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Journal articles on the topic 'Response to literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Brisman, David B. "LITERATURE REVIEW: Author's response." Journal of the American Dental Association 132, no. 4 (April 2001): 428. http://dx.doi.org/10.14219/jada.archive.2001.0192.

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2

Taxel, Joel. "Children's Literature: Ideology and Response." Curriculum Inquiry 18, no. 2 (1988): 217. http://dx.doi.org/10.2307/1179458.

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3

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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4

Taxel, Joel. "Children's Literature: Ideology and Response." Curriculum Inquiry 18, no. 2 (June 1988): 217–29. http://dx.doi.org/10.1080/03626784.1988.11076036.

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5

Mac Donald, Suzanne, and Lynn Atkinson Smolen. "Adolescent Literature and Reader Response." International Journal of Learning: Annual Review 15, no. 10 (2008): 207–12. http://dx.doi.org/10.18848/1447-9494/cgp/v15i10/45982.

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6

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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7

Reyes, Pedro M., and Khurrum Bhutta. "Efficient consumer response: literature review." International Journal of Integrated Supply Management 1, no. 4 (2005): 346. http://dx.doi.org/10.1504/ijism.2005.006301.

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8

Gruenwald, Oskar. "Response: Camp Literature: Archetype for Dissent." Slavic Review 48, no. 2 (1989): 280–83. http://dx.doi.org/10.2307/2499120.

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I would like to thank the Slavic Review, and its fair-minded editor, Sidney Monas, for allowing me to break the silence on certain taboo themes and respond to critics—civilities practiced mostly in the breach in the societies we study. Due to space limitations, I shall respond fully to Robert Hayden, who raises many issues, apart from the problem of definition, and trust that in the process I may encompass also Matt Oja's thoughtful remarks. Hayden's critique of my article on Yugoslav camp literature is based on two premises, which he fails to prove: that camp literature is not well defined and hence includes a good deal of official writings, or, alternatively, that it lacks internal consistency; and that the very concept of camp literature “misrepresents the political and intellectual currents in the country.” Much of his commentary is an ad hominem argument. Curiously, much of it, even if inadvertently, substantiates my central thesis: Yugoslav prison and camp literature represents a catalyst in the current processes of liberalization, democratization, and humanization in both politics and culture in post-Tito Yugoslavia.

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9

Beach, Richard. "Adolescent Attitudes and Response to Literature." Child & Youth Services 7, no. 1-2 (May 22, 1985): 9–18. http://dx.doi.org/10.1300/j024v07n01_02.

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10

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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11

Sweetman, Jim. "Examining Literature through the Creative Response." English in Education 21, no. 1 (March 1987): 55–62. http://dx.doi.org/10.1111/j.1754-8845.1987.tb00562.x.

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12

Paul, Phyllis M. "Enhancing Musical Response with Children's Literature." General Music Today 17, no. 2 (January 2004): 6–16. http://dx.doi.org/10.1177/10483713040170020103.

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13

Lee, Dong-Hee, In-Jun Jeong, and Kwang-Jae Kim. "Methods and Applications of Dual Response Surface Optimization : A Literature Review." Journal of Korean Institute of Industrial Engineers 39, no. 5 (October 15, 2013): 342–50. http://dx.doi.org/10.7232/jkiie.2013.39.5.342.

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14

Savran, D. "Response to the Responses." Theater 31, no. 2 (January 1, 2001): 106–7. http://dx.doi.org/10.1215/01610775-31-2-106.

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15

Gura, Philip F. "The Study of Colonial American Literature: Response." William and Mary Quarterly 45, no. 2 (April 1988): 350. http://dx.doi.org/10.2307/1922333.

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16

Beach, Richard. "Constructing Cultural Models through Response to Literature." English Journal 84, no. 6 (October 1995): 87. http://dx.doi.org/10.2307/820901.

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17

Galda, Lee, and Richard Beach. "Response to Literature as a Cultural Activity." Reading Research Quarterly 36, no. 1 (January 3, 2001): 64–73. http://dx.doi.org/10.1598/rrq.36.1.4.

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18

Knoeller, Christian. "Imaginative Response: Teaching Literature through Creative Writing." English Journal 92, no. 5 (May 2003): 42. http://dx.doi.org/10.2307/3650423.

