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Journal articles on the topic 'Reader-response theory'

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Published: 4 June 2021
Last updated: 9 November 2024

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1

Buckley, William K., and Mark Bracher. "Reader-Response Theory." PMLA 101, no. 2 (March 1986): 250. http://dx.doi.org/10.2307/462409.

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2

Farnan, Nancy, and Patricia R. Kelly. "INTRODUCTION: READER‐RESPONSE THEORY." Reading & Writing Quarterly 12, no. 2 (April 1996): 121–22. http://dx.doi.org/10.1080/1057356960120201.

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3

Alcorn, Marshall W., and Mark Bracher. "Reader-Response Theory - Reply." Publications of the Modern Language Association of America 101, no. 2 (March 1986): 250–51. http://dx.doi.org/10.1632/s0030812900135424.

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4

Anand B. Kulkarni. "Revisiting Reader Response Theory." Creative Saplings 3, no. 7 (July 25, 2024): 1–11. http://dx.doi.org/10.56062/gtrs.2024.3.7.633.

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The role of readers in literary studies was not prominently recognized and actualized in the conventional practice. The focus was on the writer both as the creator of literary texts and interpreter of literary texts. The writer was the source of creative writing and its meaning. The reader was totally sidelined and was at the receiving end throughout the Middle Ages. It was not until the first half of the modern period that the reader’s role started getting attention. The reader-oriented criticism gained currency in Europe and America during 1970s. However, it is significant to note that it had its origins in antiquity and the ancient masters had attended upon the role of readers with varying emphasis. The present paper is an attempt to explain the resurgence of interest in the role of readers in modern theoretical parlance and the readers’ prominence in meaning making process. It illustrates the trajectory of readers’ role in literary studies and shows how readers became increasingly important in the consideration of literary texts.
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5

Drapak, Halyna. "READER-RESPONSE THEORY, SOCIAL THEORIES OF THE READER." Knowledge, Education, Law, Management 1, no. 3 (2021): 129–34. http://dx.doi.org/10.51647/kelm.2021.3.1.21.

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6

Hirvela, A. "Reader-response theory and ELT." ELT Journal 50, no. 2 (April 1, 1996): 127–34. http://dx.doi.org/10.1093/elt/50.2.127.

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7

Harkin, Patricia. "The Reception of Reader-Response Theory." College Composition & Communication 56, no. 3 (February 1, 2005): 410–25. http://dx.doi.org/10.58680/ccc20054001.

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This essay offers a historical explanation for the place of reader-response theory in English studies. Reader-response was a part of two movements: the (elitist) theory boom of the 1970s and the (populist) political movements of the 1960s and 1970s. If the theory boom was to remain elitist, it had to deauthorize reader-response. If reader-response was to remain populist, it had to consent to and participate in that deauthorization. In the 1980s reader-response was popular among compositionists, even as it began to lose currency among theorists. Later, however, compositionists professionalized themselves by deemphasizing, or even ignoring, reading. Now, as the profession again considers including explicit instruction in reading in the introductory writing course, the thinkers who could help us most have faded from the discussion.
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8

French, Patricia Ross. "Reader-Response Theory: A Practical Application." Journal of the Midwest Modern Language Association 20, no. 2 (1987): 28. http://dx.doi.org/10.2307/1315415.

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9

김희선. "Reflections on Fishean Reader-Response Theory." English & American Cultural Studies 12, no. 1 (April 2012): 65–82. http://dx.doi.org/10.15839/eacs.12.1.201204.65.

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10

Abu Saif, Amal Hassanein Sarhan. "Gender Reading and Reader Response Theory." مجلة بحوث کلیة الآداب . جامعة المنوفیة 30, no. 119 (October 1, 2019): 2511–23. http://dx.doi.org/10.21608/sjam.2019.128030.

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11

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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12

Kunjanman, Sugitha, and Azlina Abdul Aziz. "Reader-Response Theory: A Systematic Literature Review." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (April 8, 2021): 252–60. http://dx.doi.org/10.47405/mjssh.v6i4.747.

