Dissertations / Theses: 'Response to literature'

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

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Brackett, Geoffrey L. "Blake's poetic response to Milton." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357352.

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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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West, Alastair. "A reading community and the individual response to literature." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:5eb162a4-96c5-410d-b0c7-274012e787e8.

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This study is concerned with the social production of adolescent readers of fiction and with the formation of their responses to the fiction they read. It was conceived from within the mainstream "progressive" tradition of secondary English teaching, but is written from a perspective informed by more recent developments in literary theory. The overall problem addressed is: how do adolescents become confirmed readers of fiction? It is investigated in two ways. The first seeks to identify those working practices and social relations in secondary schools most likely to promote adolescent fiction reading. The second seeks to understand the perceptions that adolescents have of the fiction that they read. The report is based upon a longitudinal study of six teaching groups in three comprehensive schools. A combination of ethnographic and survey methods was employed. In two of the schools fiction reading was found to decline sharply over the two year period. Readership patterns were closely associated with social class origins, gender and school ability grouping. In the third school, however, which had the highest proportion of working class students, fiction reading did not decline, nor was it influenced by ability grouping, gender or social class. These different reading outcomes are shown to relate closely to the working practices and the exercise of power within the schools. One school functions as a reaing community; the other two do not. The significance of the findings is discussed in relation to contemporary theories of cultural and social reproduction. Schools, it is concluded, have the capacity to do very much more than reproduce and legitimate existing socio-economic differences at and by the cultural level. As for the individual response to literature, the original intention was to present case studies of representative readers from the sample. All three schools sought to initiate their students,ith varying degrees of success, into a particular discourse, the discourse of personal growth, in which fiction reading is held to contribute to the reader's enhanced understanding of the self, others and the world. This view, however, rests upon assumptions about language and texts, the reading process and subjectivity which the intervention of structuralism and later developments in literary theory have rendered untenable. In order to understand the theoretical limitations of this discourse, its disabling classroom consequences and the possibilities for its transformation to more radical and liberating approaches to texts, the case study presented here is of the discourse itself, rather than of those readers who sought access to it.

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Jakubiak, Katarzyna Dykstra Kristin. "Performing translation the transnational call-and-response of African diaspora literature /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276391711&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1200674412&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on January 18, 2008. Dissertation Committee: Kristin Dykstra (chair), Christopher Breu, Christopher DeSantis. Includes bibliographical references (leaves 220-237) and abstract. Also available in print.

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Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /." access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.

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Jacobs, Sue L. "Artistic response of incarcerated male youth to young adult literature /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Feldman, Lee. "Player-Response on the Nature of Interactive Narratives as Literature." Thesis, Chapman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822281.

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In recent years, having evolved beyond solely play-based interactions, it is now possible to analyze video games alongside other narrative forms, such as novels and films. Video games now involve rich stories that require input and interaction on behalf of the player. This level of agency likens video games to a kind of modern hypertext, networking and weaving various narrative threads together, something which traditional modes of media lack. When examined from the lens of reader-response criticism, this interaction deepens even further, acknowledging the player’s experience as a valid interpretation of a video game’s plot. The wide freedom of choice available to players, in terms of both play and story, in 2007’s Mass Effect, along with its critical reception, represents a turning point in the study of video games as literature, exemplifying the necessity for player input in undergoing a narrative-filled journey. Active participation and non-linear storytelling, typified through gaming, are major steps in the next the evolution of narrative techniques, which requires the broadening of literary criticism to incorporate this new development.

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Lärkefjord, Gabriel. "Provoking Placebo : A Literature Study About Placebo Response in Nursing." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322165.

