Relevant bibliographies by topics / Reader-response criticism. Literature

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Academic literature on the topic 'Reader-response criticism. Literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reader-response criticism. Literature"

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Pugh, Anthony Cheal, and Elizabeth Freund. "The Return of the Reader: Reader-Response Criticism." Poetics Today 8, no. 3/4 (1987): 689. http://dx.doi.org/10.2307/1772577.

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Jordan, Constance. "Introduction: Cluster on Reader-Response Criticism." Publications of the Modern Language Association of America 106, no. 5 (October 1991): 1037–39. http://dx.doi.org/10.1632/s0030812900056820.

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Bickman, Martin. "Reader Response Joins the Resistance." Pedagogy 20, no. 2 (April 1, 2020): 235–56. http://dx.doi.org/10.1215/15314200-8091852.

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Formerly, to be a radical teacher one had to be a Marxist, but in the past three years, a simple commitment to honesty, empathy, and democratic community has become an act of resistance. Examining three examples of reader-response criticism suggests how one can apply these values to deepen receptivity to literature and create a sense of agency and dialogue between students and teachers.
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Flynn, Elizabeth A. "“Reader Response” in the Nineties." Victorian Literature and Culture 26, no. 1 (1998): 197–206. http://dx.doi.org/10.1017/s1060150300002345.

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What has come to be called reader-response criticism and theory was ascendant within literary studies in the 1970s and eighties but seems to have waned in the nineties. Edited collections such as Susan Suleiman and Inge Crosman's The Reader in the Text and Jane Tompkins's Reader-Response Criticism, both published in 1980, continue to be important references and are still cited frequently. Comparable edited collections published in the nineties, though, such as James Machor's Readers in History (1993) and Andrew Bennett's Readers and Reading (1995) have not received the attention of the earlier collections, and most of the essays in Readers and Reading are reprints of articles published in the eighties. Individuals associated with the reader-response movement such as Stanley Fish, David Bleich, Norman Holland, and Wolfgang Iser continue to publish books, although these books do not necessarily focus on reading. The journal that I co-edit, Reader, which originated as a newsletter in 1976 as a result of an MLA session on reading that attracted hundreds of people, continues. It remains, though, one of a small number of journals devoted to reading and readers aimed at a university-level audience.
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West, David. "Practical criticism: An early experiment in reader response." Language and Literature: International Journal of Stylistics 26, no. 2 (May 2017): 88–98. http://dx.doi.org/10.1177/0963947017704725.

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My article provides historical background to stylisticians’ current interest in empirical approaches to literary response by investigating the practical criticism experiment that IA Richards carried out in the 1920s and that he reported on in Practical Criticism: A Study of Literary Judgment (1929). In literary studies, practical criticism is typically regarded as a method of reading that focuses on the text itself and that isolates the text from its social and historical context. Yet, Richards’ technique of issuing his student audiences with anonymized and unknown poems, and asking them for their written responses (or ‘protocols’), was explicitly part of a psychological experiment and not a model of how we should, or even could, read literature. And he was primarily – if not exclusively – interested in the responses of his readers to the poem and not in the poem itself. I have argued that Richards’ technique of practical criticism was the very first large-scale experiment in psychology conducted to discover how real readers understand, interpret and evaluate literary texts. As such, the experiment anticipated the relatively recent turn among stylisticians towards empirical research, and might still be able to inform that research. In this article, I compare Richards’ experiment with the psychological and aesthetic experiments that had been conducted beforehand. I then describe in detail what Richards actually did in his experiment, and assess the strengths and weaknesses of his methodology. Finally, I assess some of the ways in which Richards’ experiment might inform empirical research in stylistics today.
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Eslinger, Lyle. "THE WOOING OF THE WOMAN AT THE WELL: JESUS, THE READER AND READER-RESPONSE CRITICISM." Literature and Theology 1, no. 2 (1987): 167–83. http://dx.doi.org/10.1093/litthe/1.2.167.

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Zaluchu, Sonny Eli. "Dinamika Hoax, Post-Truth dan Response Reader Criticism di Dalam Rekonstruksi Kehidupan Beragama." Religió: Jurnal Studi Agama-agama 10, no. 1 (April 12, 2020): 98–117. http://dx.doi.org/10.15642/religio.v10i1.1310.

