Journal articles: 'Reader-response criticism'

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Cahill, Michael. "Reader-Response Criticism and the Allegorizing Reader." Theological Studies 57, no. 1 (March 1996): 89–96. http://dx.doi.org/10.1177/004056399605700105.

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Barton, John. "Thinking about Reader-Response Criticism." Expository Times 113, no. 5 (February 2002): 147–51. http://dx.doi.org/10.1177/001452460211300502.

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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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El –Ghobary, Mona Mahmoud Mohammad. "Postmodernist Literature and Reader Response Criticism." مجلة کلية الآداب و العلوم الإنسانية جامعة قناة السويس 6, no. 46 (September 1, 2023): 105–18. http://dx.doi.org/10.21608/jfhsc.2023.311430.

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سلامي, محمود. "Reassessing Reception Theory and Reader-Response Criticism." المجلة العربية للعلوم الإنسانية 27, no. 105 (January 1, 2009): 267–95. http://dx.doi.org/10.34120/ajh.v27i105.2143.

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تبحث هذه المقالة في نظريةُ التلقي واستجابة القارئَ النقدية التي ما تزال ضرورية حتى وقتنا هذا في بداية القرنِ الحادي والعشرينِ، العصر المفعم بثقافةِ الإنترنتِ التي تفترضُ أن المعلوماتِ يُمْكِنُ أَنْ تُستَرجعَ مِنْ الكُتُبِ أَو الحاسباتِ، إذ لايزال الإنسان المورِّد الأول للمعاني في العمليةِ الديناميةِ للتفسيرِ بدلاً مِنْ أنْ يكُونَ مجرد متلقي سلبي لها. ومن الواضح جداً أن فهمَ القارئ لأي عمل أدبي يُقرّرُ تشكيلَ ذلك العمل، وستبقى الطريقة التي نستقبل فيها النص الأدبي هي السائدة وكذلك كيف يؤثر النص فينا وكَيفَ يُصبح القراء الكُتّاب الحقيقيين للنصوصِ التي يقَرأونها. تكشف هذه المقالةِ خفايا قوَّةِ القارئِ في النَصِّ ومجمل ديناميةِ عملية القراءة نفسها، وكَيف تتم عملية صياغة المعاني وإعادة صياغتها مرات ومرات مِن قِبل القرّاءِ. ومن خلال إعادة قراءة العديد مِنْ أصحاب مدرسة التلقي ومنظريها في القرن العشرين، فإن هذه المقالة تدرس مدى انغماس القارئ في التعامل البيني مع النص، ويؤدي كلا الطرفين دوراً هاماً في عملية القراءة التفسيريةِ للنص، حيث أعطي القارئ درجة كبيرة مِنْ المشاركةِ بالنَصِّ، وأن القارئَ منفتحُ ومرنُ وتحرّريُ، مستعد أن يضع اعتقاداته الخاصة أَو اعتقادات مجتمعه في بوتقة الفحص والاستجواب وحتى التحول. فالقراءة، إذاً، عملية متغيّرة ومسألة معقّدة التي تَقْبلُ العراقيلَ والتنافرَ الموجودة أصلاً في النص الأدبي. فإن الدور المحوري للقارئِ ونظريةِ التلقي إذاً لا غنى عنها لفَهْم أي نصّ أدبي وكذلك لفهم علاقتَه بالحياة. تُجيبُ هذه المقالةِ أخيراً عن السؤالِ الذي يطرح ذاته: كيف تمكنت كل تلك النظرياتِ المُخْتَلِفةِ من تَشْذيب اختلافاتها والتقت معاً في إنْتاج الزخم الكافي لحريةِ القارئِ، وكيف أصبحت القراءة والتحليل النصي اليوم تجربةَ جماليةَ بالإضافة إلى كونها مسعى سياسي واجتماعي يتفاعل في وعي القارئِ والنص، وعملية المواكبة للعملية الإبداعية أصلاً.

