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1
Rasinski, Timothy V. "A study of factors involved in reader-text interactions that contribute to fluency in reading /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513407554.
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Wafula, Robert S. "Love and relationship a postcolonial African reading of the Book of Ruth /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p036-0357.
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Zelen, Renata Halina. "The trial of pygmalion: twentieth-century reader response to heroines in the eighteenth-century novel, withspecial reference to Samuel Richardson's ��Clarissa'." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949241.
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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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Nestor, Mary Catherine. "Adapting the great unknown : the evolving perception of Walter Scott." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230931.
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This thesis explores the legacy of Walter Scott through analysis of the adaptations of his works. It argues that remediations of Scott's novels and poetry have shaped the conception of those works in the popular imagination and resulted in an understanding of Scott's writing which overlooks it[s] complexities. In addition, it suggests that as a by-product of the process of adaptation a very small percentage of Scott's works have come to represent the whole. This thesis examines the development of the current gap between the critical rejuvenation of Scott's legacy by the scholarly community and his continued denigration in popular culture, contending that the popular remediation of Scott's works over the course of the last two centuries contributed to the formation of this gap in perception. It also poses [i.e. posits] that adaptation provided fodder for the popular notions that his writing glorifies tartanry, chivalry and pageantry, has imposed a false version of history and culture on the people of Scotland, and is best left in the category of 'boys' adventure tales'. Furthermore, this thesis interrogates claims that Scott has no relevance for contemporary readers and has become what memory theorist Ann Rigney terms the 'Great Unknown'. While adaptations from the nineteenth century have been reasonably well documented, this thesis explores not only early dramatisations of Scott's works but also a plethora of twentieth-century remediations, including film, television, comic book, mass-market science-fiction and children's adaptations, which demonstrate that popular engagement with Scott did not end with the start of the First World War. This thesis concludes that, while Scott's readership may indeed have declined from its peak in the late nineteenth century, he still maintains a place in popular consciousness and is not as greatly forgotten as some have argued.
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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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關美德 and May-tak Rowena Kwan. "The literary reception of Flaubert's Madame Bovary in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31208642.
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Girouard, Joseph. "Thérèse and Scripture Saint Thérèse of Lisieux as reader using Gadamer's theory of "fusion of horizons" as a model for analysis /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Kujansivu, Heikki Markus. "Returning thirds on reading literature /." Diss., Online access via UMI:, 2008.
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Crockett, Aleta Jo. "Nonfiction and Fiction: Does Genre Influence Reader Response?" Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/25990.
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This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic stances during transaction with nonfiction and fiction. The study explores the following questions:
Does genre (nonfiction or fiction) influence the reader's response to a literarytext?
Does a reader's process of reading change during a nonfictional reading compared to a fictional one?
Are there certain factors that persuade a reader to view a nonfictional piece of writing differently than a fictional one?
To examine these questions and to ensure the validity of the study, I wrote a story titled "The Exit" and presented the writing to three freshman English classes, first as nonfiction and then during the next class period as fiction. I chose to follow Rosenblatt's class procedure: an initial reading with free responses, an interchange of ideas, and then a rereading of the same text. For research purposes I needed bulk written and verbal responses to compare and contrast. This three-day immersion in nonfiction and fiction reflections produced sufficient data to analyze: (1) written free responses from the initial reading of the text as nonfiction; (2) recorded audio tapes of their small groups, responding to five inquiry questions regarding the nonfiction text; (3) written individual take-home responses to the same five inquiry questions; (4) written free responses from the second reading of the text as fiction; (5) recorded audio tapes of the small group discussions on their nonfiction and fiction responses; and (6) recorded audio tapes of the entire class reflections on the responses to reading the story as both nonfiction and fiction. During this expedition I kept a journal of each day's events so that as my students and I experienced this exploration together, I could capture what we all were feeling and thinking as it was actually happening.
Although the students were unaware of genre influence until the third-day class reflection, there were distinct differences in student responses to nonfiction and fiction. These students predominately read nonfiction aesthetically and fiction efferently. In this study with these students, genre did influence the reader's response; the reader's process of reading did change during the nonfictional reading compared to a fictional one; and there were certain factors which persuaded the reader to view the nonfictional piece of writing differently than the fictional one. The contrast and comparison of the students' responses to nonfiction and fiction are shown in a detailed Venn diagram.