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This research is conducted through literature review to expose and analyze hoax phenomenon, post-truth paradigm, and reader-response criticism. This paper aims to elucidate the social extent to which hoaxes are formed as a result of the presence of post-truth paradigm in the mind of information waves as well as the impact of the digital revolution. The phenomenon will be described through hermeneutical method using reader-response criticism approach in the context of religious life. The research found that spiritual life can be developed in the right way through media-literacy, besides the spread of hoaxes, disinformation, and truth-oriented personal beliefs rather than facts.
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Whiteley, Sara, and Patricia Canning. "Reader response research in stylistics." Language and Literature: International Journal of Stylistics 26, no. 2 (May 2017): 71–87. http://dx.doi.org/10.1177/0963947017704724.

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This article introduces the special issue. In it, we argue that research into reader response should be recognised as a vital aspect of contemporary stylistics, and we establish our focus on work which explicitly investigates such responses through the collection and analysis of extra-textual datasets. Reader response research in stylistics is characterised by a commitment to rigorous and evidence-based approaches to the study of readers’ interactions with and around texts, and the application of such datasets in the service of stylistic concerns, to contribute to stylistic textual analysis and/or wider discussion of stylistic theory and methods. We trace the influence of reader response criticism and reception theory on stylistics and discuss the productive dialogues which exist between stylistics and the related fields of the empirical study of literature and naturalistic study of reading. After offering an overview of methods available to reader response researchers and a contextualising survey of existing work, we argue that both experimental and naturalistic methods should be regarded as ‘empirical’, and that stylistics is uniquely positioned to embrace diverse approaches to readers and reading. We summarise contributions to the special issue and the valuable insights they offer into the historical context of reader response research and the way readers perceive and evaluate texts (either poetry or narrative prose). Stylistic reader response research enables both the testing and development of stylistic methods, in accordance with the progressive spirit of the discipline, and also the establishment of new and renewed connections between stylistic research and work in other fields.
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Porter, Stanley E. "WHY HASN'T READER-RESPONSE CRITICISM CAUGHT ON IN NEW TESTAMENT STUDIES?1." Literature and Theology 4, no. 3 (1990): 278–92. http://dx.doi.org/10.1093/litthe/4.3.278.

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Febriani, R. Bunga. "The students� reflective writing manifestation of reader-response literary analysis." EduLite: Journal of English Education, Literature and Culture 4, no. 1 (February 28, 2019): 35. http://dx.doi.org/10.30659/e.4.1.35-44.

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This article presents reflective writing manifestation in Reader-response literary analysis. The article is aimed at finding out how the reflective writing is manifested in the students� Reader-response of literary analysis. The writer carried out the study by analyzing the students� portfolio documents of their reflective essays responding to three literary works. Fourteen students enrolling Literary Criticism Subject at a private university in West Java took part in the present research. Literary Criticism subject was chosen as the object of the current study, considering that the students in enrolling the subject were not merely introduced to literature, but also were led to be able to evaluate, describe, and analyze literary works. The study revealed some findings. Firstly, Reader-response prompts were helpful in giving aids to the students that they give the students idea how to write down their ideas and thoughts in minds. However, as the second finding, most students tend to keep their focus on the feeling section. Some of them were proven to be more critical by questioning things happened in the stories, yet they still had no idea how to analyze and evaluate the questions they had. The last finding, the writer noticed that none of the students relate their reflective essays to relevant literature to support their opinion. The writer considered that this occurred due to their lack of knowledge and practice of critical thinking and critical writing.
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Dissertations / Theses on the topic "Reader-response criticism. Literature"

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Kujansivu, Heikki Markus. "Returning thirds on reading literature /." Diss., Online access via UMI:, 2008.

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Pippert, Kathy Lynn. ""In a Language Not His": Reader-Response Criticism and "Light in August"." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539625530.

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Schram, Dick H. "Norm en normdoorbreking empirisch onderzoek naar de receptie van literaire teksten voorafgegaan door een overzicht van theoretische opvattingen met betrekking tot de funktie van literatuur /." Amsterdam : VU Uitgeverij, 1985. http://catalog.hathitrust.org/api/volumes/oclc/21329096.html.

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Baker, John C. "An ethnographic study of cultural influences on the responses of college freshmen to contemporary Appalachian short stories /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115018/.

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Eberdt, Karen. "Research conceptions of adult and college reader response to literature." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/32275.