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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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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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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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Yang, Yiting. "Reading Western Visual Poetry from the Perspective of Reader-Response Criticism." Journal of Education and Educational Research 1, no. 2 (December 18, 2022): 123–26. http://dx.doi.org/10.54097/jeer.v1i2.3681.

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The Reader-Response Criticism theory holds that the major objective of literary criticism is to study readers' reading experience and attach importance to readers' subjective initiative in the reading process. When interpreting Western visual poetry, Peter Barry gives full play to his subjective initiative, divides visual poetry into three types, and expounds the connotation of visual poetry and the generating of poetic text meaning. This paper aims to comment on Peter Barry's interpretation and comments on visual poetry in "Concrete Canticles", and to reveal the connotation of poetic criticism combined with reader-response criticism theory.

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Gulo, Eirene, and Frischo Ridhoi Taogan. "Reading Manna and Quail in the Exodus: A Reader Response Criticism Perspective." PASCA : Jurnal Teologi dan Pendidikan Agama Kristen 19, no. 2 (January 31, 2024): 116–23. http://dx.doi.org/10.46494/psc.v19i2.327.

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Reader Response Criticism is a postmodernist interpretation approach. The spirit of postmodernism greatly influences the interpretive activities carried out by this method. The philosophy of postmodernism is apparent in the characteristics of reader response criticism. The author explains how the Reader Response Criticism approach works in this study. In the research framework, the author uses the literature study method to obtain research data and the biblical hermeneutic method to find news from the Bible. From this research, it can be concluded that Reader Response Criticism considers that manna comes from several proposals, both animals and plants, which tells that the event did not happen miraculously but something normal based on the availability of manna in the area, as well as the quails they came usually because of fatigue so that no visible action of God in the event. But biblically speaking, both of these events were God working miraculously to do His providence for the Israelites who had been freed from slavery and had to pass through the wilderness for 40 years, and God provided food for them.

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Saragih, Erman S. "Reader Response Criticism Upaya Gereja Menjembatani Alkitab dan Kaum Milenial." HAGGADAH: Jurnal Teologi dan Pendidikan Kristen 2, no. 1 (March 9, 2022): 95–110. http://dx.doi.org/10.57069/haggadah.v2i1.26.

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Reader Response Criticism: The Church's Efforts to confront the Bible and Millennials. Review this article about how the Bible is read for Millennials. Based on a systematic analysis of literature related to the issues discussed, I think that there is a need to make efforts to bridge the way of reading the Bible with Millennials. Reader-Response Cristicism is an interactive and dialective way so that it is relevant to the tastes, habitats of millennials. Reader Response Criticism: Upaya Gereja Menjembatani Alkitab dan Kaum Millenial. Kajian artikel ini seputar cara pembacaan Alkitab bagi kaum Milenial. Berdasarkan sistematik analisis literatur terkait dengan isu yang dibahas, saya berpendapat bahwa perlu upaya menjem-batani cara membaca Alkitab dengan kaum Milenial. Reader-Respon Cristicism merupakan cara yang interaktif dan dialektif sehingga relevan dengan selera, habitat kaum milenial.

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Soosaar, Susanna. "The Relevance of the Reading Process in the Context of Estonian Literary Criticism." Interlitteraria 25, no. 2 (December 31, 2020): 332–47. http://dx.doi.org/10.12697/il.2020.25.2.6.

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The importance of the reading experience has been accepted in literary studies ever since the advent of reading-response theories in the 1970s-1980s. Several notable scholars have stressed that meaning is created through the interaction between reader and text, highlighting the significance of the reader. Even though the main principles of reader-response have become commonplace, for some time, reading theories remained relatively stagnant. In the 2000s, however, the topic of reading was rediscovered as new perspectives for examining the reading experience and the reader’s relationship with the text were offered. These new theories shed new light on the figure of the reader and on the work that goes into the process of reading. While the question of the experience of reading has been under discussion in the Anglo-American context, it has never been widely discussed in Estonia. The purpose of this article is to give an overview of well-known reader-response theories that became popular in the 1970s. In addition, examples of a renewed interest in reader-response theories in recent decades are presented. Finally, the article will also examine how Estonian-language literary criticism has engaged with reader-response theories.