In addition, I have included an extensive essay titled "The Transactional Dance: Louise Rosenblatt's Presence in the History of Literary Criticism." Her transactional theory of reading transcends time and continues to invite research.Ed. D.
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Rashid, Horn Susan G. "What's wrong and who cares? : reader reaction to error /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/3248240.
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Michelson, David Morton. "Shirley Jackson's "The lottery" a bio-cultural investigation into reader-response, 1948-2006 /." Diss., Online access via UMI:, 2006.
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Kwan, May-tak Rowena. "The literary reception of Flaubert's Madame Bovary in China /." [Hong Kong] : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12370101.
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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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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 collaborationEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
17
Lang, Christopher Louis. "An analysis of Stanley Fish's critical theory in light of post-modern thought, or, Babel revisited." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Zelen, Renata Halina. "The trial of pygmalion : twentieth-century reader response to heroines in the eighteenth-century novel, with special reference to Samuel Richardson's C̀larissa' /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12365208.
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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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Lehan, James Philip. "A rhetorical aspect of Edgar Allan Poe's short fiction: A reader response approach." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1217.
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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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Biggs, Karen L. Holland 1953. "Disturbing (dis)positions : interdisciplinary perspectives on emotion, identification, and the authority of fantasy in theories of reading performance." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28459.
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This thesis is about a problem of interest to reading theorists, psychological anthropologists and cultural studies researchers alike: why we find some narratives, plots, and images compelling and what this phenomenon can tell us about the cultural bases of human motivation. Gesturing to the interdependence of emotion, cognition, and motivation, the notion of the '(dis)positioned self' is proposed as a conceptual tool by which to address how motivation is both acquired and expressed in the way the self as 'feeling-mind' reads, that is, negotiates an interpretation of the signifying systems of a text to render it personally meaningful. (Dis)position allows us to overcome the sociocultural determinism of French structuralist and some poststructuralist reductions of the self to a precipitate of cultural constructs by reconceptualizing the interpreting self as an embodied, affective agent who employs unconscious knowledge that itself draws on another form of sociality. On this account, reading performance is culturally informed action and interpretations are motivated. Emotion is introduced as symptomatic of the intrapsychic investments which mediate how readers internalize cultural knowledge. The thesis looks at three soundings from social discourse--Janice Radway's Reading the Romance; The Singing Detective, a contemporary metafictional text; and the literature and group therapy practices associated with the codependency movement--in order to examine how presuppositions about emotion and the psychical reality of fantasy appear in cultural representations of the 'ill self as reader' while being fundamental to psychological notions of the self upon which healing practices themselves depend for their efficacy.
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Painter, Megan G. "The dramatic monologue aesthetic and the reader experience /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901268.
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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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Sullivan, M. Alayne. "Reading poetry in non-directive settings." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74572.
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This study investigates the reading processes used by nine sixteen-year-old, adolescent reluctant readers as they read and interpret poetry. The study also considers how these reading processes are affected by the students' participation in a one-month study of reading and independently discussing poetry in small groups. Each student's responding-aloud interpretation of poetry gathered before the study (pre-test protocol) is compared with his or her responding-aloud interpretation of poetry gathered after the study (post-test protocol). This is done by analyzing each protocol according to a reading scale which identifies five key-reading processes each of which is qualitatively differentiated across five categories. This reading scale, designed by the researcher, is based on the analysis of over one hundred and twenty responding-aloud protocols of adolescent reluctant readers.Six of the nine readers refine the processes through which they read and interpret poetry. The most likely cause of this improvement is their having been involved in independent small-group discussion of poetry. The analysis of students' pre-test and post-test protocols reveal the (differing) extents to which each of them use the five key-reading processes.
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Hammann, Hermanus Johannes Richard. "'n Vergelykende studie tussen interpretasies en waardeoordele van literatore en matriekleerlinge, en 'n ondersoek na metodes om semantiese breuke tussen sodanige oordele te oorbrug." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/15828.
