The Miller's Wife and the Professors: Questions about the Transactive Theory of Reading

Author(s): Norman N. Holland

Source: New Literary History, Vol. 17, No. 3, Interpretations (Spring, 1986), pp. 423-447
Published by: The Johns Hopkins University Press
Stable URL: http://www.jstor.org/stable/468822
Accessed: 13/10/2010 02:26

Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless
you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you
may use content in the JSTOR archive only for your personal, non-commercial use.

Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/action/showPublisher?publisherCode=jhup.

Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected].

The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access to
New Literary History.

http://www.jstor.org
 The Miller's Wife and the Professors:
Questions about the Transactive
Theory of Reading
Norman N. Holland

rT HE SCENE: spring at a large midwestern university. 10:15 A.M.

A seminar room. Around the long table and in outer rows of
seats are gathered a score or so of professorial-looking types
from the English department, some senior, some junior. About a
quarter are women, some of them, it turns out, faculty wives. They
have assembled for a "Working Teachshop" by the Visiting Fireman.
It is the morning after the lecture and party the night before.
People are gearing up for the day or, having taught 9:00s, gearing
down. Those seated at the table are holding photocopies of a poem.
As they banter, they seem to be approaching the morning's exercise
in a spirit of curiosity. Let's play the VF's game and see what
happens.
The VF himself, neatly dressed if slightly hung over, sits in the
middle of one long side. He speaks in a friendly but hesitant voice,
feeling his way with this group, new to him. He begins by reading the
poem aloud:
The Mill

The miller'swife had waited long,

The tea was cold, the fire was dead;
And there might yet be nothing wrong
In how he went and what he said;
"There are no millers any more,"
Was all that she had heard him say;
And he had lingered at the door
So long that it seemed yesterday.
Sick with fear that had no form
She knew that she was there at last;
And in the mill there was a warm
And mealy fragrance of the past.
What else there was would only seem
To say again what he had meant;
And what was hanging from a beam
Would not have heeded where she went.
424 NEW LITERARY HISTORY

And if she thought it followed her,

She may have reasoned in the dark
That one way of the few there were
Would hide her and would leave no mark:
Black water, smooth above the weir
Like starryvelvet in the night,
Though ruffled once, would soon appear
The same as ever to the sight.

"The Mill" is by Edwin Arlington Robinson, 1920. This morning's

consensus is: Not a great poem, but good. One senior man in Amer-
ican literature gravely opines that Robinson is "much underrated."
The VF remarks that he picked this particular poem because part
of his lecture the night before dealt with Robert Frost's comments on
it. He therefore thought the assembled company might find this
poem a useful starting point. This morning, as advertised, he would
like to consider how one might apply the theoretical ideas developed
in the lecture (the transactive theory of reading, identity theory,
feedback networks, cognitive psychology, the architecture of the
brain) to something more practical, the teaching of literature. Would
the professors be so kind as to fill in answers to the following five
questions?
Actually, of course, the VF has a hidden agenda. As he goes to and
fro on the earth, from campus to campus, explaining his devilish
ideas about reading, he gets the same questions over and over. Last
night's lecture was no exception. Three questions, in particular,
always arise:

Doesn't this make every reading totally subjective,so that any one reading is
as good as any other?
In teaching, what do you do about misreadings?
Don't people change their readings? I know I read Huckleberry
Finn differ-
ently now from the way I did when I was a child.

In answer, the VF has stated his views, his transactive theory of

reading, many times. Although there are (obviously!) shared ele-
ments in the reading situation, we can represent someone's reading a
poem or a story as a personal transaction-as an expression of char-
acter or identity. The VF is not abandoning the text or techniques of
interpretation or the social situation within which interpretation takes
place. He is not saying that a reading is not also a function of these
things. Quite the contrary! he says. He is simply claiming that we can
understand someone's reading as a function of personal identity.1
THE TRANSACTIVE THEORY OF READING 425

Sadly, however, the VF feels deep down inside him that no matter
how clearly he says these, by now, to him, palpable truths, he will
hear these same questions over and over again. To elicit them and
discuss them and perhaps even lay to rest these recurring questions
he has put together some materials for a workshop for professors of
literature. If he coalesces several occasions on which he got groups of
professors to work on his materials, he comes up with the scene with
which this article began.
Meanwhile, back in that seminar room, the VF, ever hopeful,
hands out questionnaires. He promises to hand out his own answers
in exchange for their candor, but even so, the professors assembled
around the seminar table are a little reluctant, a little shy, a little
tested in their professional mettle.

1. To what does the clause "whatwas hanging from a beam"refer?

2. To what does the clause "Whatelse there was"refer?

3. What is the most important single word in the poem?

Why?
4. What does the miller'swife look like (features, build, clothing, etc.)?

5. Whom does she remind you of, and why?

The questions artfully span a gamut from the most "objective" to

the most "subjective." That is, question 1 asks a grammatical question
which I think most professional readers would agree has one "right"
and various "wrong" answers.
Question 2 looks like 1, but there probably is no definitely right
answer. Still, some answers would be clearly wrong ("the wife," say)
while a number of others would be acceptable and, in that sense,
"right." I had in mind here Stanley Fish's concept of an "interpretive
community." When we ask a grammatical question of a poem, we
apply the procedures and conventions of the community of univer-
sity readers, professors, and students to answer it. We use "interpre-
tive strategies" that we learned from an "interpretive community."
These, says Fish, "enable," "constitute," "make available" such ideas
as a clause's referring to something.2 Would the professors' answers
demonstrate Fish's claim?
Question 3 asks for a more freely imaginative response. There are
no "wrong" answers except (I suppose) words that do not occur in
"The Mill." I took the question from David Bleich's book on "subjec-
426 NEW LITERARY HISTORY

tive" pedagogy in which the author says an answer to this question

"begins in complete subjectivity and is then transformed into judg-
ments that appear to be objective."3
Question 4 asks for even more projection, since the poem does not
describe the wife at all. I wrote this question hoping to test Wolfgang
Iser's model of response in which the text leaves gaps (here, the wife's
appearance) which the reader feels impelled to fill.4
Question 5 admits a wholly personal response. That is, anyone
would comprehend a description answering 4 (thin, gaunt, even "like
an Eskimo"), but no one else in the room but the answerer could
understand some of the answers possible for 5: my mother-in-law;
a woman I saw once. Thus 5 calls for a "very subjective" and 1
for a "very objective" answer, and indeed the responses came out
accordingly.
Most readers gave the "right" answer to question 1:

The miller
the miller'sbody
The miller'scorpse
the miller
THE DEAD MILLER
refers to a new subj. serving as gr. subj. of verb "could not have heeded."
serves as antecedent of "it"-applies to hanged miller.