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Soosaar, Susanna. "The Relevance of the Reading Process in the Context of Estonian Literary Criticism." Interlitteraria 25, no. 2 (December 31, 2020): 332–47. http://dx.doi.org/10.12697/il.2020.25.2.6.

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The importance of the reading experience has been accepted in literary studies ever since the advent of reading-response theories in the 1970s-1980s. Several notable scholars have stressed that meaning is created through the interaction between reader and text, highlighting the significance of the reader. Even though the main principles of reader-response have become commonplace, for some time, reading theories remained relatively stagnant. In the 2000s, however, the topic of reading was rediscovered as new perspectives for examining the reading experience and the reader’s relationship with the text were offered. These new theories shed new light on the figure of the reader and on the work that goes into the process of reading. While the question of the experience of reading has been under discussion in the Anglo-American context, it has never been widely discussed in Estonia. The purpose of this article is to give an overview of well-known reader-response theories that became popular in the 1970s. In addition, examples of a renewed interest in reader-response theories in recent decades are presented. Finally, the article will also examine how Estonian-language literary criticism has engaged with reader-response theories.

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Donahue, John R. "Book Review: Let the Reader Understand: Reader Response Criticism and the Gospel of Mark." Theological Studies 53, no. 4 (December 1992): 742–44. http://dx.doi.org/10.1177/004056399205300411.

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Smith, Robert H. "Book Review: Let the Reader Understand: Reader-Response Criticism and the Gospel of Mark." Interpretation: A Journal of Bible and Theology 47, no. 2 (April 1993): 194. http://dx.doi.org/10.1177/002096430004700224.

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Anisimova, Lyudmyla. "New Criticism and Reader-response Theory in Literary Criticism of the USA: Comparative Aspect." Pitannâ lìteraturoznavstva 87 (September 3, 2013): 129–41. http://dx.doi.org/10.31861/pytlit2013.87.129.

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Keegan, Terence J. "Biblical Criticism and the Challenge of Postmodernism." Biblical Interpretation 3, no. 1 (1995): 1–14. http://dx.doi.org/10.1163/156851595x00014.

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AbstractPostmodernism involves recognizing that the objective certitude sought by modern scientific and humanistic methods is not possible. Deconstruction paved the way for postmodernism in literary studies, but it is most evident in the work of some reader-response critics. Many reader-response critics utilize the indeterminacy of postmodern insight but are hesitant to accept its subjectivist implications. Biblical scholars tend to prefer methods that yield verifiable results, but some have successfully used postmodern approaches. Christian scholars, though committed to an idea of transcendence to which postmodernism seems to deny access, can still profitably use postmodern approaches but must be prepared to deal with such questions as inspiration and the relation of scholarship to the Church.

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Körtner, Ulrich H. J. "Reader-response-criticism in the light of the scriptural principle." Theology Today 73, no. 3 (August 31, 2016): 198–214. http://dx.doi.org/10.1177/0040573616659342.

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Seong, Changgyu. "Reading Billy Collins’s Poems with Reader-Response Criticism & Humor." Modern Studies in English Language & Literature 67, no. 3 (August 30, 2023): 63–84. http://dx.doi.org/10.17754/mesk.67.3.63.

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أسعد, نرجس خلف. "The Reader Response Theory in Arabic Criticism Mohammad Al-Mubarak's Book: Istiqbal un-Nass (Text Reception) as an Example." JOURNAL OF LANGUAGE STUDIES 4, no. 4 (October 12, 2023): 46–64. http://dx.doi.org/10.25130/jls.4.4.3.