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Bibliography: pages 335-343.Betekenis kom tot stand deurdat die leser aan 'n teken of tekens betekenis toeken. Elke leser word daartoe gelei deur sy kennis van die taal, deur sy kennis van die wereld, deur sy persoonlike ervaringe en vooroordele en bowendien deur sy verwagtinge ten aansien van literere tekste en genres (Van Luxemburg e.a., 1983:113). Hieruit blyk noodwendig dat daar per leser en lesergroepe interpretasieverskille sal wees soos trouens die geval is me die twee lesersgroepe in hierdie studie: enersyds die ervare, ingewyde leser (literator) met sy kennis van die taal en die wereld, teenoor die oningewyde leser (Matriekleerling) wie se kulturele en akademiese agtergrond, ervaringe en taalkennis nie op dieselfde vlak is as die ingewydes nie.
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Odendaal, Dirk Hermanus 1954. "A hermeneutic description of a therapeutic interview using reader response concepts from literary theory." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007749.
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Certain approaches in the discipline Psychology, use the term narrative to describe how they work. Upon investigation one finds that the term narrative is seldom informed from Literary Theory, the background from which it originated. Instead, other disciplines that were also influenced by Literary Theory are invariably used as a means of cross fertilisation, e.g. the work of Geertz from an anthropologist background. Therapists make use of techniques described in the theories in an attempt to come to an understanding of the interactions in the therapy session. Some of the later theories emanating from Literary Theory appear to very useful for opening new ways of research in psychology, especially because some of them already come from an interdisciplinary background. This research attempts to identify useful theories and then apply them within a hermeneutical background in a therapeutical session. Theoretical work on ambiguity, recent research on foregrounding and defamiliarization and also the research in psychonarratology appear to be eminently useful for coming to a deeper understanding of the processes that take place in a therapeutic environment. It is thought that these theories could be of use because they have been 'tested' against the experiences of real readers reading texts. As novels differ from reports and washing lists, therapeutic settings differ from discussions. A novel is a cultivated variant of a report, and a therapeutic conversation is a cultivated version of a chat. These theories then, were applied to a real therapeutic session. The therapists who participated were interviewed on the session and on their reactions to certain 'readings' made by them during the session. The purpose of the interview was to obtain an understanding of their interpretation of what had happened during that session. The questions, reactions, observations and reflections of the session constitute the text of this research. The generated text was then reread from the perspective of each of the theories. The data was collected and interpreted. The interpretation focusses on the therapists 'reading' or understanding of the session and in the process, leads the therapists and researcher to further levels of understanding. In conclusion, it was found that the theories were indeed useful as they were able to point out how certain stylistics of language and situation in the therapeutic session had led to hermeneutic or interpretive processes and also how these processes were perceived or experienced on reflection by the therapists.
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Turnbull, Lisa Lynne. "Replacing fear, anxiety, and interference with motivation in basic writers: A reader-response approach." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1125.
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Hubble, Winona Gaye. "Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3049/.
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This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom.
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Alvarez-Castro, Luis. "La función del lector en la prosa metaliteraria de Miguel de Unamuno." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118350807.
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Forslund, Elizabeth Nicole. "Lost or aware? an examination of reading types /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/forslund/ForslundE0510.pdf.
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Reader response theorists focus on studying how and why readers read, and the effects of these practices on literacy. One aspect of reader response theory that has been largely ignored, however, is the fundamental conflict that exists between two different "types" of reading: reading for pleasure, or ludic reading, which I called "immersion reading," and reading with a critical detachment from the text, or "awareness reading." Theorists such as Louise Rosenblatt and Wolfgang Iser tend to favor one "type" of reading or the other, not acknowledging the fact that both "types" exist and exert a pull on the reader. The conflict that results between the two "types" of reading, I argue, are enforced by educational practices aimed at funneling students towards one type of reading, depending on age and educational level. This educational trend is problematic for two reasons. First, because it limits the perceived appropriateness and thus the scope of literacy education in schools, and second because it actively discourages readers-especially reluctant readers-from seeing literacy as complex, multifaceted and engaging. I argue instead in support of a metacognitive approach to literacy, one that recognizes the conflicts readers encounter and addresses the potential difficulties and successes facing student readers.
