Abstract

Katz (English, North Carolina State U.) examines the correlation between Reader Response Criticism and the philosophy of science engendered by the Copenhagen School of New Physics, and assesses the scientific empiricism that controls the parameters of reading and writing theory to look at the possibility of teaching reading and writing as "rhetorical music." He reinterprets Cicero's rhetorical theory in light of recent revisionist scholarship, and sketches a temporal model of affective response in reading and writing. Annotation copyright by Book News, Inc., Portland, OR.