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The last century witnessed a lot of changes in world literary criticism. The modern critical approaches with their different philosophical, literary and linguistic attitudes emerged giving us various rules and ways of reading a literary text. These theories were divided into contextual approaches (the historical, psychological and social) paying attention to the author and the political, cultural and psychological changes he/she has undergone and how these changes affected the text through the author and his life. Critical studies then shifted from the context into text with the emergence of the textual approaches which argue that the critical reading begins with text and ends with it. The critical act moves then from the text to the receiver/reader with the appearance of the reader response theories which focus upon the reader as one of the most important elements of constructing the literary text and participating in it. Amid the tumult of all these studies, there were those who deny the existence of Arabic critical studies concerned with the reader or receiver till Mohamd Al-Mubark pulished his study: Text Reception in Arabic Criticism, tracing in it classical Arab critics' opinions concerning critical reading, its levels and types, the reader, his types and attitudes. This book is an attempt by the author to highlight the ancient Arabic critical heritage and to show the place of Arab critics and their critical potentialities in reading and receiving the literary text. Keywords: criticism, critical approaches, reader-response theory, ancient Arabic criticism, text reception.

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Shafer, Gregory. "A Christian Fundamentalist in a Reader-Response Class: Merging Transactions and Convictions." Teaching English in the Two-Year College 34, no. 3 (March 1, 2007): 320–31. http://dx.doi.org/10.58680/tetyc20076070.

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Spangenberg, Izak (Sakkie) J. J. "Reading the Bible in post-apartheid South Africa: The contribution of Gerrie Snyman." Old Testament Essays 36, no. 1 (July 13, 2023): 14–40. http://dx.doi.org/10.17159/2312-3621/2023/v36n1a3.

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Modern historical criticism came to South Africa in the third decade of the twentieth century. However, analysing biblical books like human documents was not acceptable to church authorities. The historical-critical study of the Bible thus suffered a blow. It took four decades before some reformed biblical scholars felt at ease to reintroduce historical criticism. However, during the seventh decade of the twentieth century, overseas biblical scholars were already experimenting with the research tools of modern literary studies. Some South African biblical scholars followed suit, and soon narrative criticism and reader-response criticism were part of the package of methods for reading and studying the Bible. Gerrie Snyman was one of them, and reader-response criticism assisted him in reflecting on how he as a white Afrikaans speaking male, can continue doing biblical research in the post-apartheid era. He developed a hermeneutic of vulnerability and argued that readers should take responsibility for their readings of biblical texts.

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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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Keena, Justin. "Categorising C.S. Lewis's Literary Theory." Journal of Inklings Studies 12, no. 1 (April 2022): 1–18. http://dx.doi.org/10.3366/ink.2022.0132.

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C.S. Lewis's two volumes of literary theory are compared and contrasted with the particular works in mainstream twentieth century literary theory that they most closely resemble. The Personal Heresy is akin to, but ultimately divergent from, the New Critical papers ‘The Intentional Fallacy’ and ‘The Affective Fallacy’. Likewise An Experiment in Criticism is akin to reader-response theories of the phenomenological variety, especially those of Georges Poulet, Wolfgang Iser, and Roman Ingarden, but unlike most other kinds. Lewis's position as a theorist is too reader-focused for New Criticism but also more formalistic than most reader-response theories. Nevertheless, these are the two movements with which his work has most in common, unlike other major twentieth-century movements, such as gender studies, Marxist theory, new historicism, queer theory, postmodernism, post-structuralism, psychoanalysis, and structuralism.

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Vidal, Kathryn Simpson. "Diderot and Reader-Response Criticism: The Case of Jacques le fataliste." Studies in Eighteenth-Century Culture 15, no. 1 (1986): 33–45. http://dx.doi.org/10.1353/sec.1986.0003.

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Botero Toro, Eduardo. "Response to a critical reader of my essay on melancholy." Colombia Medica 54, no. 2 (June 28, 2023): e7015749. http://dx.doi.org/10.25100/cm.v54i2.5749.