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Downing, Tracy Toft Wise Kevin Robert. "When response is news individual reactions to news websites that solicit reader opinion as moderated by need for closure /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6656.
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Title from PDF of title page (University of Missouri--Columbia, viewed on March 10, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Kevin Wise. Includes bibliographical references.
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Green, Christopher Allen. "THE SOCIAL LIFE OF POETRY: PLURALISM AND APPALACHIA, 1937-1946." UKnowledge, 2004. http://uknowledge.uky.edu/gradschool_diss/349.
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This dissertation demonstrates how poetry about Appalachia expanded American considerations of democracy, ethnicity, and cultural values. I argue that poetry is profoundly communal in its construction and investigate how the value of poetry changes based upon its transfer through varying networks of production, circulation, and reception. Informed by theories of cultural capital and rhetoric, the chapters trace three books of poetry from their composition and publication to their reception and influence, noting how central political and social institutions and individuals shaped that process. The dissertation establishes how the poets crafted their writing to sway specific interpretive communities attitudes on pluralism. In Hounds on the Mountain (Viking, 1937), James Still sang about the erosion of the quiet earth for the liberal, middleclass readers of The Atlantic. In U. S. 1 (CoviciFriede, 1938), Muriel Rukeyser wrote about the deaths of migrant and African-American miners, the Spanish Civil War, and the threat of fascism for popular-front readers of The New Republic, Poetry, and the New Masses. In Clods of Southern Earth (Boni and Gaer, 1946), Don West catalyzed resistance in an interracial readership of southern (and mountain) sharecroppers and factory workers. In each case, the complex interrelations between history, authors, and readers show their mutually transformative effects on pluralism. Within American pluralism from1900 to 1948, my work reveals the vital relations between established ethnicitiesAfrican-American, Jewish, Anglo, American Indian, and Southernand Appalachia. My account follows the concrete connections of pluralism from Plessy vs. Fergusons judicial theory of racial purity, through a cultural pluralism based on national origins during WWI, to the Harlem Renaissance, and ends with an examination of regional pluralism in the 1930s. Appalachia was then often understood as preserving remnants of a premodern America, and the authors about whom I write used it to authenticate the values of community, which they felt to be endangered by the threats of modern dissociation, industrial exploitation, and fascist culture. Through close readings of poems in the three books, I establish Appalachias role in the discourse of modern American pluralismthe poetics of region and race.
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Laudig, Amanda Harris Charles B. "The pedagogical triangle using subjectivity as a teaching and learning tool in the introductory literature classroom /." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986986.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed July 31, 2006. Dissertation Committee: Charles B. Harris (chair), William W. Morgan, Douglas D. Hesse. Includes bibliographical references (leaves 206-212) and abstract. Also available in print.
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Baker, John C. Jr. "An ethnographic study of cultural influences on the responses of college freshmen to contemporary Appalachian short stories." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39361.
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Previous research on the role that culture plays in reader response to literature generally has not been based on clear operational definitions of the term "culture." More often than not, researchers appear to be using the term synonymously with the reader's race, nationality, or social class, rather than including specific anthropological explanations. Moreover, there has been no research reported that isolates and then studies individual readers' cultural backgrounds as influences on their responses to American regional literature; and, while there have been some studies reported that use ethnographic methodology to examine how cultural context or setting affects response, there has been
no reported ethnographic research that focuses on the
influences of readers' cultural backgrounds and the cultures
depicted in texts.Ed. D.
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Östberg, Emma. "The Controversy of Snape : A transactional reader response analysis of Severus Snape and why he divides readers of the Harry Potter book series." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32478.
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How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.
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Rockhill, Paul Hunter. "The Reception Theory of Hans Robert Jauss: Theory and Application." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5153.