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Background: The placebo effect and the placebo response is a misunderstood phenomenon and their potential is wildly underestimated. Most people, including health care professionals, consider the placebo effect to be a “make believe” effect which only affects gullible people. It is argued that the nurse is in an unusually advantageous position to observe and facilitate the placebo effect and make use of the benefits for the patients. Observation of said response is made by many authors but there is little to no research on the placebo effect from a nursing standpoint. Some of the research results can however be translated to the nurse profession and used in clinical settings. Aim: The purpose is to describe areas where the placebo effect may affect nursing of the patient. Method: A literature review format was chosen to comprise existing knowledge on the placebo effect, which can be applied for nursing. Results: Themes that arose from examination of chosen literature included: Emotional state, Expectation and Conditioning, Conscious and Social learning and Patient-caregiver relationship. Many of the observed interventions could be applied using the nursing philosophy of Hildegard Peplau. Conclusion: The placebo effect can be used by the nurse to improve the result of the patient´s treatment. If placebo becomes a focus in nursing research the results could be more applicable to benefit patients than if researched by other professional groups.

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

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

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Gray, Sean. "Reading minds: an interdisciplinary approach to reader-response critcism." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103708.

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This thesis brings aspects of research on human consciousness to bear on reader-response criticism. I believe that such an interdisciplinary approach has the potential to provide the theories I consider (and reader-response criticism in general) with a more specific and effective set of conceptual tools for understanding readers, reading processes, and response. In chapter one of this thesis I consider the precise ways in which approaches to consciousness may communicate with, and specify reader-response criticism. I offer perspectives on works by Stanley Fish (Is There a Text in This Class?), Wolfgang Iser (The Act of Reading), and Roland Barthes (Image, Music, Text) that foreground a common need for specific 'consciousness components.' I then offer some preliminary suggestions as to how these consciousness components might be integrated into the existing theories. I continue in chapter two to construct basic consciousness components for each of the above mentioned reader-response theories. I integrate Daniel Dennett's (Consciousness Explained) Multiple Drafts Model of consciousness into my discussion of Fish, John Searle's (The Mystery of Consciousness) concept of objective consciousness into my discussion Iser, and Richard Dawkins' (The Selfish Gene) concept of memetics into my discussion of Barthes. I conclude the thesis with a brief discussion of the ways in which textuality based approaches to interpretability redefine the distinctions between readers and texts in ways that are complimentary to my consciousness based approach.
Cette thése apporte aspects de la recherche sur la conscience humaine à porter sur la critique lecture-réponse. Je crios qu'une telle approche interdisciplinaire a le potentiel pour fournir les théories que je considère (et la critique lecture-réponse en général) avec un ensemble plus précis et efficace des outils conceptuels pour mieux comprendre les lecteurs, les processus de lecture, et la réponse. Dans le premier chapitre de cette thèse je considère la manière précise dont les approches à la conscience peuvent communiquer, et préciser la critique lecteur-réponse. Je vous offre des perspectives sur les oeuvres de Stanley Fish (Is There a Text in This Class?), Wolfgang Iser (The Act of Reading), et Roland Barthes (Image, Music, Text) qui servent d'exemple d'un besoin commun pour des "composantes de la conscience." Ensuite, je présente quelques suggestions prélimenaire sur la façon dont ces composantes de la conscience pourraient être intégrées dans les théories existantes. Je continue dans le deuxième chapitre à bâtir des composantes de base de la conscience pour chacune des théories lecteur-réponse ci-dessus mentionnées. J'incorpore le modèle "Multiple Drafts" de la conscience de Daniel Dennett (Consciousness Explained) dans ma discussion de Stanley Fish, la notion de la conscience objective de John Searle (The Mystery of Consciousness) dans mon analyse de Wolfgang Iser, et le concept de la mimetics de Richard Dawkins (The Selfish Gene) dans ma discussion de Roland Barthes. En conclusion, je discute le rapport entre les approaches basées sur la textualité et la compréhension de texte et comment ci-dessus redéfinit les distinctions entre les lecteurs et les textes de manières qui sont complémentaires à mon approche basée sur la conscience.

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Hand, S. "Representation and response in the works of Michel Leiris." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371656.

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Hutton, Margaret-Anne. "The novels of Claude Simon : a reader-response analysis." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317716.

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Caulton, Andrew, and n/a. "Vladimir Nabokov, 1938 : the artistic response to tyranny." University of Otago. Department of English, 2006. http://adt.otago.ac.nz./public/adt-NZDU20060808.090922.