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With the title “Scientific perspective of emotional management in health professionals,” the reader presents a series of considerations based on “very respectful observations and reflections”, five in total, to which I wish to respond after thanking the Journal and the reader because with its publication it contributes to stimulating the healthy debate that must exist in the field of knowledge that defines human behavior as an object. But first I want to state that, with the publication of my essay, I move away from any mood aimed at managing emotions in health professionals, whatever this means. Like everyone who publishes, I am encouraged by the desire to be read and the critical reader testifies to this, but, following the line of argument of his criticism of my essay, I depart from considering that the readers of this magazine are waiting for healthy recommendations for their ways of life. With Foucault, I share the radical criticism he makes of this type of psychoanalysis - and other so-called behavioral sciences - that tend to become preaching. I suppose (and desire) an adult reader and able to discern with my writing, in favor or not of this content. As in any essay, I use a vital experience that continues to be nourished by conceptual references produced from various areas of knowledge to fulfill one of the essential objectives of any essay: to investigate a topic and involve the reader and, finally, does not require exhaustiveness and declares mandatory the subjectivity of the essayist with total freedom in the structure, the tone and style of the text.

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Aronsson, Mattias. "Den litteraturvetenskapliga receptionsforskningen och internet." Tidskrift för litteraturvetenskap 45, no. 1 (January 1, 2015): 33–44. http://dx.doi.org/10.54797/tfl.v45i1.9022.

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Reader-Response Criticism and the Internet: A Methodological Discussion This article explores connections between Internet-based research and reader-response criticism, aiming to critically discuss the methodologies used in this particular field of research. First, the history of reader-response studies is briefly presented, with reference to theorists such as Richards, Rosenblatt, Robbe-Grillet, Iser and Jauss. It is noted that, for the past 15 years, people have utilised the Internet as a basis for the discussion of literary and reading-related topics. Researchers in this field may access reviews and commentaries on open web-based venues such as personal homepages, blogs and online forums (i.e. message boards and discussion sites). The material available on these sites is interesting because of its ”spontaneous” nature; that is, such material has been formulated and uploaded without the interference of the researcher. The article presents one concrete example of an Internet-based reader-response study, discussing a number of pros and cons of the chosen methodology– including some important ethical considerations that arise when the researcher’s corpus is composed of material taken from the Internet. One of the conclusions of the paper is that many aspects of the general public’s web-based responses to literature are yet to be explored by the research community.

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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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Zaluchu, Sonny Eli. "Pendekatan Reader Response Criticism terhadap Narasi Tulah di Mesir dalam Peristiwa Keluaran." Religious: Jurnal Studi Agama-Agama dan Lintas Budaya 4, no. 4 (December 31, 2020): 267–76. http://dx.doi.org/10.15575/rjsalb.v4i4.9206.

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Løland, Hanne. "Connecting the Dots – Om lesere og lesning i Reader Response Criticism." Tidsskrift for Teologi og Kirke 79, no. 03-04 (December 3, 2008): 164–78. http://dx.doi.org/10.18261/issn1504-2952-2008-03-04-02.

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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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Ebojo, Edgar Battad. "“The Way I See It”: As a Paradigm for Reader-Response Criticism." Bible Translator 60, no. 1 (January 2009): 22–36. http://dx.doi.org/10.1177/026009350906000104.

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Resseguie, James. "A Glossary of New Testament Narrative Criticism with Illustrations." Religions 10, no. 3 (March 21, 2019): 217. http://dx.doi.org/10.3390/rel10030217.

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This is the first stand-alone glossary of New Testament narrative-critical terms in the English language. It is an alphabetical listing of prominent terms, concepts, and techniques of narrative criticism with illustrations and cross-references. Commonly used terms are defined and illustrated, these include character, characterization, double entendre, misunderstanding, implied author, implied reader, irony, narrator, point of view, plot, rhetoric, and other constitutive elements of a narrative. Lesser-known terms and concepts are also defined, such as carnivalesque, composite character, defamiliarization, fabula, syuzhet, hybrid character, MacGuffin, masterplot, primacy/recency effect, and type-scene. Major disciplines—for example, narratology, New Criticism, and reader-response criticism—are explained with glances at prominent literary critics/theorists, such as Aristotle, Mikhail Bakhtin, Wayne Booth, Seymour Chatman, Stanley Fish, E. M. Forster, Gérard Genette, Wolfgang Iser, and Susan Sniader Lanser.