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19

Alverson, Brian K., Samir S. Shah, and Karen M. Wilson. "Response to “literature pollution: a personal experience”." European Journal of Pediatrics 176, no. 2 (January 6, 2017): 287–88. http://dx.doi.org/10.1007/s00431-016-2841-4.

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20

Johannessen, Larry R. "Enhancing Response to Literature through Character Analysis." Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, no. 3 (January 2001): 145–50. http://dx.doi.org/10.1080/00098650109599181.

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21

Kannan, Sujatha. "Response to Correspondence ‘‘Defective References/Literature Searches"." Journal of Child Neurology 25, no. 4 (April 2010): 528–29. http://dx.doi.org/10.1177/0883073810363323.

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22

WINBERG, H., K. NILSSON, and A. ÅNEMAN. "Paediatric Rapid Response Systems: a literature review." Acta Anaesthesiologica Scandinavica 52, no. 7 (May 12, 2008): 890–96. http://dx.doi.org/10.1111/j.1399-6576.2008.01672.x.

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23

Lee, Klaudia Hiu Yen, and John Patkin. "Reading as Experience: Literature, Response and Imagination." Changing English 23, no. 1 (January 2, 2016): 67–76. http://dx.doi.org/10.1080/1358684x.2015.1133764.

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24

Bowen, Deborah. "Teaching Literature: Creative Writing as Critical Response." ESC: English Studies in Canada 19, no. 3 (1993): 339–44. http://dx.doi.org/10.1353/esc.1993.0018.

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25

Swan, Karen, and Carla Meskill. "Using Hypermedia in Response-Based Literature Classrooms." Journal of Research on Computing in Education 29, no. 2 (December 1996): 167–95. http://dx.doi.org/10.1080/08886504.1996.10782193.

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26

Prins, Herschel. "Literature as an aid to empathic response." Journal of Forensic Psychiatry 3, no. 1 (May 1992): 79–89. http://dx.doi.org/10.1080/09585189208407627.

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27

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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28

Swan, Karen, and Carla Meskill. "Using Hypermedia to Enhance Response-Based Literature Teaching and Learning." Journal of Educational Technology Systems 26, no. 2 (December 1997): 151–67. http://dx.doi.org/10.2190/7rel-nmmd-xwun-lc2g.

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This article reports on the Multimedia and Literature Teaching and Learning Project which explored the potential of multimedia and hypermedia for enhancing the response-based teaching and learning of literature. The project's initial phase involved the development of criteria for considering multimedia applications from a response-based perspective and the application of these to a critical review of commercial software. Findings revealed that while such software was technically quite good, the pedagogical approaches taken were not response-based. The project's second phase, therefore, involved the development of prototype hypermedia applications designed to support response-based teaching and learning at both the elementary ( Kidspace) and secondary/post-secondary ( the BEATS) levels. These prototypes were tested in real classrooms during the project's third phase. Results suggest that hypermedia can support unique and important responses, but only within compatible classroom cultures.

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29

Dressel, Janice Hartwick. "Personal Response and Social Responsibility: Responses of Middle School Students to Multicultural Literature." Reading Teacher 58, no. 8 (May 2005): 750–64. http://dx.doi.org/10.1598/rt.58.8.5.

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30

Warminski, Andrzej. "Response." Diacritics 17, no. 4 (1987): 46. http://dx.doi.org/10.2307/465010.

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31

Ferguson, Frances. "Response." Diacritics 17, no. 4 (1987): 49. http://dx.doi.org/10.2307/465011.

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32

Lederer, Katy, and Juliana Spahr. "Response." Chicago Review 44, no. 1 (1998): 140. http://dx.doi.org/10.2307/25304259.

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33

Pizer. "Response." American Literary Realism 43, no. 2 (2011): 183. http://dx.doi.org/10.5406/amerlitereal.43.2.0183.

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34

Quint, David. "Response." Spenser Studies 30 (January 2015): 105–9. http://dx.doi.org/10.7756/spst.030.007.105-09.

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35

Guy-Bray, Stephen. "Response." Spenser Studies 30 (January 2015): 271–73. http://dx.doi.org/10.7756/spst.030.016.271-73.

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36

Carr, Julie, and John-Michael Rivera. "Response." English Language Notes 50, no. 1 (March 1, 2012): 1–3. http://dx.doi.org/10.1215/00138282-50.1.1.