Inevitably, there were a few who arrived at special results:

fear or the fear of what the future holds
I have no idea.
Seems something dead, fearful, underscoring her fright.

Question 2, allowing more leeway, elicited more varied answers

and varied wordings:

THE DEADMILLER
Again it is referentiallythe hanged body of No. 1.
This also refers to the hanging body of the miller.
Various possibilities:Hanged miller-smell of hanged miller (bowels loos-
ening, etc.-in contrast to pleasant "fragrance"),what was "there"beside the
fear, finally given form-the scene & situation-
THE TRANSACTIVE THEORY OF READING 427

Maybe those who said in answer to 2 the miller's body (incorrect, in

my reading) had some sort of carryover from question 1. They
tended to use more language in answering question 2, possibly ex-
pressing uncertainty about their answers.
Some people wrote down what seems to me, at least, the "right"
answer, namely, other things that embody the miller's outmoded
craft:

The other reminders in the mill of the dead occupation.

Everythingin the mill that reminds the wife of the Miller'slife & that Millers
are now unnecessary.

Still others suggested vague fears or futures or failures:

"what else there was" refers to "what he had meant" and "what was hanging
from the beam." The referents are nonspecific and what floats around is the
phantom of fear, or doubt or distrust-something that has no form.
It refers to that "something" that pervades the room, fills it with suspense.
Not knowing what that something is is half the reason for its powerful effect.
It refers to the non-reassuring aspects of the mill-what speaks to her fears
(of the future), not to her knowledge of the past. Fear directs itself toward
the future.

Questions 1 and 2 should surely evoke the effects of Stanley Fish's

interpretive communities. And they do. Clearly the professors were
drawing on a common store of syntactic knowledge and shared prin-
ciples of reading. On the other hand, there was no great unanimity.
The idea of interpretive communities may be necessary, but it is not
sufficient to explain these responses.
Question 3 elicited (as I had expected) a wide variety of answers:

dead. is right at beginning of poem & puts weight on everything that follows
"dead." It suggests what happens.
fear: Because of her first phrase "There are no millers anymore" which is, it
appears, the point of her fear of economic downfall. Such things as yes-
terday, past, linger
Fear. It colors all responses to her encounters in the mill

hanging Because he's hanging (the miller) in a society that no longer

needs him.

hanging-everything in the poem seems to hang, be suspended, the wife

waiting, the miller, no need, the dead miller, hope etc.
428 NEW LITERARY HISTORY

Some said there was no most important word, leaving the question
blank or fussing with it:
There isn't one. To answer, though: dead
so much death, everywhere-no more millers (other words seem to say again
what it had meant).
I'm uncomfortable choosing-each word seems to be dependent on the
others. "There"is used many times in different ways-as a place-as a non-
place-The poem draws attention to place(The Mill) as determining action.
Others showed remarkable ingenuity:

Same. The irony that there are no millers anymore-and yet no change,
no mark, everything still appears the same.
what brings reader in
"No" that which is disappears;connnects to "nothing,""no millers,""no
form,"would not, "no mark."
MIL The assonant found in "meal"& "miller"-it ties the entire poem
together-especially in "mealyfragrance"
mealy? pleasant, warm ground-down grain, devastated people, "mealy-
mouthedness"of the probably-uncomplaining wife to the miller, & miller
to anyone who might have heard or understood
yet she does not know-yet-and so the poem hangs in the moment
before knowing, when she suspects, doesn't know, doesn't want to believe

And, of course, there was a joker. The most important word?

"'Hangs.' It jars you."
Surely one could say with Bleich that these answers begin in sub-
jectivity and end in objectivity, but does that statement do more than
describe what is taking place? Surely these answers are, finally, "sub-
jective," yet they make various "objective" appeals to the poem.
There must be more helpful metaphors than "begins" and "ends" for
developing the relation.
Asked in question 4 to project visually, some hesitated, agreed to
make an image, but insisted they did not know for sure:

I remember nothing of her appearance. She seems an image-abstract-of

domesticity.
She is not described at all, of course, and the poem seems to convey a sense of
formlessness.There is a sense of evasion, of dimly makingout the forms and
outlines of things. Yet I see her as a heavy set woman, with a pale face, broad
features, a woman who has worked hard all her life.
No clue in poem-probably small, plain, calico & gingham-anything but
velvet
THE TRANSACTIVE THEORY OF READING 429

Others tried to reason an image into being:

? young?
She is probablyshort, as she must look up at the beam where he is hanging

Apron (tea). White face in fear, Hands red with hard work. Slightly over-
weight = the diet of poor people who eat a lot of starch.

Some simply went ahead and described her:

Older woman, motherly, has known hard time

apron, thin, long hands & fingers, gaunt cheeks

Slightly over-weight, plain, middle-aged woman-wearing work clothes
(housedress)
like a fat Russian peasant-woman in late middle-age

Others resorted to pictures and analogies:

not described-we are free to create our own

image-I see a Breughel.

Like a weaker version of the woman in Grant Wood's "American Gothic"
Several possibilities: the mother in the Katzenjammer Kids strip (older,
obese/sturdy/hard-farm working immigrant with apron)-in this case suicide
results of economy, or Nastasia Kinsky (grey peasant dress unbuttoned at the
top showing inner breast & chest wall, hair seductively falling over left eye,
pushed back, falls again)-then suicide due to jealousy, etc.

The variability in these pictures suggests to me a number of things

about Iser's model. For one thing, Iser writes as though the bulk of
the response were controlled by the poem and the reader simply fills
in some inessential gaps. The poems these people describe, however,
are so different (Grant Wood, Breughel, thin, fat) that the balance
seems rather the other way. Also, the answers to questions 1 and 2
suggest that, even in simple grammatical matters, readers are not
constrained or limited. Third, it is not clear to me that readers are
"impelled" to fill in gaps. Several of these professors simply refused.
To the last and most projective question of the five, there were the
predictable blanks and responses like

no one
I can't think of anyone right now
-Can't think of a literary character just now
430 NEW LITERARY HISTORY

As in that last response, most of these professors of literature as-

sumed, more or less automatically, that what was called for was a
literary association, and most provided one. Some were predictable,
others quite ingenious:

Chaucer-connotations of famous Miller?