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Rejan, Andrew. "Reconciling Rosenblatt and the New Critics: The Quest for an “Experienced Understanding” of Literature." English Education 50, no. 1 (October 1, 2017): 10–41. http://dx.doi.org/10.58680/ee201729318.

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Louise Rosenblatt’s transactional theory of reader response has been widely accepted as a means of resisting the hegemony of New Criticism. This article argues that Rosenblatt and the New Critics were pioneers of parallel, rather than opposing, pedagogical traditions, shaped by the shared influence of I. A. Richards and John Dewey. The article situates a close reading of Rosenblatt and the New Critics in the context of the historical conditions that influenced the reception of the two supposedly disparate methods of teaching literature. At a time when misinformed caricatures of both Reader Response and New Criticism figure prominently in professional and political discourse about the teaching of literature, a careful reimagining of Rosenblatt’s relationship with the New Critics may allow for more nuanced conversation about the place of close reading in the teaching and learning of literature.

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Iskhak, Iskhak, Mursid Saleh, Ahmad Sofwan, and Rudi Hartono. "Investigating the Effects of Reader Response Journals on the Quality of Teacher Trainees’ Responses to Literary Works." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 831. http://dx.doi.org/10.17507/tpls.0710.02.

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The present study investigated the effects of writing reader response journals (RRJ) on the quality of responses to literary works assigned. The study is underpinned by Rosenblatt’s Reader Response Theory, literacy principles, and sociocultural views. The study assumes that readers’ responses to literature involve critical and aesthetic reading-writing (literacy) events that are collaboratively constructed. The study involved an intact group (N=22) comprising EFL teacher trainees of a private education college in Ciamis, Indonesia, taking Literature Criticism subject. This time series pre-experimental study entailed repeated measurements of critical reading and assessments of aesthetic responses before and after the treatment. Before the treatment, New Critics’ conventional text-based teaching strategies were given. Findings of the study suggest that, quantitatively, as ANOVA proved, the use of reader response journal gave effects on the constantly better achievements, and, as the Paired t-Test indicated, the treatment resulted in better quality. Additionally, qualitative evidences revealed from observation, interviews, and document analysis showed better quality of the trainees’ aesthetic experiences reflecting varied reader response strategies. The study recommends further studies develop reader response-based literature teaching model across contexts in reference to gender issues.

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Silva, Ivanda Maria Martins. "Ensino de literatura na era digital: Conexões ilimitadas com o Reader-Response Criticism." Brazilian Journal of Development 6, no. 7 (2020): 49235–50. http://dx.doi.org/10.34117/bjdv6n7-536.

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Murwantono, Didik. "A Study of the Individualism Accounts on American Literature through Reader Response Criticism." Rubikon : Journal of Transnational American Studies 9, no. 2 (November 1, 2022): 194. http://dx.doi.org/10.22146/rubikon.v9i2.78146.

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This study is by no means a comprehensive account of individualism or more accurately, individualism, in America. It is intended to be more suggestive than comprehensive though it is characterized by more summery than controversy. Many ideas as well as some of the highlights of American manifestations of individualism and modes of individualistic thought and philosophy have been added. What follows, then, is merely a look at some of the high-water marks of literary American individualism and an attempt to offer some cursory explanations for this American phenomenon in theory and practice. This study was under an exploratory qualitative method supported by an interdisciplinary approach of American Studies. Reader-Response criticism is used to make perspective and interpretation without a doubt. The sample was 28 students taking the American Society and literature course at the Universitas Islam Sultan Agung Semarang. The completion of this research shows the students have creativity and freedom to express their innovation in learning American literature. The cornerstone of individual conscience has to be their credos for changing into a better life through the social, political, economic, and moral autonomy of each individual.

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Porter, Stanley E. "READER-RESPONSE CRITICISM AND NEW TESTAMENT STUDY: A RESPONSE TO A. C. THISELTON'SNEW HORIZONS IN HERMENEUTICS." Literature and Theology 8, no. 1 (1994): 94–102. http://dx.doi.org/10.1093/litthe/8.1.94.

