show more content…
In the case of the efferent, a series of comprehension questions or multiple choice exercise may well play its role to assess reading. It is used to prove that the student has read and remember specific details of this reading. The teacher knows if the answers are correct or not, and may issue a specific note through these exercises. Evaluation work therefore is easier. This form of assessment also has a lot to do with what Rosenblatt (2005: 80) recognized as the culture of the United States in recent decades, noting that predominance is given to the technical, empirical, as well as the practical and quantitative. This value system could also be parallel to that of Western