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This paper presents an analysis of a systematic review of relevant published past research on the reader’s response theory. The studies reviewed are from the year 2013 to 2020 with the total number of fourteen studies. The main aim of this systematic review is to depict an empirical information formulation discovered through multiple methods in previous scholarly research on the Reader’s Response Theory. This systematic study addresses the current findings in reader response theory. The findings focus on the benefits of using the reader-response theory as well as the challenges of faced by a few researchers.
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13

Probst, Robert E. "Reader-Response Theory and the English Curriculum." English Journal 83, no. 3 (March 1994): 37. http://dx.doi.org/10.2307/820925.

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14

ShinJisun. "Applying Reader-Response Theory to Translator Training." Journal of Translation Studies 17, no. 5 (December 2016): 153–73. http://dx.doi.org/10.15749/jts.2016.17.5.006.

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15

Soublis, Theoni, and Erik Winkler. "Snapshots: Transcending Bias through Reader-Response Theory." English Journal 94, no. 2 (November 2004): 12. http://dx.doi.org/10.2307/4128764.

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16

Brooks, Wanda, and Susan Browne. "Towards a Culturally Situated Reader Response Theory." Children's Literature in Education 43, no. 1 (February 15, 2012): 74–85. http://dx.doi.org/10.1007/s10583-011-9154-z.

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17

Probst, Robert E. "Reader-Response Theory and the English Curriculum." English Journal 83, no. 3 (March 1, 1994): 37–44. http://dx.doi.org/10.58680/ej19947626.

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18

Soublis, Theoni, and Erik Winkler. "Snapshots: Transcending Bias through Reader-Response Theory." English Journal 94, no. 2 (November 1, 2004): 12–14. http://dx.doi.org/10.58680/ej20044171.

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19

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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20

에릭탐슨. "Reader-Response Theory in Literature Circles: Arena for Discovering the Ideal Reader." New Korean Journal of English Lnaguage & Literature 59, no. 1 (February 2017): 91–110. http://dx.doi.org/10.25151/nkje.2017.59.1.005.

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21

Hambali, Muhammad, Imam Suyitno, Roekhan ., and Martutik . "Reader Response on Public Figure Opinion in Social Media." Webology 19, no. 1 (January 20, 2022): 4158–73. http://dx.doi.org/10.14704/web/v19i1/web19274.

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The purpose of this study is to describe the public's reception of essays by Indonesian public figures, namely Dahlan Iskan, on social media. The ease with which social media is used to communicate has increased the involvement of the audience in receptive to a work. In fact, audience receptions on social media are often used as a reference in assessing whether or not a work is good. Therefore, research on reader reception on social media is interesting to do. This research uses qualitative methods and the research approach used is reception study. In this study, the theory of active audiences in the form of the encoding-decoding model proposed by Stuart Hall is also used. The results showed that there were three typologies of audiences in receptive to Dahlan Iskan's essays, namely there were four models of readers in receptive to DI essays on social media. The four reader models include (a) dominant-hegemonic readers, (b) negotiating readers, (c) oppositional readers, and (d) recreational readers. The categorization of this reader model is based on the position of the reader towards the text being received. Apart from these four categories, ideological-political readership models are also found, namely readers who are not dominant, negotiating, in opposition, or recreational. Readers of this model respond to the work by relating it to political conditions. Whatever works are received, readers of the ideological-political model always relate the content of the work and comment negatively on the political conditions in Indonesia.
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22

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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23

Giangiulio Lobo, Alejandra. "Reader-Response Theory: A Path Towards Wolfgang Iser." LETRAS, no. 54 (July 10, 2013): 13–30. http://dx.doi.org/10.15359/rl.2-54.1.

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Se estudia la teoría de la recepción a partir de diferentes autores y críticos literarios, para caracterizar los distintos tipos de lectores, según cada aproximación y los procesos de lectura y creación de significado. El ensayo se centra en el enfoque fenomenológico de Wolfgang Iser sobre la recepción del lector, la generación de significado y los tipos de lectores. Reader-response theory is studied from the perspective of different authors and literary critics to characterize the different types of readers, according to each approach, the reading process and the creation of meaning. The essay centers on Wolfgang Iser’s phenomenological approach to reader response, creation of meaning and types of readers.
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24

Probst, Robert E. "Reader response theory and the problem of meaning." Publishing Research Quarterly 8, no. 1 (March 1992): 64–73. http://dx.doi.org/10.1007/bf02680522.