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Abdulaziz Alghanem, Alanoud. "A Critical Controversy: Reader-Response Theoreticians Opposing New Critics." Arab World English Journal For Translation and Literary Studies 4, no. 4 (October 15, 2020): 43–57. http://dx.doi.org/10.24093/awejtls/vol4no4.4.

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The present study is theoretically oriented proposing to re-read some major tenets of the New Critics and the reader-response critics in an attempt to reconsider the objective theory of the New Critics to test whether it is sufficient in catering for all aspects of a text. It works via the exploration of both protocols set by a number of the major founders of both theories aiming to reveal the oppositions, commonalities as well as undeclared similarities. The critical controversy will thus be brought to light, in a bid to point out the shortcomings of each approach. Throughout this exploration, the study demonstrates that the ontological approach of the New Critics becomes incomplete and doubtful. It proves that the New Critics’ ‘affective fallacy’ has sprouted the postmodern theory of the reader-response criticism where the reader is no longer a passive recipient, but an active agent who fills in the blanks and formulates meanings. Thus, the study concludes by proving that there are some commonalities between the New Critics and the Reader-response adherents highlighting the triumph of the latter in undermining the New Critics’ objectivity. The significance of the study lies in adopting the reader-response approach per se in the re-reading of the New Critics’ doctrines where the researcher comes up with new findings that testifies the crucial role of the reader/researcher in the production of new interpretations. The study concludes with some recommendations for further use.

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Khrais, Sura M. "Rereading 'A Rose for Emily' from the Perspective of Wolfgang Iser's Reader Response Theory." International Journal of Comparative Literature and Translation Studies 5, no. 3 (July 31, 2017): 28. http://dx.doi.org/10.7575/aiac.ijclts.v.5n.3p.28.

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The aim of this paper is to examine Iser's 'reader response' theory with special focus on Iser's concept of 'dynamic reading' and 'blanks' as major narrative devices. The researcher will discuss how blanks or gaps function, through applying Iser's theory on William Faulkner's "A Rose for Emily". She will discuss how gaps in characters and events engage the reader in a dynamic process of reading which leads to revealing the text's meaning. This paper is an application of text-reader interaction which, as Iser states, generates meaning. It is worth mentioning here that Iser views meaning as an effect to be experienced rather than an object to be defined. It is here where Iser's contribution to the world of criticism becomes clear. He redirects focus from the text as an object to the subjectivity of the reader.

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Moore, Stephen D. "Book Review: Relation Analysis of the Fourth Gospel: A Study in Reader-Response Criticism." Interpretation: A Journal of Bible and Theology 49, no. 2 (April 1995): 210. http://dx.doi.org/10.1177/002096439504900224.

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Li, Zhiqin. "Reader-response Criticism of Image of Genghis Khan in Legends of the Condor Heroes." International Journal of Education and Humanities 7, no. 1 (January 30, 2023): 13–17. http://dx.doi.org/10.54097/ijeh.v7i1.4858.

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Genghis Khan is a great statesman and strategist in Chinese history, who has made outstanding contributions to the unification and development of China and exerted great influences on many countries or regions in Europe and Asia. The images of Genghis Khan presented in different historical records and literary works are completely different in the eyes of readers. His image presents to be a national hero, a benevolent Lord, an aggressor and a tyrant, which is full of controversy. In 2018, Legends of the Condor Heroes (English translation), one of the most famous masterpieces of Chinese martial arts novels, was published in the UK for the first time, attracting the attention of Western readers to Chinese martial arts novels. Genghis Khan, as one of the main characters in the novel, caught the eyes of readers again. Based on the theory of Reader-response criticism, this paper attempts to interpret the image of Genghis Khan in Legends of the Condor Heroes, and excavate his image connotation from another perspective.

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Kitzberger, Ingrid Rosa. "Stabat Mater? Re-birth at the Foot of the Cross." Biblical Interpretation 11, no. 3 (2003): 468–87. http://dx.doi.org/10.1163/156851503322566868.