The Wife in "Death of a Salesman"
Tristan, Romeo
Women in the Death of the Hired Man, Hedda Galber
the old peasant woman whose shoes Heidegger writes about in "The Origin
of Art"-because she seems to have been totally and unreflectively absorbed
in her work (or her husband's) until the event which precipitates the poem
occurs. Then, she is incapable of going on.

Others did what I had hoped for the purposes of my demonstration:

An old woman I saw once.

My grandmother-because she was old world & full of care & overworked

My Aunt Betty, who discovered her husband dead on his workshop floor
A former girlfriend, a timorous and dependent person, who gave meaning to
her own life by identification with others-an identification with me I
couldn't tolerate in the end.

They recalled figures entirely personal to themselves, people no one

else in the room would know-except for

She does not remind me of anyone I know. In her fear that something may
have happened to hurt a loved one, she reminds me of me.

Others turned to works of art or places, personal recollections but not

entirely personal:

Woman figure in Dorothea Lange's depression photo. Sense of being lost,

bereft, nowhere, empty.
Any Iowa farmer's wife, perhaps from a photo in the depression, black &
white
I saw many working women in England who had that stoical air about them;
they were worn by life, not very "well cared for" but still cheery and tough.
She's probably like that only without much fight left in her. Her ending
seems so quiet and undramatic-just a bowing to the inevitable.
THE TRANSACTIVE THEORY OF READING 431

Finally, others imagined a person to be reminded of:

She reminds me of someone who someone wants taking a less active role-
content to let things happen "They also serve who stand & wait"She is unaf-
fected by what'shappening & partly paying no attention

And, of course, there was a joker. "Whom does she remind you of?"
"The miller."
So far, we have been looking at answers by many different people
to one question. Although these are skilled professional readers, al-
though they are part of an interpretive community-American uni-
versity teachers of literature-although most are drawing on an es-
sentially similar "New Critical" training, their answers vary all over
the place. Question 1 has "right" and "wrong" answers, but after that,
responses go every which way.5
When we look at many answers to single questions, we can trace
some rather vague patterns, but the whole picture is rather a jumble.
We can get more coherence, however, if, instead of comparing ev-
eryone's answer to one question, we look at one person's answers to
all five questions. For example:
1. body hanging there
2. the only thing that was left was his found body-
3. fear gives feeling of dread
4. no idea-housewife-heavy set; placid air of waiting-doesn't pay
much attention Keeps on with her
5. She reminds me of someone who someone
wants taking a less active role-content to let things happen "They also
serve who stand & wait"She is unaffected by what's happening & partly
paying no attention
In these five answers by someone I'll call Professor One, I can read
back from the last to the first and perceive a pattern. Answer 5 has a
mistake: the repeated "someone," as if the final clause could stand
alone, "Someone wants taking a less active role," as if the final clause
could apply to Professor One herself as well as to the miller's wife.
(Evidently she felt rushed-see 4.) To 5, the most projective of the
questions, the one that allows most room for individual feelings and
associations, she speaks of someone "less active," who only stands and
waits, who is partly paying no attention.
I see the same theme in her answer to question 4: placid, waiting,
not paying attention. Again, as though what Professor One was
saying applied equally to the miller's wife and to herself, she does not
432 NEW LITERARY HISTORY

finish her last clause in 4. Perhaps she as well as the miller's wife is
not paying attention. Perhaps she has identified herself with the wife.
In 3, she names "fear" as the most important word because it "gives
feeling of dread." Again, the phrasing is both passive and vague: the
word does somethingto One, something vague. It "gives feeling." The
verbs in 2 are exaggeratedly passive: "The only thing that was left
was his found body." Finally, in 1, "body hanging there," we get a
"correct" answer to this "objective" question, but stated so as to em-
phasize the theme of passivity ("hanging") and vagueness ("there")
that I find more obvious in her longer, more projective responses.
In tracing these themes, of course, I am primarily talking about her
responses, only secondarily, inferentially about her. The distinction is
essential, for two reasons. First, one cannot infer from One's writing
alone what the relation is between her responses and her personality.
The passivity I see in this specimen of her writing might be an over-
reaction by an intensely active person, or it might be a special frame
of mind for reading, or it might simply be the result of the party the
night before. Second, my reading of her response is as much a func-
tion of my identity as her reading of the poem is of hers. My conclu-
sions, like hers, express me as well as what I am reading. Hence, what
I am describing is a mutual interpretation. She reads the poem and
the poem, so to speak, reads her. I read her response and her re-
sponse, so to speak, reads me. My reading is my attempt to represent
that systematically elusive process in words.
Possibly these interrelations will become clearer if we contrast
One's reading with Professor Two's set of five responses:
1. refers to a new subj. serving as gr. subj. of verb "could not have
heeded." serves as antecedent of "it"-applies to hanged miller.
2. 2d attributionof something in the mill- 1st thing being "fragrance"
3.
4. Unspecified-yet implied she follows, by drowning, her husband'sdepar-
ture by hanging.
5. Tristan, Romeo
Two is reluctant to project at all: he leaves 3 blank and insists in 4 that
the wife's looks are "Unspecified." He makes up the lack by a process
of inference which he attributes to the poem: the poem "implied" she
drowned. Similarly, in 5, he pointed out by way of explanation,
Tristan and Romeo fit in a sort of logical way. Each is a literary figure
who dies in a double suicide or mutual love-death. His appeal to logic
and observable behavior (as in 4) outweighed the woman's sex: very
few respondents to 5 were reminded of men by the miller's wife.
THE TRANSACTIVE THEORY OF READING 433

The wife reminded him of literary figures, Tristan and Romeo,

and he showed in 1 and 2 a similar focus on language (at the expense
of the physical world). In 1 he spelled out a grammatical answer to a
grammatical question exactly, almost fussily. In 2 he provided a
grammatical answer-two grammatical answers-to a question that
most people answered by an appeal to the events. In 4 he phrased the
distressing facts of the poem in tangled euphemisms, "departure" for
death or suicide, "follows" for the second death. From merely these
brief responses, I can phrase a pair of themes that will unify Two's
responses for me: displacement to logic, language, or demonstrable,
surface behavior; conversely, a reluctance to imagine what is not di-
rectly observable.
Young Professor Three was unusual in being witty:
1. The husband (miller) who has hanged himself. Poem draws attention to,
depicts the transformationof person -> object ("it"followed her); woman
submerged beneath water, which then heals itself.
2. Various possibilities:Hanged miller-smell of
hanged miller (bowels loosening, etc.-in contrast to pleasant "fra-
grance"),what was "there"beside the fear, finally given form-the scene
& situation-
3. I'm uncomfortablechoosing
-each word seems to be dependent on the others. "There"is used many
times in different ways-as a place-as a non-place-The poem draws
attention to place(The Mill) as determining action.
4. We don't know; the poem doesn't tell us. Wet.
5. The miller.