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"Response to literature" is an educational notion which generally refers to an oral or written reaction to a non-expository published work such as a short story or poem. This historical analysis investigates conceptions of response to literature in research with adults and college students. The dissertation problem derives from an apparent shift in emphasis from the text towards the reader in research on response to literature (Purves, 1985). The underlying assumption of this suggestion is that there are historically predominant research conceptions. This dissertation documents these ideas with adult and college readers' responses to literature. The procedure was first to establish foundation conceptions of "response" and "literature" from theoretical considerations of these terms. Next, studies derived from major bibliographies were examined in order to determine the general emphasis based on the research purpose, literary work, and response task. Predominant research conceptions of both "response" and "literature" were delineated by decades, from the first cited study in 1912. Results of the analysis concerned conceptions of both "literature" and "response". First, research conceptions of "literature" generally focused on print, rather than oral performance. In addition, there was a general research move from the use of meaningless syllables and fragments of poetry (1910-39); through the use of a diversity of genres such as newspaper articles, comprehension test items, and novels (1940-69); to a contemporary focus on short stories and poems (1970-89). Second, research conceptions of "response" supported the suggestion of a general shift from conceptions which focused on textual elements such as rhythm, sounds of language and literary merit (1920-39); through those which focused on aspects of the reader such as personality changes, preferences and developmental differences (1940-69) ; to those which emphasized elements of response itself such as process, stance, and context (1970-89). Possible reasons for the shifts in emphasis were explored in relation to general societal conditions and the changing image of the college student. From an educational perspective, the observed changes suggest a move towards empowerment of the learner in the classroom. This trend corresponds to the increasing pedagogical emphasis on holism and collaboration
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Travis, Molly Abel. "Subject on Trial: The Displacement of the Reader in Modern and Post-modern Fiction." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392805130.

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Allington, Daniel. "Discourse and the reception of literature : problematising 'reader response'." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/507.

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In my earlier work, ‘First steps towards a rhetorical hermeneutics of literary interpretation’ (2006), I argued that academic reading takes the form of an argument between readers. Four serious weaknesses in that account are its elision of the distinction between reading and discourse on reading, its inattention to non-academic reading, its exclusive focus on ‘interpretation’ as if this constituted the whole of reading or of discourse on reading, and its failure to theorise the object of literary reading, ie. the work of literature. The current work aims to address all of these problems, together with those created by certain other approaches to literary reading, with the overall objective of clearing the ground for more empirical studies. It exemplifies its points with examples drawn primarily from non-academic public discourse on literature (newspapers, magazines, and the internet), though also from other sources (such as reading groups and undergraduate literature seminars). It takes a particular (though not an exclusive) interest in two specific instances of non-academic reception: the widespread reception of Salman Rushdie’s novel The Satanic Verses as an attack on Islam, and the minority reception of Peter Jackson’s film trilogy The Lord of the Rings as a narrative of homosexual desire. The first chapter of this dissertation critically surveys the fields of reception study and discourse analysis, and in particular the crossover between them. It finds more productive engagement with the textuality of response in media reception study than in literary reception study. It argues that the application of discourse analysis to reception data serves to problematise, rather than to facilitate, reception study, but it also emphasises the problematic nature of discourse analysis itself. Each of the three subsequent chapters considers a different complex of problems. The first is the literary work, and its relation to its producers and its consumers: Chapter 2 takes the form of a discourse upon the notions of ‘speech act’ and ‘authorial intention’ in relation to literature, carries out an analysis of early public responses to The Satanic Verses, and puts in a word for non-readers by way of a conclusion. The second is the private experience of reading, and its paradoxical status as an object of public representation: Chapter 3 analyses representations of private responses to The Lord of The Rings film trilogy, and concludes with the argument that, though these representations cannot be identical with private responses, they are cannot be extricated from them, either. The third is the impossibility of distinguishing rhetoric from cognition in the telling of stories about reading: Chapter 4 argues that, though anecdotal or autobiographical accounts of reading cannot be taken at face value, they can be taken both as attempts to persuade and as attempts to understand; it concludes with an analysis of a magazine article that tells a number of stories about reading The Satanic Verses – amongst other things. Each of these chapters focuses on non-academic reading as represented in written text, but broadens this focus through consideration of examples drawn from spoken discourse on reading (including in the liminal academic space of the undergraduate classroom). The last chapter mulls over the relationship between reading and discourse of reading, and hesitates over whether to wrap or tear this dissertation’s arguments up.
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Van, Renen Charles Gerard. "Reader-response approaches to literature teaching in a South African OBE environment." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/297.