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AbstractThis paper offers a fresh look at the mother of Jesus at the foot of the cross in John's account of the crucifixion. By reading John 19:25-27 intertextually/interfigurally at the crossroads between John and the Synoptics, in particular Mark 15:34 (= Ps. 22:1), Luke 2:22-38, and Luke 7:11-17, and at the crossroads between text and self, new dimensions are added to the characterization of Jesus' mother (and the beloved disciple) in John's story. Reader response criticism and autobiographical biblical criticism have informed this paper.

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Christiana, Helen, Pratiwi Retnaningdyah, and Ali Mustofa. "English Literature Studentsâ€™ Perception of Sexual Violence/Harassment in Bombshell Film: Reader-Response Criticism." Linguistic, English Education and Art (LEEA) Journal 7, no. 1 (July 20, 2023): 13–31. http://dx.doi.org/10.31539/leea.v7i1.6349.

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Violence or sexual harassment especially against women can still be found especially in the world of work and this is due to the lack of feminist teachings in children which results in their adulthood with patriarchal thinking. This study uses English literature students as subjects and looks at their responses to the sexual harassment/violence in the movie Bombshell. This research will discuss their opinions about the movie Bombshell, their responses to gender issues in the movie, and what things shape their responses, all of which will be taken from their answers from the questionnaires distributed and interviews. From the results obtained that there are those who like and dislike the movie and some get lessons but some do not get lessons, that their response to sexual harassment/violence is also different, some agree and some disagree and so are the things that shape their response from personal experience to seeing other people. Keywords: Film, Reader-Response Criticism, Sexual Violence/Harassment, Studentsâ€™ Perception

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刘, 俐. "Analysis of Tennessee Williams’ A Streetcar Named Desire from the Perspective of Reader-Response Criticism." World Literature Studies 03, no. 03 (2015): 88–93. http://dx.doi.org/10.12677/wls.2015.33014.

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Bixler, Phyllis. "I Am the Cheese and Reader-Response Criticism in the Adolescent Literature Classroom." Children's Literature Association Quarterly 10, no. 1 (1985): 13–16. http://dx.doi.org/10.1353/chq.0.0534.

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Shnaweh, Lect Dr Masar Ghazi. "Significant cultural patterns and their references in the poetry of Safi al-Din al-Hilli." Thi Qar Arts Journal 2, no. 40 (December 27, 2022): 222–33. http://dx.doi.org/10.32792/tqartj.v2i40.377.

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The emergence of cultural criticism at the end of the last century brought about a qualitative leap in the field of critical practice as a whole, as we see a distinct shift from criticism of literature to criticism of culture, which has become a focused discourse in this field. Cultural criticism often embraces culture and never separates from it. Just as it takes from every science a party that combines contextual and systematic approaches, even theories of reading and reception, criticism of reader response and deconstruction, as it was based on psychology, sociology and history and relied on everything that would happen in addition to literature as a cultural phenomenon. It is striking that cultural criticism is based on a central idea that stems from and returns to, which is the criticism of fairness, especially the cultural defects that are implicit in every discourse or that are hidden behind the linguistic textual fabric. what they are. Al-Hilli’s poetry conceals cultural patterns in which reality is critiqued from a behavioral, economic, political and religious point of view, providing the reader with an integrated picture of his society. We have relied on the categories of cultural criticism as a floating critical activity that refuses to fall under any approach, and uses procedural tools of various sources, which belong to different sciences such as anthropology, psychology, and history. In order to answer the research questions and its problems, the research plan was as follows: Introduction: I tried through it to provide an overview and familiarity with the subject and its basic forms. The first requirement: the most important tributaries of cultural criticism and its background knowledge: 1: The concept of cultural pattern 2: systemic function 3: the cultural sentence 4: the cultural sentence 5: The total metaphor * The second requirement: an overview of the social and poetic papers of the poet Safi al-Din al-Hilli (677-752 AH / 1277-1339 AD).

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Journal articles on the topic 'Reader-response criticism'

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