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Nabokov is well known for writing numerous indictments of totalitarian tyranny, most notably Invitation to a Beheading (1935) and Bend Sinister (1947). However, my contention in this thesis is that Nabokov�s most sustained and most significant assault on totalitarian tyranny occurred in 1938. The extent of Nabokov�s response to tyranny in 1938 is not immediately obvious. Some of Nabokov�s work of the year engages in an explicit assault on tyranny; however, in other cases the assault is oblique and in one instance cryptically concealed. In my thesis I examine each of the works of 1938, and set these against the political circumstances of the year, the tense atmosphere on the threshold of World War II. I find that all of the works of 1938, in one manner or another, respond to the political climate of the day; that Nabokov in 1938 made an unparalleled artistic response to tyranny in a uniquely ominous year. The thesis is divided into two parts. Part 1 contains studies of each of the lesser works of 1938: chapter 5 of The Gift, "Tyrants Destroyed," The Waltz Invention, "The Visit to the Museum," and "Lik." These studies are inset into a chronological survey of the personal and political circumstances of Nabokov�s life in 1938. Part 2 constitutes the most significant aspect of my thesis, an in-depth study of The Real Life of Sebastian Knight, Nabokov�s main work of 1938. The novel has been regarded as detached from the pre-war climate of the day; however, in an extensive new reading I find that the bright appearance of the novel is only a facade. My reading reveals a triadic, chess-problem-like structure to the novel, where the innocuous surface (the thesis) gives way to a cryptically concealed level of totalitarian themes (the antithesis), before the novel finally emerges onto a notional third level (the synthesis), the novel�s "solution." The Real Life of Sebastian Knight, I contend, represents the heart of Nabokov�s artistic response to tyranny in 1938. Through the triadic unfolding of the novel and the reader�s creative engagement with the text, Nabokov demonstrates that art itself triumphs over tyranny.

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Wilkinson, Myler 1953. "The dark mirror : American literary response to Russia, 1860-1917." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70290.

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This thesis is an intercultural and intertextual study of the ways in which an American literary identity has emerged out of an intense imaginative and political dialogue with Russian culture. Early portions of this study trace the historical connections which have drawn American writers into the orbit of Russian literature and culture during the period, 1860-1917. A theoretical chapter attempts to explain the intensity of this dialogue on several related levels: the figural relationship between two literatures which constantly transform each other; the psychic experience of an otherness between individuals and cultures which leads to provisional patterns of literary identity; and the transformation of a purely literary dialogue into the realm of social praxis. The second half of the thesis examines the careers of three major American writers--Henry James, Willa Carter, and Sherwood Anderson--as each reads the figures of Russian literature against a native American tradition, and in the process incorporates this "other" literature into that tradition. A concluding chapter initiates a discussion of the ways in which literary influence is also bound up with the dialogue of politics and power.

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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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Spector, Karen. "Framing the Holocaust in English Class: Secondary Teachers and Students Reading Holocaust Literature." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116257818.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Oct. 3, 2006). Includes abstract. Keywords: Holocaust; Multicultural literature; Response to literature; Holocaust literature. Includes bibliographical references.

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Longstreth, Heather. "The effects of yoga on stress response and memory| A literature review." Thesis, Roosevelt University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569658.

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Chronic over-activity of the body's endocrine stress response system is detrimental to overall health and, over time, may have a negative impact on the structure and function of the hippocampus, a key brain area involved in episodic memory consolidation. Yoga is becoming an increasingly popular mind-body therapy used to reduce and prevent the harmful effects of stress on the body. This review presents a summary of the research investigating yoga as a therapeutic intervention to reduce both perceived and physiological stress in healthy adults. Studies looking at the effects of yoga on hippocampal-dependent memory function in children, adults, and elderly populations were also reviewed. Research investigating the stress-reducing effects of yoga has indicated that yoga may hold therapeutic value in reducing both perceived and physiological stress in healthy populations. In children, yoga has been shown to improve spatial, but not verbal, memory. In adults and elderly individuals, studies indicate improvements in both short and long-term verbal recall following yoga intervention. Elderly individuals also showed increased hippocampal volume following long-term yoga practice. Due to the shortage of empirical evidence, along with several shared methodological limitations, further investigation is still needed to fully determine the efficacy of yoga as a beneficial mind-body therapy for decreasing both perceived and physiological stress-response, improving memory, and preventing stress and age-related hippocampal volume loss.