She, too, is reluctant to project in 4 and 5. Her jokes in 4 and 5 serve

as an evasion of the imagining the questionnaire asked her for. Her
jokes take us, like Professor Two's focus on language, somewhat
stubbornly back to what is demonstrable and obvious. Other themes:
smells (2), body wastes (2) being "wet" (2, 4), autonomy and depen-
dency both for herself and for the words (3), persons as inanimate
objects (1) and vice versa (1), delivering a precise and "professional"
reading of the poem even if not called for (1). A psychoanalytic critic
might well call this cluster of themes of self-rule and rule by others,
obsessional, or, in a bodily terminology, "anal" themes. That is, to
make a unity of this reading, I draw (from my interpretive commu-
nity) psychoanalytic accounts of the kind of conflict parents and chil-
dren have over who is autonomous and who is dependent. Whose
rules will be followed, particularly about delivering from one's body
something that may or may not be a living part of oneself? Possibly
434 NEW LITERARY HISTORY

that question applies to Professor Three's relation to this question-

naire as much as to the two-year-old on the potty.
I will call the next reader Professor Four, although I am not sure
whether this woman was a professor or a graduate student.
1. fear or the fear of what the future holds
2. millers who are no more.
3. fear: Because of her first phrase "There are no millers anymore"
which is, it appears, the point of her fear of economic downfall. Such
things as yesterday, past, linger
4. Older woman, motherly, has known hard times
5. poverty of a woman on the brink of it.

The themes that come across to me are fear-the word occurs four
times-loss, and deprivation or poverty, specifically in an economic
sense (2, 3, 4, 5). In her metaphors, the future is a container that
holds something to fear (1). Poverty is a pit one can fall into (5). She
gives graphic versions of psychosocial deprivation from a "primary
caretaker." I would call the container and pit symbols for what Four
calls "motherly." The ultimate fear (in psychoanalytic theory) is anni-
hilation at the hands of such a failing caretaker, and Four repeats
that threat twice (2, 3): one is no more, and she attributes the phrase
to the wife. What defense Four expresses against this fear seems to be
simply to face the danger, as the analysts might say, counterphobi-
cally: to fear the future, to know hard times, to be on the brink. If the
choice is fight or flight, Four says fight: accept the fear and live
with it.
The dominant motif in Professor Five's responses is also fear, but
with a somewhat different tone:
1. The miller'swife's fears of her husband'ssuicide: she sees him as if hung
2. It refers to the non-reassuringaspects of the mill-
what speaks to her fears (of the future), not to her knowledgeof the past.
Fear directs itself toward the future.
3. "Dead"
The "dead"fire suggests the failures-and fears-which haunt the poem.
4. I remember nothing of her appearance.She seems an image-abstract-
of domesticity.
5. She does not remind me of anyone I know.
In her fear that something may have happened to hurt a loved one, she
reminds me of me.
THE TRANSACTIVE THEORY OF READING 435

Five's last, candid answer suggests how his whole set of responses may
reflect his own anxiety, leading to his error in the "objective" ques-
tion, 1. The other answers suggest he may have a characteristic way
of speaking about that fear: saying it applies to the unknown rather
than the known, a kind of denial. The miller is only "as if" hung (1).
Something "may have happened" (5). Fears apply to the necessarily
unreadable future (2) and to abstractions, the "non-reassuring
aspects" of a mill (2), or the "nothing" of an abstract image of domes-
ticity (4). Five moves from relatively concrete images-"mill," "fire"
-to abstractions-fear, failure, domesticity, future. The hanged
man is only "as if" hung. He thus wards off literal fear: "She does not
remind me of anyone I know." But he does make a mistake in 1.
Professor Six's responses somewhat resemble Five's:
1. The miller
2. His absence
3. "No"
That which is disappears;connects to "nothing,""no millers,""no form,"
would not, "no mark."
4. apron, thin, long hands & fingers, gaunt cheeks
5. Woman figure in Dorothea Lange's
depression photo. Sense of being lost, bereft, nowhere, empty.
If Five was defending against anxiety, Six was warding off a sense of
absence, emptiness, or depression, as she (like Five) frankly says in
her last response. She chooses "no" for the most important word,
coupling it with phrasings of absence. In 2 she speaks of absence di-
rectly, and in 4 she imagines thinness and gauntness and, first of all,
an apron obscuring the woman's body. In 1, perhaps one can find a
significance in her speaking of "the miller" who is absent instead of
"the miller's body" which is present.
In short, if I look at all the answers by one person, I can trace a
theme or themes that permeate all five:
Professor One: being passive and vague
ProfessorTwo: displacement to language
Professor Three: "anal"themes
Professor Four: loss from a mother
Professor Five: fear of loss, displacement to the unknown
Professor Six: depression at absence; painful acceptance