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This research is based on the hypothesis that response-based approaches to teaching literature and an outcomes-based system of education (OBE) are conceptually incompatible. This thesis claims that reader response involves processes that cannot be accommodated pedagogically within a system based on pre-determined outcomes. Furthermore, the kind of assessment prescribed by OBE is inappropriate to the nature of reader response. The hypothesis is based on three main premises. The first is that each reader brings a highly individual and complex set of personal schemata to the reading of imaginative texts, and these schemata have a decisive influence on the nature of a reader’s response. This means that response during imaginative engagements with literary texts tends to be idiosyncratic, and therefore largely unpredictable. Because of this, it would be inappropriate for a teacher, working within an OBE system, to try to teach towards pre-selected outcomes and to attempt to ensure that these outcomes, based on responses to literary texts, are in fact achieved. The second premise is that readers’ imaginative engagements with literary texts are essentially hidden events, which even the individual reader cannot fully bring to the surface and articulate. Because they are complex, and to some extent inaccessible, it would be inappropriate to assess the processes of response in the form of tangible evidence that a particular kind of response has taken place, or an outcome achieved. The third premise is that responses need time to grow and develop and do not merely happen quickly and cleanly. Consequently, aesthetic response, already a complex and inaccessible process, has no clearly distinguishable beginnings or endings. It would therefore be inappropriate to try to pinpoint the exact nature and parameters of a particular response or fragment it into a discrete unit of competence or knowledge. A two-dimensional problem emerges. The first is a conceptual one: whether there is an inherent tension between encouraging response to imaginative literature on the one hand, and accepting the rationale for OBE, on the other. The second dimension of the problem is empirical: whether teachers of literature experience any tension of either a conceptual or a practical nature when following response based approaches within the OBE system of Curriculum 2005, and if so, what they do in order to cope. In exploring the conceptual problem, the argument of this thesis is supported by reception theory and reader response criticism. The former provides key theoretical principles and insights that illuminate the nature of aesthetic reading, while the latter describes and analyses the nature, extent and manifestations of response in educational contexts, underpinned by both reception theory and empirical research. Together they offer evidence that personal response is determined by a complex range of processes, and is the core activity in reading for aesthetic purposes. This thesis also examines the conceptual basis and the structure of OBE as interpreted in both Curriculum 2005 and the revised National Curriculum Statement. The purpose of this is to establish the extent to which the philosophy and modus operandi of these curricula are rooted in notions of competence, and the requirement that learners give tangible demonstrations of pre-determined outcomes being achieved. If it is found that the curricula do lean heavily on pre-determined outcomes in regard to competencies that must be demonstrated, it may be concluded that 1) reader response activities are incompatible with OBE in a South African context, and 2) the potential exists for such incompatibility to create obstacles to creative and effective literature teaching. This can lead to difficulties for the teacher, who will then have to adopt acceptable strategies to cope with the situation. These strategies may ultimately be to the detriment of the pupils, particularly if the teacher seeks a compromise between genuine response and the kinds of activities that would yield precise, palpable measures of attainment that can be easily demonstrated. Exploring the empirical dimension of the problem involves investigating the responses of both teachers and teacher trainers to the experience of promoting response-based literature teaching and learning in an OBE environment. In order firstly investigated whether the practitioners do encourage reading response as a core activity in reading for aesthetic purposes. The extent to which practitioners have a sound grasp of the conceptual issues relevant to this research is also investigated. Insight into such issues depends on teachers and teacher trainers understanding the nature of reader response, on the one hand, and the rationale and structures of the relevant OBE curricula, on the other. Whether, and to what extent, practitioners experience tensions through their awareness of conceptual incompatibilities is also investigated. It should be borne in mind that practitioners work in real contexts in which a variety of complex factors play a role in determining how they respond to pressures from the environment. It cannot therefore be expected that teachers and others involved in delivering the curriculum will be able to reflect on purely conceptual issues without being influenced to an extent by more practical or logistical considerations. However, this study argues that the extent to which they are able to identify the relevant factors that affect the conceptual underpinnings of their practice will determine the degree to which their responses support the argument of this thesis. Together, the empirical and the theoretical findings offer qualitative evidence that should illuminate the nature and extent of the problem.
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Foster, Lesley. "Responding to literature: empowering girls to speak with their own voices in a multicultural context." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003626.

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The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.
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Polson, Richard. "Shocked by Flannery O'Connor the possibility of new endings /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Books on the topic "Reader-response criticism. Literature"

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Performative criticism: Experiments in reader response. Albany: State University of New York Press, 2004.

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Cole, SuzAnne. Reading and responding to literature. San Diego: Harcourt Brace Jovanovich, 1990.

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Fernando, Jeremy. Reading blindly: Literature, otherness, and the possibility of an ethical reading. Amherst, NY: Cambria Press, 2009.