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Foreman-Peck, L. "Teaching response to literature through verbal interaction in the secondary school classroom." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375595.

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Portelli, Terence. "A reader-response approach to the initial training of Maltese literature teachers." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1254/.

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This thesis documents the development of nineteen student-teachers in becoming teachers of Maltese literature, initiated in a methodology study-unit over one academic year. Drawing on reader-response theories, and coupled with insights from reflective practice and assessment for learning, this study traces trajectories taken by student-teachers as they gradually move from a text- or subject-bound culture towards a more student- or response-centred approach. Methodologically, this thesis is an action-research project embracing a bricolage stance. The main analysis draws on the lecturer-researcher’s and the student-teachers’ experiences in a dialogical way. A number of reflective tasks were employed to make explicit the meandering thought processes that were taking place and shape during the duration of the study-unit. Different topics essential to any prospective teacher of literature were also critically examined. These issues were realised during a six-week block teaching practice, with some of the experiences collected in an ad hoc portfolio. Towards the end, six perspectives are analysed to illustrate broad themes and significant vignettes of what this transition entails. While mainly respecting traditional academic format, parts of the thesis are written in non-canonical genres, thus expressing an essentially exploratory, experimental approach.

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Rifkin, Patricia Ann. "Learning to identify tolerance issues through literature with art as a response." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1241.

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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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Kelsey, Kathleen. "Repatriation and Recovery: The French Literary Response to the Holocaust." Miami University Honors Theses / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111082213.

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Kristainsen, Michael Phillip. "Gender and interpretation: An empirical study of reader response to Golden Age literature." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279847.

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The objective of this study is to test empirically for affective differences postulated to vary by reader gender in response to literary texts. Eighty participants, composed of equal numbers of male and female English- and Spanish-speakers, were randomly distributed into three experimental groups. Participants in two groups read emotionally-provocative text stimuli, and participants in a control group read an affectively-neutral text stimulus. The provocative text stimuli are excerpts from Cervantes's Persiles y Sigismunda, and the affectively-neutral text stimulus is from Quevedo's Buscon . Participants completed the Ambivalent Sexism Inventory (ASI) and Positive and Negative Affect Schedules (PANAS). A first PANAS measured current moods, and a second one measured moods in general. On completing the second PANAS, participants read the text stimuli. After reading the text stimuli, participants completed a third PANAS to measure their current moods relative to the texts they had just read. The results of this experiment reveal no significant differences between male and female readers, and thus do not support the hypothesis that affective reader-response to literature varies by gender. Implications for reader response-based literary theories are discussed, along with suggestions on how such theories may be refined or modified.

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Robbeson, Angela. "Textual design and moral response in three novels by Mordecai Richler." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/10245.

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This thesis analyzes the effects of the design strategies Mordecai Richler employs in three novels--Son of a Smaller Hero (1955), The Apprenticeship of Duddy Kravitz (1959), and St Urbain's Horseman (1971)--with a view to exploring his thematic concern with morality in the modern world. After briefly examining some of the inadequacies of an exclusively text-centred critical approach to Richler's fiction--a critique informed by the writings of Wolfgang Iser--the thesis outlines and then applies an alternative reading model that emphasizes the role of textual design and reader response in the production of literary meaning. The Introduction outlines Iser's theories of the reading process and the role of the implied reader. The ensuing three chapters explore the effects on readers of the design strategies of the three novels. These novels form a group that traces the life of one man, exploring the various moral dilemmas he faces on the journey from youth to adulthood. Thus, Richler's novels encourage readers to formulate and to defend their own moral positions in relation to the fictional worlds and characters while reflexively enacting the difficulty of making moral judgments.