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25

Wu, Shuangnan. "Reader Response to Feminism in Elizabeth Gilbert‘s Eat, Pray, Love." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 81–85. http://dx.doi.org/10.18178/ijlll.2021.7.2.291.

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This study is about reader response to feminism in Eat, Pray, Love: One Woman’s Search for Everything Across Italy, India and Indonesia by Elizabeth Gilbert (2006). The topic is analysed under the guidance of reader-response theory proposed by Louise Rosenblatt. The objectives of this study are twofold: first, to collect related readers’ response to feminism on the Goodreads website, one of the biggest and most famous book review websites worldwide; secondly, to discuss readers’ underpinning views towards feminism and their expectation for women in the 21st century. This paper seizes on qualitative research. The primary data of this study is gleaned from the Goodreads website. Other sources of data include literary works, book rating websites and news reports. The conclusion is that feminism is deemed as self-indulgence or a kind of self-discovery by different readers and such fact reflects, to some extent, what people expect for women in the 21st century.
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26

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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Liew, Tat-siong Benny, and Bas M. F. van Iersel. "Mark: A Reader-Response Commentary." Journal of Biblical Literature 119, no. 4 (2000): 771. http://dx.doi.org/10.2307/3268539.

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28

Spirovska, Elena. "Reader-Response Theory and Approach: Application, Values and Significance for Students in Literature Courses." SEEU Review 14, no. 1 (July 1, 2019): 20–35. http://dx.doi.org/10.2478/seeur-2019-0003.

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Abstract This article discusses the implementation of the reader-response theory and approach in the context of a literature course (English Literature 1) taught to students enrolled at the Department of English Language and Literature, who are preparing to be future teachers of English language. This article aims to examine the benefits and values of the reader-response theory applied in the described context, as well as potential drawbacks. The basic postulates of the reader-response theory and reader-response approach in class emphasize the crucial role of the reader on the literary and aesthetic experience when reading a literary text. The reader’s way of understanding and perceptions of a literary text, as well as the experience of the reader, influence the interaction between the reader and a text. This interaction contributes to the development of interpretation of the text and reconstruction of the ideas expressed in the text. The article examines the possible ways of implementing the reader-response theory in a literature class, including written assignments, personal responses to a literary text and in-class discussions. The research focuses on qualitative data collection and on analyzing students’ responses to these activities. Furthermore, the research aims to provide a clearer picture of students’ attitudes, observations and personal reactions when interacting with a literary text. One of the aims of the article is to provide recommendations and suggestions regarding reader-response theory application in teaching literature courses at tertiary level, in addition to designing course curricula and selecting appropriate in-class activities.
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29

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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Harfitt, Gary, and Blanche Chu. "Actualizing Reader-Response Theory on L2 Teacher Training Programs." TESL Canada Journal 29, no. 1 (February 27, 2012): 93. http://dx.doi.org/10.18806/tesl.v29i1.1091.

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In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.
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31

Khrais, Sura. "Traveling through the text: applications of reader response theory." Journal of Language and Literature 4, no. 1 (May 2, 2013): 13–19. http://dx.doi.org/10.7813/jll.2013/4-1/2.

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R. Nagar, Anupam, and Virambhai R. "Interpreting the Reader-Response Way: Understanding Contemporary Literary Theory." Journal of Fine Arts 1, no. 1 (2018): 11–13. http://dx.doi.org/10.22259/2637-5885.0101002.

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Cai, Mingshui. "Transactional Theory and the Study of Multicultural Literature." Language Arts 85, no. 3 (January 1, 2008): 212–20. http://dx.doi.org/10.58680/la20086184.