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37

Rapaport, Herman. "Response." Poetics Today 42, no. 1 (March 1, 2021): 103–19. http://dx.doi.org/10.1215/03335372-8752669.

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This article contextualizes Derrida’s seminars within the European seminar tradition familiar to French and German academic cultures as a prerequisite to discussing individual essays in a special issue of Poetics Today devoted to Derrida. These contributions engage with both published and unpublished seminars that Derrida delivered chiefly in Europe and North America. Highlights of the various essays are reviewed and at various points some few issues of a critical nature are raised for consideration. The seminars Life Death (1975–76), Hospitality (1995–96) and Death Penalty (1998–2001) are of main concern, though significant mention is made of numerous other seminars that Derrida gave over a forty year span. Discussants have been very careful to consider the specific characteristics of Derrida’s seminars from a textual point of view informed by Derrida’s well-known conceptions of écriture and dissemination. Major themes concern issues of education, modeling, production-reproduction, language, the foreign, philosophical nationalism, and borders.

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38

Dunn, Mandie Bevels. "Teaching literature following loss: teachers’ adherence to emotional rules." English Teaching: Practice & Critique 20, no. 3 (August 12, 2021): 354–67. http://dx.doi.org/10.1108/etpc-11-2020-0147.

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Purpose This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms. Design/methodology/approach To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses. Findings The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension. Originality/value Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.

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39

Dollimore, Jonathan. "Response: A Response to Neema Parvini." Textual Practice 27, no. 4 (July 2013): 733–35. http://dx.doi.org/10.1080/0950236x.2013.815425.

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40

Davis, Sara N. "Sharing Meanings in Response to Literature: Classroom Strategies." Journal of Aesthetic Education 26, no. 2 (1992): 63. http://dx.doi.org/10.2307/3332924.

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41

Whitin, Phyllis E. "“Tech-to-Stretch”: Expanding Possibilities for Literature Response." Reading Teacher 62, no. 5 (February 2009): 408–18. http://dx.doi.org/10.1598/rt.62.5.4.

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42

Golden, Joanne M., and John T. Guthrie. "Convergence and Divergence in Reader Response to Literature." Reading Research Quarterly 21, no. 4 (1986): 408. http://dx.doi.org/10.2307/747613.

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43

Jocius, Robin, and Samantha Shealy. "Critical Book Clubs: Reimagining Literature Reading and Response." Reading Teacher 71, no. 6 (November 7, 2017): 691–702. http://dx.doi.org/10.1002/trtr.1655.

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44

Cortes, Luis A., James R. Simpson, and Peter A. Parker. "Response surface split-plot designs: A literature review." Quality and Reliability Engineering International 34, no. 7 (July 23, 2018): 1374–89. http://dx.doi.org/10.1002/qre.2350.

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45

Chang, Y. P., Moustafa El Gindy, and Donald A. Streit. "Literature survey of transient dynamic response tyre models." International Journal of Vehicle Design 34, no. 4 (2004): 354. http://dx.doi.org/10.1504/ijvd.2004.004063.

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46

Myers, Raymond H., Douglas C. Montgomery, G. Geoffrey Vining, Connie M. Borror, and Scott M. Kowalski. "Response Surface Methodology: A Retrospective and Literature Survey." Journal of Quality Technology 36, no. 1 (January 2004): 53–77. http://dx.doi.org/10.1080/00224065.2004.11980252.

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47

Sipe, Lawrence R. "Children's response to literature: Author, text, reader, context." Theory Into Practice 38, no. 3 (June 1999): 120–29. http://dx.doi.org/10.1080/00405849909543843.

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48

Elliott, R. "Encouraging reader-response to literature in ESL situations." ELT Journal 44, no. 3 (July 1, 1990): 191–98. http://dx.doi.org/10.1093/elt/44.3.191.

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49

Fies, Carmen, and Jill Marshall. "Classroom Response Systems: A Review of the Literature." Journal of Science Education and Technology 15, no. 1 (March 2006): 101–9. http://dx.doi.org/10.1007/s10956-006-0360-1.

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50

Middleton, C. J., and J. M. W. Brownjohn. "Response of high frequency floors: A literature review." Engineering Structures 32, no. 2 (February 2010): 337–52. http://dx.doi.org/10.1016/j.engstruct.2009.11.003.

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