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Weiss, Katherine. "“Response 2” of Carol Fischer’s “Dramatic Time: Phenomena and Dilemmas”." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2287.

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

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

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Davies, A. Z. "Pupil-talk and literary response : A Sierra Leonean example." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377274.

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Durriyah, Tati L. "Reading and Responding to Children’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387367636.

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El, Batanouny Goudah Meselhy Muhammad. "Readers' response to paradoxical expressions in literature : a linguistic analysis and pragmatic interpretation." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293320.

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Ali, Soraya. "Transactive reader-response theory and the teaching of literature in a second language." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307903.

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Angell, John Hamilton. "Public readers/private readers: dimensions of response in an introductory French literature classroom /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076414904.

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Shipley, Donald Richard. "Plutarch's Life of Agesilaos : response to sources in the presentation of character." Thesis, University of Newcastle Upon Tyne, 1990. http://hdl.handle.net/10443/598.

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This commentary attempts to elucidate Plutarch's authorial intention in this Lffe by studying his response to source material, using topography where necessary. 2 Plutarch admired Sparta and the Spartans in so far as they were loyal to the Lykourgan rules for an ordered society, but identified shortcomings that marred their interpretation of its principles: (i) They neglected abstract values, mistakenly defining justice as "the best interest of Sparta", and lacking safeguards against I excesses. (ii) They misinterpreted the purpose of their training, using military superiority to control others, not for their own security. 3 Plutarch used manifestations of Agesilaos' character to indicate and explain the decline of Sparta during his reign. 4 Agesilaos received training in accordance with Lykourgan rules and inherited and acquired favourable characteristics. He exemplified the admirable qualities of king and Panhellenist general, and remained a worthy model for the true asceticism of a Spartiate, for devotion to the service of Sparta, and for self-denying obedience to the state and its laws; -. 5 but his accession was irregular and his conduct of affairs was guided by contention, excessive competitiveness, a distorted sense of justice and limited political judgement. 6 His hatred of Thebes was a personal excess which involved the city excessively in war. Leuktra brought defeat, loss of power and unprecedented humiliation. 7 Sparta declined because of failure to understand and follow the most important Lykourgan principle, which forbade military imperialism (Lyk. 28-31). 1 Plutarch followed Xenophon and other sources selectively for historical events, but imposed his own organization, interpretation and moral judgements on the selected material. 2 Two rhetorical aspects of the Life are: the intention to explain Sparta's decline, and the exposition of an ideology. Plutarch has identified unnecessary pitfalls and commends the Spartans' way of life, properly understood. 3 This rhetoric does not entail the falsity of his work.

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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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Slagle, Judith Bailey. "Joanna Baillie’s Columbus: A Response to Current British Notions About Empire." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3224.

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Bai, Rongning. "Brecht and China : a mutual response." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/4493/.

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This thesis deals with the cross-cultural relations between Brecht and China through an analysis of how Brecht responded to the traditional Chinese theatre and how his drama was received in turn by modern Chinese theatre. It attempts to examine the respective socio-cultural or political contexts wherein such kind of crosscultural contacts were needed, and the consequent aesthetic-theatrical as well as socio-cultural or political changes brought about by these contacts that have produced two distinctively independent yet related forms of theatre. It is argued that Brecht's search for a theatre style of his own amidst the sociocultural as well as political crises between the two world wars made him look to the East for inspirations, and his direct encounter with Mei Lanfang enabled him to interpret the latter's acting in such a way that he responded to it with his postulation of the alienation effect and modification of a gestic performance style. His repudiation of the well-made dramatic theatre brought his epic theatre closer to the traditional Chinese theatre whose aesthetic principles he shared in constructing a non- Aristotelian episodic form of drama. In his experimentations with new modes of theatrical expressions, he did not simply borrow or copy the forms and content of classical Chinese drama; he appropriated, transformed and renewed them, for example, in The Caucasian Chalk Circle, for the particular purpose of instructing audiences in a scientific age. China! s reception of Brecht has had much to do with the country's changing socio-cultural as well as political situations. Chinese theatre practitioners responded to him because he was a politically, culturally and aesthetically suitable figure. His epic drama provided an alternative style for the Chinese in their attempt to innovate their realist spoken drama imported from the West, and was also introduced into local forms of performing arts in hope that the traditional Chinese theatre could be resurrected. Furthermore, he prompted Huang Zuolin to theoretically re-examine Chinese operas, which the latter integrated with techniques of Brecht and Stanislavsky into spoken drama to establish a new theatre style called Xieyi drama.