If these themes permeate all of one person's answers, then they have
436 NEW LITERARY HISTORY

entered into the answer to 1 just as much as the answer to 5. In other

words, identical answers can be based on very different underlying
concerns.6 If we were to judge by the answers to questions 1 and 2
alone, we might very well say most of the professors were reading the
same text in more or less the same way. We might conclude the text
was constraining or limiting their responses. We might say they were
applying the canons of an interpretive community. We might say
they were constrained another way, by the workshop we were all en-
gaged in.
Having the answers to questions 3-5 as well, though, we can see
that they were reading the same text in very different ways. Some
were concerned with realism, some with logic, some with language,
some with literary form. Some were concerned with fear, others with
loss, and others with deprivation.
Question 1 asked an "objective" question with "right" and "wrong"
answers. The "right" answers all look more or less alike. Since ques-
tion 5 asked each person to imagine or remember in a very personal
way, people's answers to question 5 look very different. Behind the
answers to both 1 and 5, however, is the same personal process, al-
though it may be visible only in the answers to question 5 (or 4 or 3),
and invisible in the answers to question 1 (or visible only as capitals or
lower case or such slight differences in phrasing as "the miller," "the
miller's body," "the miller's corpse," and so on). The "objective" and
"subjective" answers draw on the same internal process in which
themes of interest or concern to the answering professors shaped the
way they worked with the text which was the same for all of them.
Both objectiveand subjectiveresponsesemergefrom a processin whichsubjec-
tivityshapes objectivity.
The transactive theory of reading models this process as a person,
with a certain identity, using (as an artist or a craftsman uses) the
poem and the various codes, strategies, and settings to achieve a
reading that feels right. For example, Professor Three was concerned
with the relationship between person and thing. Her interest enabled
her to use familiar interpretive techniques to read the poem as trans-
forming persons to objects, for example, to understand the phrase
"would soon appear / The same as ever to the sight" as "heals itself."
Persons becoming objects also reflected some aspects of her person-
ality or identity (as I read it). Her overall concern guided her use of
shared techniques toward a particular reading that felt "right" to her.
She was using the techniques many critics share with her, but using
them to suit her unique identity. In the same way, Professor Six used
a critic's skill with ambiguity to manage his anxiety. Professor Two
used a displacement to language that many critics would applaud,
THE TRANSACTIVE THEORY OF READING 437

and he used it to serve his defensive needs as well as to interpret the

poem. And so do we all.
I suggest that we all, as readers, use shared techniques to serve
highly personal, even idiosyncratic, ends. We put hypotheses out
from ourselves into the text. Indeed, the psychologists tell us this is
the way we see and hear any chunk of the world.7 Then we perceive
and feel a return from the text. The poem seems delightful, pleasing;
anxiety-arousing, incoherent, frustrating, satisfying, or whatever.
Both emotionally and cognitively, then, both as a whole and part by
part, we feel the poem responding to the hypotheses we bring to it.
For example, a VF hands us a questionnaire. It asks, "To what does
the clause 'what was hanging from a beam' refer?" Those who have
agreed to fill in the blanks approach the poem with hypotheses about
grammar and antecedents. Within those hypotheses, the text enables
us to arrive at some image of the miller's body which feels (emotion-
ally and cognitively) like a satisfactory response to the VF's question.
"To what does the clause 'What else there was' refer?" Here, the text
does not give so clear a feedback to our hypotheses, and we respond
differently. To some of us, flour bags and mice felt "right," to others
the miller's body, and so on.
In other words, "The Mill," did not, on its own initiative, so to
speak, cause what we saw. "The Mill" did not "constrain" a certain
response among these professors. Rather, what the poem "did" de-
pended on what we asked it to do. That in turn depended on what we
brought to it: what questions, what expectations, what prejudices,
what stock responses, what trust, what codes and rules. "The Mill"
made a certain reading easy or difficult relative to the hypotheses we
brought, hypotheses (in this instance) from the VF's questionnaire. If
we had not been looking for antecedents for "what," we would not
have seen the text the way we did.
That spring morning, the VF supplied the hypotheses. In the more
usual situation, we supply our own. We may derive them from what
we have been taught, from our culture (our "interpretive commu-
nity"), or from the situation in which we find ourselves (a classroom,
for example, or a theater). We may simply invent our own expecta-
tions for a poem. We always hypothesize, however, for that is the way
we perceive not only poems and stories but everything. Hence, we
perceive the text only as it responds to the hypotheses we bring to
bear. The text can only affect our recreation reactively, the way the
transparency of watercolors affects what a painter can do.
According to the transactive theory, then, reading is a creative pro-
cess in which (one might say) subjectivity questions objectivity,
thereby enabling objectivity to respond to and shape subjectivity. But
438 NEW LITERARY HISTORY

Identity

Reference

Return Hypothesis
omparator

Inner
Reality
Outer

Stimulus
Figure 1. Perception

that appealing paradox, obviously, does not provide a precise

phrasing. We can imagine the reading of "The Mill" more rigorously,
as a processing of information described by a feedback diagram (see
Fig. 1).
While the appeal to a feedback model makes more precise various
philosophical ways of stating the process (as dialectical, for example,
or as deconstructive, perhaps), it has the further advantage of linking
this account of reading to Piaget's idea of development, to theories of
artificial intelligence, to brain physiology, to cognitive science, and to
various psychological accounts of perception, symbolization, and
memory.
In thinking through this picture (my students call it the "lima bean
diagram") and the results of the questionnaire, however, it is essential
to keep in mind a rather formal threefold definition of identity.8
Identity is ARC-agency, representation, and consequence. That is,
a person's identity is what initiates the feedback loops which are the
way we sense and act on not only poems, but everything. In that
sense, identity is an agency: it puts out hypotheses from our bodies
into the world. The world (or a text) in turn gives back answers to
THE TRANSACTIVE THEORY OF READING 439

those hypotheses, in a form which is ultimately sensory, and the way

we feel about those answers determines the success or failure of the
hypotheses. Identity is also therefore the cumulating consequenceof
those perceptions and actions. We are the history of what we have
experienced. Finally, however, and this is most important, identity is
somebody's representationof that identity, just as a history is not just
events but somebody's narrative of those events. In representing
identity, I have urged the use of a theme and variations which I find
most telling. Identity then becomes the historyof an identitythemeand its
variations.
Evidently, if Professor Two's reading of "The Mill" is a function of
his identity, my reading of Professor Two's identity and its recreation
in his reading of the poem is a function of mine. In effect, the lima
bean diagram is itself the loop in somebody else's lima bean diagram.
If this is a schematic of Professor Two responding to "The Mill," one
has to imagine another identity (mine) over to one side of this one
hypothesizing this process of Two's and forming a narrative of it (see
Fig. 2).
To use this concept of identity effectively, one has to keep all three
components of this definition in mind at once, particularly the third.