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Recently, transactional reader response theory has been criticized for providing an inadequate theoretical guide for the study of multicultural literature. Some scholars argue that Rosenblatt assumes the reader and her response to literature are ideologically innocent and the continuum of aesthetic and efferent stance does not encompass critical reading. They call for re-theorizing or moving beyond transactional theory.
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34

Benharrousse, Rachid. "Beyond the Reader, Towards the Player: Reconceptualizing the Reader-Response Theory through Video-Games." J-Lalite: Journal of English Studies 3, no. 2 (December 31, 2022): 154. http://dx.doi.org/10.20884/1.jes.2022.3.2.6945.

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The reader-response theory valorized the reader; without the latter, the text did not exist and had no meaning. The reader is deemed as an interpreter of an already rigid text. This theoretical limitation is evidenced in the understanding of the player in video-games. The scholarship equates the player to the reader in their passivity. The players, through playing, are not the object of the process of signification. They constitute their narratives across video-game categories. Role-playing reinforces the player’s identification within the game world beyond mere interpretation. The player’s lived experience is no longer separated from role-playing. Lived experience is intertwined with the gaming experience, which establishes double-faceted contextualization; the player’s lived experience shapes their gaming choices and vice versa. Hence, the players are not confined to being passive interpreters of an already assigned narrative; instead, they constitute their narratives, live within the game, and experience their video-games.
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35

Holland, Norman N., Marshall W. Alcorn, and Mark Bracher. "Literature, Psychoanalysis, and Reader Response." PMLA 100, no. 5 (October 1985): 818. http://dx.doi.org/10.2307/462104.

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36

Holland, Norman N. "Literature, Psychoanalysis, and Reader Response." Publications of the Modern Language Association of America 100, no. 5 (October 1985): 818–19. http://dx.doi.org/10.1632/s0030812900135060.

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37

Tompkins, Sandra Lee. "How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio." Teaching English in the Two-Year College 24, no. 4 (December 1, 1997): 317–25. http://dx.doi.org/10.58680/tetyc19973837.

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Describes how a reader-response approach can help students construct a portfolio of readings that reflects their development as poetry readers. Describes using a reader-response journal, communal learning activities, and a portfolio to create a recursive process through which students develop a better understanding of how poetry works. Discusses evaluation of the portfolio.
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Junejo, Musaib, and Tania Shabir Shaikh. "Application of Reader Response in Literary Pedagogy: A Case Study of English Literature Classroom at a Public Sector University, Pakistan." Sukkur IBA Journal of Educational Sciences and Technologies 1, no. 1 (June 29, 2021): 47–55. http://dx.doi.org/10.30537/sjest.v1i1.670.

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The current study aims to analyze the application of reader response theory in literature classrooms. It focuses on the potential reader response teachers at a public sector university, Pakistan and their questioning practices in classrooms based on Probst’s (1994) suggested model. Probst (1994) has given five model generic questions for reader response teachers. For this purpose a sample of three teachers of English Literature has been picked up through non probability purposive sampling method. Data is collected through recorded systematic class observation where focus was on the questions asked by the teachers. Substantial amount of literature related to reader response theory and its application in classroom is also discussed which supports the findings of this research. Through observation of teachers’ classes and analysis of data, researchers advocate the use of reader response teaching methods in literature classrooms at university level. The Study further concludes that the types of questions, teachers ask impact hugely the understanding of students. Data indicates that a classroom can only be reader response when students are given space, freedom and are encouraged to discuss and give answers of open ended questions. Study also suggests, teachers’ training and academic excellence also affect the degree to which a class can be reader response. So, it is necessary that teachers should be aware of reader response methods and the ways of its application in the classroom
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39

Champagne, Roland A., and Wolfgang Iser. "Prospecting: From Reader Response to Literary Anthropology." World Literature Today 64, no. 2 (1990): 370. http://dx.doi.org/10.2307/40146615.

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40

Armstrong, Paul B., and Wolfgang Iser. "Prospecting: From Reader Response to Literary Anthropology." Comparative Literature 44, no. 1 (1992): 75. http://dx.doi.org/10.2307/1771173.