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Spiering, Jenna. "Discourses of adolescence in interpretations and responses to literature." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6293.

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Discourses of adolescence/ts that reduce teenagers to impulsive, hormonal, incomplete adults are pervasive, and affect the way that adolescence/ts is regarded in institutional spaces like schools. However, scholars in Critical Youth Studies (CYS) reject these determinations in favor of a vision of adolescence as a social construct; a construct that has changed throughout time and does not accurately reflect the lived experiences of diverse youth. This study considers the way in which these discourses are mobilized and circulating in one English Language Arts (ELA) classroom and, specifically, through the study of literature. Grounded in empirical scholarship that approaches classroom literature pedagogy and response through a sociocultural lens, and in theoretical scholarship in Critical Youth Studies (CYS) and Critical Discourse Analysis (CDA), the purpose of this qualitative inquiry is to observe student response to young adult literature (YAL) in one ELA classroom in order to locate discourses of adolescence that are mobilized and circulating as students comprehend, analyze and interpret texts.

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McPeters, Annette Lee. "The Virgin Unmask'd: Mandeville's Response to the "Fair-Sex" Debate." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625394.

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Malo-Juvera, Victor. "The Effect of Young Adult Literature on Adolescents' Rape Myth Acceptance." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/564.

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This quasi-experimental study (N = 139) measured the effect of a reader response based instructional unit of the novel Speak on adolescents’ rape myth acceptance. Participants were eighth grade language arts students at a Title I middle school in a major metropolitan school district. Seven classes were randomly assigned to treatment (n = 4) or control (n = 3) condition. Two teachers participated in the study and both taught both treatment and control classes. The study lasted a period of five weeks. Participants were pretested using the Rape Myth Acceptance Scale (Burt, 1980) and a researcher created scale, the Adolescent Date Rape Scale (ADRMS). Analysis of pretests showed the ADRMS to be a reliable and valid measure of rape myth acceptance in adolescents. Factor analysis revealed it to have two major components: “She Wanted It” and “She Lied.” Pretests supported previous studies which found girls to have significantly lower initial levels of rape myth acceptance than boys (p < .001). A 2 (group) x 2 (instructor) x 2 (sex) ANCOVA using ADRMS pretest as a covariate and ADRMS posttest as a dependent variable found that treatment was effective in reducing rape myth acceptance (p < .001, ή2 = .15). Boys with high rape myth acceptance as demonstrated by pretest scores of 1 standard deviation above the mean on ADRMS did not have a backlash to treatment. Extended analysis revealed that participants had significantly lower scores posttest on Factor 1, “She Wanted It” (p < .001, ή2 = .27), while scores on Factor 2, “She Lied” were not significantly lower (p = .07). This may be because the content of the novel primarily deals with issues questioning whether the main characters assault was a rape rather than a false accusation. Attrition rates were low (N = 15) and attrition analysis showed that drop outs did not significantly alter the treatment or control groups. Implications for reader response instruction of young adult literature, for research on rape myth acceptance in secondary schools, and for statistical analysis of effect size using pretests as filters are discussed.

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Shea, Anne. "Visual Response: A Curriculum Unit Integrating Book Arts and Literature in the Elementary Classroom." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/93.

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This study focused on the integration of book arts in a fifth grade classroom. As an art teacher turned regular education teacher I was interested in the effects of integrating art into the area of reading. The curriculum unit consists of two lessons in which the students were invited to use books arts as a means of expression and comprehension. The lessons correlated with the novel Number the Stars, by Lois Lowry. The results include my observations and reflections as a practicing elementary teacher.