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Hans Robert Jauss is a professor of literary criticism and romance philology at the University of Constance in Germany. Jauss co-founded the University of Constance and the Constance group of literary studies. Hans Robert Jauss's version of reception theory was introduced in the late 1960s, a period of social, political, and intellectual instability in West Germany. Jauss's reception theory focused on the reader rather than the author or text. The original reception of a text was compared to a later reception, revealing different literary receptions and their evolution. Jauss's Rezeptionsgeschichte (history of reception) illustrated the evolution of the reception of texts and the evolving paradigms of literary criticism that they were a part of. However, Jauss's essays proved to be more of a provocation for change in literary criticism than the foundation for the next literary paradigm. The empirical studies discussed in this thesis reveal the.idealism of Jauss's theory by testing main ideas and concepts. The results show the inapplicability of Jauss's theory for practical purposes. The intent of this study is to illustrate the origins, development and impact of Jauss's version of reception theory. The interrelationship between the social environment, the institutional reforms at the University of Constance, and the methodology of reception theory are also discussed. The new social values in West Germany advocated individualism and questioned status quo institutions and their authority. This facilitated the establishment of the University of Constance, which served as the prototype for the democratization of German universities and the introduction of Jauss's reception theory. With the democratization of the university, old autonomous faculties were broken down into interdisciplinary subject areas. The Old Philology and New Philology department were made into the sciences of language and literature and ultimately introduced as the all-encompassing literaturwissenschaft. Five professors from the Slavic, English, German, Classics and Romance language departments gave up direction of these large departments to work together under the Constance reforms in an effort to form a new concept of literary studies. The result was the socalled theories of "reception" and "effect" which they continue to research.
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Clark, Prentiss. "Literature as performance founding spaces for voice /." Diss., Connect to the thesis, 2005. http://hdl.handle.net/10066/630.
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Smith, Monique. "The critical reader-responses of Grade 4 children to a novel written by Judy Blume." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1908.
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Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010The purpose of this study is to discover the critical reader-responses of Grade 4 children to a novel written by Judy Blume (1980). The theoretical framework is based on the socio-cultural theories of learning, as well as Rosenblatt's critical reader response theory (1986). I examine the following issues: Cambourne's (2004) principles of engagement, Feuersteins' Mediated Learning Experience (1991), Vygotsky's Zone of Proximal Development (1978), Erikson's Industry versus Inferiority (in Boeree, 2006), as well as Scaffolding (Vygotsky in Olivier 2010, 22-23). The literature review includes the most recent published literature pertaining to my research. Video interviews, as well as reflective journalling were used to gather data. My research answers the following research question: What are the critical reader responses of Grade 4 children to Superfudge, by Judy Blume? My argument, based on Rosenblatt's critical reader-response theory (1986) accurately reflected the manner in which the Grade 4 children rnade meaning of prescribed texts. My data was analysed qualitatively, using an inductive approach. In my findings five themes emerged: finding an authentic voice, gaining identity, the entertainment value of the novel, family dynamics with specific reference to siblings and the relocation of families. The discussion examines insights which emerged from my research. These insights are reviewed in relation to my theoretical frames and relevant literature. In conclusion the process of critical reader-response theory empowers children to develop critical thinking skills and habits that underlie effective reading.
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Pullen, Terri G. Fortune Ron. "The mental imagery in readers' responses emphasizing the visual in audience-centered theories of reading /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803735.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Ron Fortune (chair), Douglas D. Hesse, Lee Brasseur. Includes bibliographical references (leaves 219-225) and abstract. Also available in print.
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Couper, John. "Articulations of relevance in local television news /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052166.
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Arnold, Jacqualine Marshall. "Examining the experience of reader-response in an on-line environment a study of a middle-school classroom /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164637393.
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Errington, Patrick. "In kind : the enactive poem and the co-creative response." Thesis, University of St Andrews, 2019. http://hdl.handle.net/10023/16857.