Identity Two

Ideniy NH Comparator
Identity NNH /rt
--------I-| IC \

Figure 2. Perception of an Identity

440 NEW LITERARY HISTORY

Omitting one or another leads to the common misunderstandings of

the theory. In particular, if one neglects the idea of identity as repre-
sentation, the concept becomes excessively deterministic. Unless one
remembers identity is ARC, all three, the theory says that we have
identity themes imposed on us in early childhood and we can never
ever change them.9
Thus, one finds people asking: "Don't people change their
readings? I know I read HuckleberryFinn differently now from the
way I did when I was a child." Yes, of course people change their
readings, and it would be the task of a person phrasing an identity to
represent those changes. That would involve showing both the same-
ness and the differences in someone's readings of HuckleberryFinn,
since one recognizes difference against a pattern of sameness and
sameness against a flow of differences. Putting these samenesses and
differences into words neither causes nor limits them. It is not the
phraser who can affect an AC-identity but the person with an AC-
identity who can affect its phrasing (R).
For theories of reading, a feedback model is useful because it pro-
vides for both the reader's expression of self and the reader's use of
semantic codes, taught techniques, interpretive communities, or, in
general, the social, cultural, interpersonal, or transpersonal features
of reading. One is not forced to such extreme claims as, "My lan-
guage is not mine, just as my unconscious is not mine."0l
Identity (loosely, "the subjective") enters the feedback loop in at
least four different ways. First, identity was the agent. Each professor
adapted from my questionnaire the hypotheses with which to ap-
proach the poem, doing so in as individual a style as they would later
write their answers. Second, the poem did not simply "return" an
answer. Each of us heard an answer, and we heard it with our own set
of ears, our own linguistic usage, our own inner sentences, and all the
rest. That is, we heard the questionnaire, and we heard "The Mill"
answer the questions we asked of it-both in the idiom of our
identities.
Third, what sounded "right" or satisfying or incoherent to each of
us in the poem's answers to those hypotheses depended on the stan-
dards each of us applied. What seems coherent to you may not seem
coherent to me. What pleases passive Professor One may not please
fearful Professor Five. What suits Four as an answer to question 1
may not suit Two's more finely honed sense of grammar. All these
criteria in turn are aspects of personality.
More precisely, they are the kinds of things we think about when
we put someone's identity into words. When I say "fearful Professor
Five," I am phrasing my reading of his standards for apprehending
THE TRANSACTIVE THEORY OF READING 441

loss and anxiety, inferring them from the answers he wrote down and
phrasing them in the light of my own standards and hypotheses.
Hence we need to imagine another identity in the lima bean diagram,
one who is representing the identity of the reader under discussion.
Identity thus enters the feedback picture in at least four points.
Identity frames the hypotheses, identity hears the return, and iden-
tity feels the discrepancy between that return and one's inner stan-
dards. Finally, my identity phrases the identity which does these
things. Moreover, to avoid confusion, it is important to distinguish
between different kinds of hypotheses an identity can put out into
the text. Some are physiological. How fast can my eyes scan this
novel? How fast can I absorb it? How much of the wording of this
poem can I remember as I start the next page? How will the page
division affect my reading? The answers to such questions would ap-
pear at the bottom of the feedback picture. They affect the answers
the reader gets from his hypothesis in quite literal, physical ways.
Other hypotheses make use of cultural or semiotic codes. I intend
"code" in the strict sense: a rule that makes a message possible.1 I
mean letters of the alphabet, numbers, grammar, dictionary
meanings, and other things which have relatively fixed significa-
tions to all people in a given culture. For example, I see an A as an A.
It would be very difficult for me to interpret it any other way. Indeed
I learned this code so young and used it so often it would be well-nigh
impossible for me to unlearn it. I could live for fifty years in Ulan
Bator, reading nothing but Khalkha Mongol, and still, if I saw A, I
would very likely think A.
Such codes are indispensable, enabling and constraining almost in
the same sense as our bodies. We put them as hypotheses into the
poem in order to read words, construe sentences, and arrive at
meanings, and we do so automatically. The whole process is so fast
and unconscious, we scarcely notice it unless we are dealing with a
strange language. The only such code the questionnaire overtly used
was syntax, in questions 1 and 2.
The other codes a professor uses to read a poem are of an entirely
different order. We have seen our six readers seek unity in the poem
("each word . . . dependent on the others"). We have seen professors
resist the idea of imagining either the look of the miller's wife or a
private association to her. They are, I take it, tacitly following a rule:
stick to the words on the page. I hear professors reaching for themes
that go far beyond the immediate story of the poem, themes like
irony, love-death, social determinism (Four), or negativity (Six).
Any one reader uses both kinds of rules, semiotic codes and inter-
pretive canons, putting them out as hypotheses into the poem. The
442 NEW LITERARY HISTORY

two kinds of rules are quite different, however. One can put aside a
search for unity and start deconstructing as easily as one can drop the
Odd Fellows and join the Elks.12 One cannot so easily abandon seeing
A as A or thinking in terms of subject-verb. One kind of rule, the
interpretive canon, is chosen. The other, the cultural or semiotic
code, is learned willy-nilly and can hardly be unlearned.
The "subjective" individual-an identity-puts forth these "objec-
tive" codes as hypotheses with which to read the text. The text in turn
rewards some hypotheses and defeats others. As a result, the person
senses both a cognitive and an emotional return from the text. The
poem may feel delightful, moderately pleasing, anxiety-
arousing, incoherent, frustrating-whatever. These sensations come
about as we readers compare the return we get from the text with our
inner standards for, perhaps, coherence, complexity, unity, or inten-
sity. These inner standards are in turn functions of any one reader's
personality or, better, identity. They may, of course, be learned. We
first apply them as the hypotheses we put forward (but those hypoth-
eses may also be our use of convention, an interpretive community, a
semiotic code, or even our physiology). We apply these standards to
judge the return our hypotheses yield. These standards provide the
language-the terms of the contract, so to speak-in which we hear
the return from the text.
In short, a person-an identity-uses hypotheses with which to
sense the poem. The poem responds to those hypotheses, and the
individualfeels whether it is a favorable or unfavorable response and
so closes the loop, preparatory to sending another hypothesis out
around it. This is the model that has been so closely questioned.13
"Doesn't all this make every reading totally subjective, so that any
one reading is as good as any other?" That is the one question people
most commonly ask me. What I can answer, on the basis of the iden-
tity-cum-feedback model, is that every reading inextricably combines
subjective and objective aspects to the point where those words cease
to be useful terms with which to address the problem. Merely to use
those words is to assume that one could separate reading into subjec-
tive and objective parts, as though one could separate the process of
painting into one part from the medium and another part from the
artist, or a hammering into part from the carpenter and part from
the hammer.
The metaphor hidden in "totally" raises the problem. It assumes
that a reading can be "totally" or "more" or "less" subjective, as
though it were addable parts. By my feedback picture, I am sug-
gesting that we need to think of identity as using, workingwith, building
on, creating from various hypotheses projected into the world. The
world and the hypotheses are, in a manner of speaking, "objective."
THE TRANSACTIVE THEORY OF READING 443