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Elsherief, Heba. "“I am no Othello. I am a lie”: A Consideration of Reader-Response Theory as Language Learning Pedagogy and Teacher Philosophy." Language and Literacy 19, no. 1 (May 2, 2017): 21. http://dx.doi.org/10.20360/g2b60n.

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This paper seeks to articulate the understanding of transactional/reader-response as theory and its use in the language classroom as both teaching philosophy and pedagogy. First, I map the terrain of reader-response theory, its history, in general, and how it has been articulated in literary studies, in particular. Next, I briefly synthesise studies that sought to empirically study reader response in the classroom and question why these inevitably fail to engage meaningfully with it - and seem to instead only result in teacher “lesson plan” ideas. I offer a case study of a language student’s responses to the novel Season of Migration to the North (Salih, 2009) to argue that reader-response should be central to teaching philosophies that hope to centre learners in inclusive educational processes.
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Azmi, Mohd Nazri Latiff. "East Meets West: The Reader Response Theory in Thriller Fictions." Procedia - Social and Behavioral Sciences 174 (February 2015): 58–63. http://dx.doi.org/10.1016/j.sbspro.2015.01.626.

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Carlisle, Anthony. "Reading logs: an application of reader-response theory in ELT." ELT Journal 54, no. 1 (January 2000): 12–19. http://dx.doi.org/10.1093/elt/54.1.12.

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Habib, M. A. R., and Tracy K. Habib. "Reader Response Theory and Orientalism: is The Satanic Verses Teachable?" South Asian Review 16, no. 13 (January 1992): 15–28. http://dx.doi.org/10.1080/02759527.1992.11932144.

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Delanoy, W. "Reader Response Theory and Literature Teaching in the 21st Century." Anglistik 35, no. 2 (2024): 11–24. http://dx.doi.org/10.33675/angl/2024/2/5.

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Abas, Seba Fadhel. "Analysis of Charles Dickens Great Expectations, Based on Reader-Response Theory." International Journal of Research in Social Sciences and Humanities 13, no. 02 (2023): 37–44. http://dx.doi.org/10.37648/ijrssh.v13i02.003.

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This article illustrates and explains Charles Dicken’s novel, Great Expectations, based on reader- narration, themes, techniques, figures of speech, language, and characters. The article applies reader-response theory response theory. It delves into the novel’s core to discover its aesthetic elements, decorations, style of in the novel’s analysis since this theory sheds light on the interaction and involvement of readers with the text and its elements. Readerresponse theory enables readers to be part of the narration and the literary work. As a result, this paper clarifies the impact of readers on literary texts; it shows how readers deal with the text during their journey of analysis. This paper demonstrates the influence of Great Expectations as a literary masterpiece of Charles Dickens on the readers who read and analyze its meanings and lessons. The article also clearly looks for an identity for the reader and gives him a real chance to explore the text with more than one concept. This paper includes a lot of information about the Victorian age images and acts and their influence on the characters and readers. The article begins with an introduction regarding the novel and its author. Also, it refers to the reader-response theory, its definition, its qualities, and its influence on the reader. The body paragraphs are great pieces where the novel explores its themes, language, stylistic devices, and techniques. The body paragraphs explain how these aesthetic images clarify the book and how these literary devices can influence readers. The conclusion is more precise; an overview of the things must be seen as good points to realize while studying with a grand finale when the writer summarizes the novel with its aim and function.
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Pamela Fletcher. "Reader, Viewer, Spectator, Beholder: Response." Victorian Studies 59, no. 3 (2017): 457. http://dx.doi.org/10.2979/victorianstudies.59.3.09.

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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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Alcorn, Marshall W., and Mark Bracher. "Literature, Psychoanalysis, and Reader Response - Reply." Publications of the Modern Language Association of America 100, no. 5 (October 1985): 819–20. http://dx.doi.org/10.1632/s0030812900135072.

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Stanley, Christopher D., and John G. Lodge. "Romans 9-11: A Reader-Response Analysis." Journal of Biblical Literature 117, no. 2 (1998): 369. http://dx.doi.org/10.2307/3267005.

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