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How we approach a poem changes it. Recently, it has been suggested that one readerly approach - a bodily orientation characterised by distance, suspicion, and resistance - risks becoming reflexive, pre-conscious, and predominant. This use-oriented reading allows us to destabilise, denaturalise, dissect, defend, and define poetic texts through its manifestation in contemporary literary critique, yet it is coming to be regarded as the sole manner and mood of intelligent, intellectual engagement. In this thesis, I demonstrate the need to pluralise this attentive orientation, particularly when it comes to contemporary lyric poetry. I suggest how an overlooked mode of response might foster a more receptive mode of approach: the 'co-creative' response. Lyric poems mean to move us, and they come to mean by moving us. Recent 'simulation theories of language comprehension', from the field of cognitive neuroscience, provide empirical evidence that language processing is not a product of a-modal symbol manipulation but rather involves 'simulations' by certain classes of neurons in areas used for real-world action and perception. As habituation and abstraction increase, however, these embodied simulations 'streamline', becoming narrow schematic 'shadows' of once broad, qualitatively rich simulations. Poems, I suggest, seek to reverse this process by situationally novel variations of language, coming to mean in the broadly embodied sense in which real-world experiences 'mean'. Readers are asked to 'enact' the poem, to 'co-create' its meaning. Where critique traditionally requires that readers resist enactive participation in the aim of objective analysis, the co-creative response - a response 'in kind' by imitation, versioning, or hommage - asks readers to receive and carry forward the enactive unfolding of a poem with a composition of their own. I assert that, by thus responding with - rather than to - poems, we might foster an attentive stance of active receptivity, thereby coming to understand poems as the enactive phenomena they are.
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Holmgren, Lindsay. "The journey within : empathy and ontology in William Faulkner's Absalom, Absalom! and Ingmar Bergman's Persona." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33904.
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"The Journey Within" deals with how the receiver (reader/viewer) engages with the novel and the film. The thesis primarily focuses on Faulkner's novel, incorporating Persona largely as a means by which to illustrate the more carefully concealed reader-engagement strategies in Absalom, Absalom! Starting with a review of Faulkner criticism that opens itself up to this inquiry, the thesis leads into a detail study of the engagement strategies used to foster identification, alignment, sympathy, and empathy among receivers. Employing Umberto Eco's criticism involving "Model Readers" who "actualize" texts, as well as other reader and viewer response theory, I demonstrate that certain receivers experience a specific, heightened engagement with the work. This "Model" receiver restructures her ideologies to accord with what the work expects from her. Ultimately, this particular engagement leads to ontological participation in the work among its receivers. Martin Heidegger's phenomenological investigation, Being and Time, helps illustrate this ontological participation.
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Fischer, Tom. "Lehrstellen." Thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234873.
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Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.
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Liu, Victoria Xiaoyang. "The Reception of Mo Yan in the British and North American Literary Centers." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115370.
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This thesis investigates the two major conflicting modes of interpretation applied to Mo Yan’s literary texts diachronically and synchronically in order to reveal both the aesthetic imperative and the liberating force of the British and North American literary centers in receiving literature from the periphery. After an introduction to the centers’ disparate responses to the paradigmatic shift of the local Chinese literary trend in the 1980s, the thesis continues with a theoretical discussion on reader-response theory and the uneven power relations between the literary center and the periphery. Jauss’s concept of horizon of expectation and Fish’s interpretive community are adopted to stress openness in interpretation while Casanova’s conceptualization of the world republic of letters provides the framework to study the competition among interpretive communities for the legitimacy of their respective interpretation. The study of the press reception of Mo Yan focuses on the ongoing shift of horizon of expectation from the dominating political and representational mode of interpretation to one that stresses the literary and fictional nature of literature. The study shows that the imperative in the reception of Mo Yan is the extension of the Western cultural hegemony sustained by an Orientalist dichotomy. The academic promotion in the public sphere, however, shows critics’ effort to subvert such domination by suggesting an alternative mode that brings the Chinese literary context to bear on the interpretation. In addition to this, Mo Yan’s strategic negotiation with the dominating mode of reception is analysed in my close reading of POW!. At the end of the thesis, I call for general readers to raise the awareness of the hegemonic tendency of any prevailing mode of interpretation. By asserting a certain distance, readers enable the openness in interpretation and hence possible communication among different communities.
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Zen, Tania Maria Campos. "A construção do sujeito-leitor na cronica fotografica." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270698.