One cannot separate them from the hypothesizer and perceiver,

however, any more than in a sculpture one can sort out the sculptor's
subjectivity from the objectivity of the bronze.
One would quite lose sight of the process of sculpting by asserting
this sculpture is less subjective than that. It is equally falsifying to
assume that a reading could be totally subjective or more subjective
than another reading, as the question does. Hence, there is no way to
answer such a question. Properly, I am not saying all readings are
equally or totally or even partially subjective. I am claiming that one
cannot characterize readings as subjective or objective at all.14
The next most common question follows from the first. "In
teaching, what do you do about misreadings?" Or sometimes, "If all
readings are 'subjective,' what's the good of teaching reading?" One
purpose of the identity-and-feedback model is precisely to enable us
to sort out what we are doing when we teach people how to read.
That was the reason I addressed a group of professors with it. That
is, the model enables us to get beyond the old opposition of objective
and subjective, and ask ourselves more tellingly what we are doing by
any given classroom move. For example, some teaching consists
simply of exposing the student to the world of letters: "Read
Chapters 20-30 of A Tale of Two Cities by Wednesday." In terms of
the model, that move simply places students in contact with what is
labeled "Outer Reality." We expect the students to use the hypotheses
they already have for addressing a text, the ability to put shapes to-
gether to form letters, letters to form words, words to form sen-
tences, sentences to form plot, characters, setting-and so on. If one
goes further, if one poses (in the manner of many textbooks) "Study
Questions," one provides the student with ready-made hypotheses to
try out on that (as did my questionnaire).
Just as a beginning reader learns how to use hypotheses to find the
sound or meaning of an unknown word, so a more sophisticated
reader learns how to use hypotheses to interpret a whole text. Higher
level teaching tries to provide the student with hypotheses with which
to address any text or, even better, the ability to hypothesize hypoth-
eses which will give the best return from this particular text.
In general, then, the familiar modes of teaching literature address
the hypothesesa student brings to a text, hypotheses like: You will be
able to read the poem as referring to more than its ostensible subject
(the obsolescence of millers). You will be able to shape the poem into
a unity. Once you have done so, you will not be able to find an unnec-
essary word in this poem. Any changes you make in details will
change the whole, probably for the worse. You will probably be able
to find an irony crosscutting the poem, complicating it ("velvet," for
example). You will probably be able to find a reference in the poem
444 NEW LITERARY HISTORY

to its own creation; often such a reference will seem to deconstruct or

cut across the ostensible sense of the poem.
At any given moment a teacher may be giving a student hypotheses
or hypotheses for finding hypotheses or may be carrying a hypothesis
through its testing to sense the return. All these are familiar strate-
gies in teaching. All use the students' responses but seek a homoge-
neity of response. Typically this kind of teaching uses only those re-
sponses that can be generalized, shared, or otherwise made available
to all the students. Like question 1 in the Visiting Fireman's question-
naire, they look objective because one is providing a pigment or a
canvas for the picture of the poem the reader will paint. In fact, how-
ever, the identity of the artist will govern the use made of the hy-
pothesis the teacher gives. Ultimately, whether the hypothesis is used
at all or whether any given application feels right will depend on the
response of the reader-his or her identity.
In recent years, another kind of response-centered teaching has
grown up which addresses the nature of the reading process itself
instead of some particular hypotheses associated with one or another
school of criticism. Such teaching strives to make explicit the experi-
ence-the feelings-the student has in addition to or instead of the
interpretive strategies. In terms of the model, the teacher does not
talk about the hypotheses coming out of the right side of the student
"comparator," so much as the "return" on the left. He asks students
to be aware specifically of how a given return feels (as opposed to
"fits"). The teacher may (but need not) go further and explore how a
given hypothesis or return fits the identity of the reader in question
so far as it has appeared in the classroom.15 In terms of the model,
this is a process quite distinct from examining the right and wrong
applications of hypotheses.
In my experience, the two kinds of teaching are essentially inde-
pendent (except that they cast one teacher in contrary roles, permis-
sive and corrective). The familiar teaching of how-to-read-literature,
by addressing the hypotheses by which one reads, directs attention
away from the person applying the hypotheses. Reader-response
teaching addresses the person as an applier of hypotheses, how that
person feels, and what that person says when those hypotheses are
applied. Hence reader-response teaching points away from a critique
of the hypotheses themselves or the ways they are applied.
I cannot find any reason, however, why two teachers or even one
could not apply both methods as they seemed appropriate. One
could do the regular teaching only, as most teachers do. One could
concentrate on responses only, as reader-response teachers do. Or
THE TRANSACTIVE THEORY OF READING 445

one could consider the response as a function of both the person and
the hypotheses chosen and applied. In that sense, a misreading
would correspond to a wrong hypothesis or a wrong application of a
right hypothesis. But it is not true that the transactive model of
reading eliminates the idea of a misreading. It does ask, however,
that the one who proclaims a misreading make the rule or context
explicit that makes the reading a misreading. Too often teachers take
it for granted-as part of a residual belief, I think, that modes of
reading are self-evident, not to be questioned, eternal verities, lin-
guistic competences, objective.
By contrast, the psychological theory of identity and the transactive
model of reading let us tell a more coherent story of reading. I be-
lieve that, using these theories, we have obtained good evidence, both
from these workshops on "The Mill" and earlier work with individual
readers, for the proposition that each of us reads a poem or a story as
a personal transaction. We, as individuals with individual styles,
create literary experiences within those styles. In doing so, we use the
text. We use the methods we have learned in school. We use the
classroom or reading room or theater or learned conference in which
we are responding. We use the canons of the interpretive community
to which we have allied ourselves. And in reading, in using all these
things, we recreate our personal identities (understood as the agency,
consequence, and representation-ARC-of our own continuity in
time).
It is too simple to say texts impose meanings or control responses.
It is too simple to say there is a subjective part of reading and an
objective part. Rather, we need to understand the text, the interper-
sonal situation, or the rules for reading, as all interacting with a self
in a feedback (like a painter's pigments) in which the self is the active,
creativeelement.The interpretive community, the armchair or theater
or classroom, even the text itself, affect our recreation only reactively,
the way a chisel acts back on a carpenter's plans or as bronze both
enables and limits a sculptor. The text, the rules, the codes are like
musical instruments with which we play variations on our identity
themes.16
In short, reading is an art like any other art. It has its medium, its
techniques, its failures, and its successes. Above all, it has its mys-
teries. The three questions with which I began, however, are not
among them.

