An application of Rosenblatt's aesthetic /efferent continuum to the literature curriculum of an Advanced Placement English Twelve class

The purpose of this study is to describe the preferences of members of an Advanced Placement English 12 class for discussions of literature based on efferent or aesthetic categories as described by Rosenblatt's continuum and further refined on an efferent/aesthetic scale by Cox and Many. The three phases of this study include a pre-questionnaire with sections modified from the works of Purves and Parmiter, five intervention written exercises, and the same questionnaire with a few variations designed to avoid repetitive answers on a section of open-ended questions.;To collect the data with objectivity and for quality, the study was divided into three stages: preliminary steps, intervention of response writing, and formulation of final observations. The activities that were conducted during each stage are described and documented. A significant amount of data about the academic background and performance of the study participants has been included to help explain the responses of these students to questions on their literary preferences. The data analyses draw connections between the academic records and the students' tendency to read for information (efferent) or for the reading experience (aesthetic).;Results of the study indicate that students change preferences after personal writing interventions in approximately half of the items on the questionnaires. However, the interventions could not account for those changes with any degree of certainty. Responses do, though, indicate a high level of aesthetic reading preceding the completion of written responses.;Recommendations for classroom activities to encourage aesthetic readings of literature include increased class time both for written responses and their de-briefing. Because of differing lifestyles, socioeconomic levels, and value systems, different outcomes may result with students from rural rather than suburban areas. Unlike the students of this study, who were highly-motivated twelfth grade students, students of lower academic levels and from different age groups might evince responses with substantial modifications of the patterns evidenced in this study. Other variations could include substituting different literary works and other forms of reader response activities as study interventions. The implications of this study concerning response writing are very positive about student interest and personal involvement.