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Orientador: Eni de Lourdes Puccinelli OrlandiTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-10T00:22:26Z (GMT). No. of bitstreams: 1 Zen_TaniaMariaCampos_D.pdf: 4524630 bytes, checksum: 4c3d489f80fdcc91191455210df2e4eb (MD5) Previous issue date: 2007
Resumo: A construção do sujeito-leitor na crônica fotográfica tem como objetivos verificar a construção do sujeito-leitor no discurso da crônica fotográfica jornalística, procurando observar as marcas discursivas que conferem ao enunciado a dimensão de leitura e interpretação e não de transparência do discurso e mostrar os processos discursivos na textualidade considerada não só pela materialidade lingüística, mas também pela fotografia. Para tanto, sustentamos nossas reflexões na Análise de discurso de linha francesa. Essa abordagem da crônica, enquanto objeto de estudo, deve-se ao fato de que ela se apresenta como prática significante do espaço urbano que produz sentidos e que vai definir o brasileiro, o cidadão paulistano. Dessa perspectiva, a crônica fotográfica consiste em fonte importante para a produção de um discurso constituído em um determinado sujeito, em um determinado tempo e espaço sobre um acontecimento. Sob esse enfoque, voltando-nos para os aspectos sociais dos textos, examinamos a crônica fotográfica, mais precisamente as crônicas divulgadas pelo jornal O Estado de São Paulo, produzidas e editadas a partir de 1990 no caderno Cidades. Nesse Caderno, o tema das crônicas está centrado em acontecimentos do cotidiano urbano. Desse modo, nossa análise permitiu-nos identificar dois mecanismos de funcionamento do discurso de nosso objeto de análise: a determinação e a explicação. O sujeito-leitor é interpelado ideologicamente no discurso da crônica-fotográfica de maneira dissimulada, pois as marcas de presença não são marcadas no ¿fio discursivo¿. Entre o sujeito-leitor e o cidadão da foto produz-se a identificação pela reversibilidade de papéis que permite que o sujeito-leitor, imaginariamente, o lugar do outro.Como prática significante do espaço urbano que a provê de sentidos, a crônica fotográfica promove, pelo funcionamento discursivo, o reconhecimento no sujeito-leitor e, desse modo, vai definindo o paulistano
Abstract: The construction of the subject-reader in the photographic chronicle aims to check the construction of the subject-reader in the discourse of photographic-chronicle in the newspaper observing the marks of utterance which enable the sentence its dimension of reading and interpretation and not the transparence of discourse and show the process of discourse in the textuality considered not only for its linguistic materiality, but also for its photography. For this reason, our reflections are based on the French Discourse Analysis. This approach concerning the chronicle stems from the fact that it produces meanings in the urban space which can define the Brazilian citizen. On this perspective, the photographic chronicle consists of an important source of such a discourse presented in one subject in a certain time and space and in an event. Under this approach and addressing to the social aspects in the texts, we have examined the photographic chronicle portrayed in O ESTADO DE SÃO PAULO as of 1990 in the supplement called CIDADES, whose theme is centered in the urban happenings of the city. The study of the photographic chronicle published in the newspaper O ESTADO DE SÃO PAULO, in the supplement CIDADES made us understand how the construction of the subject-reader in this kind of discourse is formed through the marks of utterance which give the sentence the dimension of reading and interpretation and not the transparence of discourse. It also allowed us observe the discursive processes of textuality considered not only by the linguistic elements but also by photographic features
Doutorado
Linguistica
Doutor em Linguística
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Pappas, Eric C. "Gender and reading: the gender-related responses of four college students to characters and relationships in six short stories." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/38776.
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This reader-response study focuses on the influences that four readers relationships with families and friends have on their responses to several literary characters and the relationships among these characters as presented in six short stories. Four college students, two men and two women, read and responded to the stories in writing and in interviews with the researcher. The stories depict men and women confronting gender related family or individual crises concerning such topics as independence, autonomy, and the nature of the marriage commitment and male/female relationships.Ed. D.
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Olasz, Ildiko Csilla. "Moving eyes, shifting minds the horizon of expectations in the verbal and visual reception of mid- and late-Victorian illustrated novels /." Diss., Connect to online resource - MSU authorized users, 2008.
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