Edith, a reader of sublime simplicity, as de Man says, misinterprets the rhetorical question as a grammatical question: "What is the difference? I'm curious to know."

而依迪斯一个极端天真的读者，正如德曼所说，错误地将这个修辞问句理解成一个语法型问句：,“区别在哪里呢，我想知道“

耶鲁公开课 - 文学理论导论课程节选

By the same token, if literature has effects, it must have effects on someone, and this gives rise to the equally interesting and vexing question, "What is a reader?"

同样，如果文学史有影响的，它一定会对某些人产生影响，它也会引出一个同样有趣,而恼人的问题，“读者是谁？“

耶鲁公开课 - 文学理论导论课程节选

There is also the question of what kind of reader we are that this preface brings up and sort of puts in front of us.

有一个问题，我们是什么样的读者呢,在这个序言面前。

耶鲁公开课 - 1945年后的美国小说课程节选

So this is what he asked them to do: Select four answers to the question 'What should a reader be to be a good reader?' "The reader should belong to a book club."

这就是他要求学生们做的：,从以下四个选项中选取问题,“读者如何才能成为好读者”的答案：,“读者应该是书友会的成员“

耶鲁公开课 - 1945年后的美国小说课程节选

Finally, literary theory asks one other important question it asks many, but this is the way at least I'm organizing it for today it asks one other important question, the one with which we will actually begin: not so much "What is a reader?" but "How does reading get done?"

最后，文学理论给人们提出其它重要的问题,它提出许多问题，但我今天是这样组织的,它提出一个重要的问题，也就是我们今天开始要提出的问题：,不是“读者是谁“而是“阅读是如何开展的？“

耶鲁公开课 - 文学理论导论课程节选