UNIVERSITY OF FLORIDA
446 NEW LITERARY HISTORY

NOTES

1 I have expounded these theories through all too many years and stages of develop-
ment. See Poems in Persons: An Introductionto the Psychoanalysisof Literature(New York,
1973); 5 Readers Reading (New Haven, 1975); and Laughing: A Psychologyof Humor
(Ithaca, 1982).
2 Stanley Fish, Is There a Text in This Class? The Authorityof InterpretiveCommunities
(Cambridge, Mass., 1980), pp. 357, 338, 366, and passim.
3 David Bleich, Readings and Feelings: An Introductionto SubjectiveCriticism(Urbana,
Ill., 1975), p. 49.
4 Wolfgang Iser, The Act of Reading: A Theoryof AestheticResponse(Baltimore, 1978).
5 In designing my questions, I now realize I had met some objections raised by Jon-
athan Culler to my work at an English Institute panel on reading. See his "Prole-
gomena to a Theory of Reading," in The Reader in the Text: Essays on Audience and
Interpretation,ed. Susan R. Suleiman and Inge Crosman (Princeton, 1980), pp. 46-66,
esp. pp. 53-56. He objected to studying reading through the free associations of un-
dergraduate readers on the grounds they were not competent, that the search for free
associations will hide the agreement of "ninety-three out of a hundred" readers, and so
on. Here, the readers are professors, committed to professional techniques in reading.
The occasion was public, not a private interview. The questions pointed to the text
rather than seeking associations "away" from the text. I believe this article shows that
the conclusions of 5 Readers Reading hold in this situation, pace Culler, as well as for
undergraduate free associations.
6 Obviously, realizing this more complex process is important in basing psychological
or literary research on questionnaires. The same answer may not express the same
underlying process at all. If one is simply counting deodorant users or Democrats, that
may not matter. If one is studying reading, it may matter very much. For example, I
think my caveat is important for using such valuable survey work as the IEA (Interna-
tional Association for the Evaluation of Educational Achievement) data bank or the
3rd National Assessment of Reading and Literature. See Alan C. Purves, "Using the
IEA Data Bank for Research in Reading and Response to Literature," Research in the
Teaching of English, 12 (1978), 289-96 and Anthony R. Petrosky, "The 3rd National
Assessment of Reading and Literature Versus Norm- and Criterion-Referenced
Testing," Paper presented at the Annual Meeting of the International Reading Associ-
ation, May 1-5, Houston, 1978, ERIC Document No. 159599.
7 A brief, lucid, and authoritative introduction to modern perceptual theory is Edwin
Land's "Our 'Polar Partnership' with the World Around Us," Harvard Magazine, 80
(1978), 23-26.
8 I have spelled out this concept of identity in detail most recently in my Laughing: A
Psychologyof Humor, chs. 9 and 11.
9 For instance, David Bleich can claim that with this theory "the idea of novelty loses
its meaning altogether." See SubjectiveCriticism(Baltimore, 1978), p. 121. The theory,
however, claims no more than that one can trace a consistent pattern in a person's be-
havior beginning in early childhood. Obviously, neither one's ability to trace nor a
mere consistency implies that novelty drops out of human experience.
10 Culler, "Prolegomena," p. 56. One might ask with Freud, "Whose is it then?"
"Unless the content of the dream ... is inspired by alien spirits, it is a part of my own
being." Sigmund Freud, "Moral Responsibility for the Content of Dreams," from
"Some Additional Notes on Dream-Interpretation as a Whole" (1925), in The Standard
Edition of the CompletePsychologicalWorksof Sigmund Freud, tr. and ed. James Strachey et
al. (London, 1961), XIX, 133.
11 I find conceptual difficulties in the loose sense of "code" some semioticians use.
THE TRANSACTIVE THEORY OF READING 447

They announce what is no more than a personal interpretation as a code. In this sense,
the famous Dorothea Lange photograph of the Depression farm wife to which several
readers referred would be a "code" for poverty, obsolescence, or depression. Why not
a code for the oppression of women? For aprons? For thinness? A code in this sense
simply decrees a single, universal meaning for what is patently variable.
12 Jonathan Culler, however, has called these interpretive rules, the conventional
procedures of teachers of literature today, "literary competence," analogizing to
Chomsky's idea of grammatical competence. His metaphor equates the deliberate,
studied practice of a small group of people in universities with the syntactic rules an
entire speech community is born into, acquires almost intuitively, without study, as
children, and continues to live by. See Culler's "Literary Competence," in Reader-Re-
sponse Criticism:From Formalismto Post-Structuralism,ed. Jane P. Tompkins (Baltimore,
1980), pp. 101-17, esp. 108-15.
13 The model, I find, bears some similarity to the "three worlds" hypothesis derived
from studies of the brain by Sir Karl Popper and Sir John Eccles. Basically, World 2
(self-conscious mind), acting through World 3 (mental products such as language, arts,
or theories), governs and is governed by World 1 (physical reality). See Karl Popper
and John C. Eccles, The Self and Its Brain (Berlin and New York, 1977).
14 Working from a different point in the transactions, the interpretive community or
cultural code, Stanley Fish comes to the same conclusion. See Is There a Text in This
Class?, pp. 332, 336.
15 I have discussed this procedure as a Delphi ("know thyself") seminar. See Norman
N. Holland (with Murray M. Schwartz), "The Delphi Seminar," College English, 36
(1975), 789-800; Norman N. Holland, "Transactive Teacning: Cordelia's Death," Col-
lege English, 39 (1977), 276-85; and Norman N. Holland (with the members of English
692, Colloquium in Psychoanalytic Criticism), "Poem Opening: An Invitation to Trans-
active Criticism," CollegeEnglish, 40 (1978), 2-16.
16 You could, of course, in the manner of some deconstructionists, choose to read
this feedback upside down. You could say we are the instruments on which the poem,
the rules of interpretation, or the semiotic codes play out variations on their identities.
That seems, however, a perversely difficult way of thinking about human perception.