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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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Miller, Mary Catherine. "Restorying Dystopia: Exploring the Hunger Games Series Through U.S. Cultural Geographies, Identities, and Fan Response." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492434124077694.

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Gorelick, Adam D. "The Enchanter's Spell: J.R.R. Tolkien's Mythopoetic Response to Modernism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1022.

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J.R.R. Tolkien was not only an author of fantasy but also a philologist who theorized about myth. Theorists have employed various methods of analyzing myth, and this thesis integrates several analyses, including Tolkien’s. I address the roles of doctrine, ritual, cross-cultural patterns, mythic expressions in literature, the literary effect of myth, evolution of language and consciousness, and individual invention over inheritance and diffusion. Beyond Tolkien’s English and Catholic background, I argue for eclectic influence on Tolkien, including resonance with Buddhism. Tolkien views mythopoeia, literary mythmaking, in terms of sub-creation, human invention in the image of God as creator. Key mythopoetic tools include eucatastrophe, the happy ending’s sudden turn to poignant joy, and enchantment, the realization of imagined wonder, which is epitomized by the character of Tom Bombadil and contrasted with modernist techno-magic seeking to alter and dominate the world. I conclude by interpreting Tolkien’s mythmaking as a form of mysticism.

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Cai, Mingshui. "Towards a Multi-Dimensional Model for the Study of Reader Response to Multicultural Literature." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220542520.

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Seranis, Panagiotis. "The place of reader response in the teaching of ancient Greek literature in translation." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621811.

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Monareng, Mpho Rakwena Reginald. "Reader-response methodologies in the teaching of english literature in a second language class." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19644.

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Bibliography: pages 162-170.
This thesis examines the methodologies and the approaches currently adopted in English Second Language Literature class. It begins by presenting .the ideal approaches to literature. Thereafter it examines the research data so as to identify the methodologies and approaches currently adopted in English Second Language Literature class. It seeks to present alternative methodologies and classroom activities that value; pupil-centred approach; autonomy of pupils as active participant in a literature class; the development of the self; education of feelings and imagination; and the reader-response theory. Based mostly on Greene and Abbs this study regards literature education as an exploration, an experience and a vast landscape where individual readers attach meaning differently.

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Palmer, Marlene. "An exploratory study of kindergarten children's critical response to literature during group storybook reading." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28261.

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It is now well known that linguistically interactive experiences with stories during the preschool years develop the child's knowledge about written language, along with abilities to construct meaning from literary forms of language. Storytime as a literacy activity in school is just beginning to be explored. It appears that there are ways of eliciting and interpreting children's implicit responses to stories which positively affect their thinking, understanding, and sensitivity about literature. In turn, these responses strengthen the foundation of the kind of critical reading abilities necessary for the continuation of literacy development. The purpose of this study was to investigate whether a teacher reading selected books and practicing specific teacher interaction behaviors during group storytime would increase the critical responses about literature from a group of children. A pretest-posttest nonequivalent group design was used. Subjects were two intact groups of upper middle class kindergarten children who attended either morning or afternoon sessions in the same school with the same teacher. The researcher read the treatment group ten different stories, one per day, over the period of ten days. During this time, the researcher practiced specific teacher interaction behaviors with the group. For the same period of time, the researcher read random books to the nontreatment group and did not practice specific teacher interaction behaviors. The comments and questions arising from three pretest storytimes and three posttest storytimes for each group were coded according to an author-adapted matrix instrument composed of ten literary elements and four levels of knowledge. The children in the treatment group gave significantly more critical responses than the children in the nontreatment group. Qualitative observations during the study indicated the need to develop means of identifying and evaluating behaviors of both teachers and children related to literature and literacy learning.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Rietschlin, Angela Carol. "Children’s Responses to Global Literature Read Alouds in Second Grade Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1336438346.

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Carothers, Luke Antony. "From Middle-Earth to Macondo: Tolkienian Fantasy, Aesthetic Response, and Magical Realism." Ohio Dominican University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1462278439.

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Dissertations / Theses on the topic 'Response to literature'

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