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Reading blindly: Literature, otherness, and the possibility of an ethical reading. Amherst, NY: Cambria Press, 2009.

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Falling into theory: Conflicting views on reading literature. Boston: Bedford Books of St. Martin's Press, 1994.

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Valdés, Mario J. Hermeneutics of poetic sense: Critical studies of literature, cinema, and cultural history. Toronto: University of Toronto Press, 1998.

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Hermeneutics of poetic sense: Critical studies of literature, cinema, and cultural history. Toronto: University of Toronto Press, 1997.

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Bürger, Peter, and José Antonio Mayoral. Estética de la recepción. Madrid: Arco/Libros, 1987.

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Between author and reader: A psychoanalytic approach to writing and reading. New York: Columbia University Press, 1994.

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J, Karolides Nicholas, ed. Reader response in the classroom: Evoking and interpreting meaning in literature. New York: Longman, 1991.

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Book chapters on the topic "Reader-response criticism. Literature"

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Cocks, Neil. "The Implied Reader. Response and Responsibility: Theories of the Implied Reader in Children’s Literature Criticism." In Children's Literature, 93–117. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_5.

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Tyson, Lois. "Reader-response criticism." In ENGL A337 Critical Approaches to Literature, 31–62. Routledge, 2018. http://dx.doi.org/10.4324/9781351049887-2.

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Benton, Michael. "Reader-response criticism." In International Companion Encyclopedia of Children’s Literature, 112–28. Routledge, 2018. http://dx.doi.org/10.4324/9781315015729-8.

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"Reader-Response Criticism." In International Companion Encyclopedia of Children's Literature, 81–98. Routledge, 2003. http://dx.doi.org/10.4324/9780203168127-13.

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"Readers, Texts, Contexts: Reader-Response Criticism." In Understanding Children's Literature, 91–94. Routledge, 1998. http://dx.doi.org/10.4324/9780203008300-15.

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"Thinking about Reader-Response Criticism." In The Old Testament: Canon, Literature and Theology, 193–99. Routledge, 2016. http://dx.doi.org/10.4324/9781315555041-19.

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"The Wooing of the Woman at the Well: Jesus, the Reader and Reader-Response Criticism." In The Gospel of John as Literature, 165–82. BRILL, 1993. http://dx.doi.org/10.1163/9789004379879_011.

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"Literature as Memory and Literary Memories: From Cultural Memory to Reader-Response Criticism." In Literature and Cultural Memory, 95–106. Brill | Rodopi, 2017. http://dx.doi.org/10.1163/9789004338876_009.

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Round, Julia. "Make Misty for Me." In Gothic for Girls, 264–81. University Press of Mississippi, 2019. http://dx.doi.org/10.14325/mississippi/9781496824455.003.0014.

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This chapter examines Misty’s letters page. Few critics have analyzed comics letters pages in any depth, and this chapter discusses what self-image the ‘Write to Misty’ page constructs and whether this is consistent with (1) dominant discourses of the horror genre, (2) the reputation and readership of British girls’ comics, and (3) comics letters pages more generally. It analyzes the entire run of “Write to Misty,” demonstrating that reader response to the comic is based around the following six categories: creativity, curiosity, connection, community and conversation, comment and criticism, and compass. It frames these findings with scholarship on female audiences and their periodical publications. The analysis shows that Misty’screative, critical and collegiate reader response is well-suited to its genre and audience, as much of the appeal of horror and Gothic literature comes from its challenge to our bravery and imaginations; its innate conservatism and morality; and (paradoxically) its challenge to social norms and notions of acceptability.
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Ryman, Cynthia K. "Fostering Critical Literacy and Cosmopolitanism." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 250–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch013.

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Literacy is embedded in the context of culture and society. In preparing preservice teachers for their future as agents in social change, understanding the power and potential of critical literacy is necessary. Critical literacy provides the opportunity for dialogue that confronts issues and conceptualizes ways to bring about social change. The value of learning how to utilize discussion strategies to encourage critical literacy is important in all classrooms. This research combines aspects of critical literacy based in social justice, reader response theory, and cosmopolitan ethical criticism in investigating the effects of discussion strategies on fostering critical literacy and cosmopolitanism in an undergraduate children's literature course for preservice teachers. Constant comparative analysis is used to interpret the data and to recommend changes in instructional strategies. The findings and recommendations of this chapter provide valuable insights in assisting literature instructors at all levels in fostering critical literacy.
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