Dissertations / Theses: 'Transactional Reader Response Theory'

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Östberg, Emma. "The Controversy of Snape : A transactional reader response analysis of Severus Snape and why he divides readers of the Harry Potter book series." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32478.

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How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.

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Hernandez, Alexander Anthony. "Voices of witness, messages of hope : moral development theory and transactional response in a literature-based Holocaust studies curriculum /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087317918.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 246 p. : ill. (some col.). Advisor: Janet Hickman, College of Education. Includes bibliographical references (p. 236-246).

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Movahhed, Abdolmohammad. "Context and constraints in Stanley Fish's reader-response theory." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510849.

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Blomdahl, Alexandra. "Virginia Woolf's Orlando and the Feminist Reader : Feminist Reader Response Theory in Orlando: a Biography." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32476.

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This essay is a close reading of Virginia Woolf’s Orlando: a Biography that focuses on representation of gender in the novel and the possible response it elicits in the reader. The essay argues that the implied reader of Orlando - as manifested in the novel - is a feminist one, as well as it explores the possibility of this implied feminist reader being a female. The reasons as to why this could be are extensively examined by analyzing the main character Orlando as he metamorphoses from an English nobleman into a grown woman. To support the thesis, the essay looks both into reader response criticism and feminist criticism to clarify what an implied reader actually is. The similarities between Orlando and “A Room of One’s Own” are also touched upon as these suggest that the implied reader is a feminist. The essay then takes a closer look at the narrator of the novel and what this narrator suggests about the identity of the implied reader of the novel. In addition to this it is also concluded that s/he controls the reader’s perception of Orlando’s gender in the novel, and that this also echoes the ideals presented in “A Room of One’s Own”. The essay concludes that the implied reader of Orlando indeed is a feminist, but not necessarily a female one.

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Donnelly, Phillip Johnathan. "Stanley Fish on Augustine, reader-response theory as rhetorical faith." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq20914.pdf.

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Mathis, Jannelle Brown 1948. "Reader response theory in a seventh-grade language arts classroom." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277956.

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A seventh grade language arts class was observed to discover their responses to the literature they were reading. The classroom and instructional contexts that enhanced or limited these responses were examined, as well as the teacher's theoretical beliefs. Rosenblatt's transactional theory of reader response, especially the efferent and aesthetic aspects, guided this investigation. Findings included the importance of the teacher in the establishment of an environment that nurtures the aesthetic response as well as in the instruction she gives students immediately prior to or following reading. Many factors created an atmosphere enhancing aesthetic response in the observed class. The main difference in instructional context that determined either aesthetic or efferent response was whether students were given a specific assignment or not. Although a teacher may desire an efferent stance to fill certain "gaps" in knowledge before and after reading, it is suggested the gaps in schema be filled through student interaction, teacher discussion rather than questioning, and student inquiry.

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Sanders, April. "Parallels Between the Gaming Experience and Rosenblatt's Reader Response Theory." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271890/.

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The world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students' multimodal world outside of school with the world of literacy they encounter in school. This study took two approaches of a content study and a case study. A collective case study was used to examine the gaming experience of participants with three commercial video games falling into three separate genres: Sims FreePlay (simulation); Halo 1 (first person shooter); and World of Warcraft (role playing game). The 15 gamers were placed into three sets of five participants for each video game, and interviews were conducted to explore the gaming experience in relation to stance and transaction, which are major components of Louise Rosenblatt's reader response theory. Limited research has been conducted regarding reader response theory and the new literacies; by using the reader response lens, the gaming experience was compared to the reading experience to add the new literacies to the existing literature on reader response. As a way to look at both the text and the experience, a content study examined three mainstream video games to establish literacy content by using Zimmerman's gaming literacy theory. Even though this theory is useful by detailing elements found in video games and not traditional literature, literary value cannot be fully assessed unless the theory is developed further to include other components or discuss how the depth of the components can relate to literary value. The literature does not currently contain substantial research regarding how to assess the literary value of video games, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated. This analysis of both the game and the experience demonstrated substantial parallels between the gaming experience and the reading transaction as well as looking at the viability of using gaming literacy theory to evaluate literacy value.

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Falk, Linnéa. "Literature, a Gateway to New Worlds : Encouraging Aesthetic Reading through Transactional, Reader Response and Envisionment Theories and Metods." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46434.

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The purpose of this essay has been to demonstrate that increased use of aesthetic reading inthe Swedish Upper Secondary EFL classroom would lead to several benefits to the students. To do this I have given examples of three didactical theories and methods that could be used in combination for this purpose. Each theory, and the methods that can be linked to said theory, has been analysed on how it could be used in the classroom and what benefits it could lead to. Subsequently, a combination of these theories and methods has been created and applied to Oscar Wilde’s The Picture of Dorian Gray, in order to exemplify how it could be applied to the teaching of literature in the EFL classroom. The benefits from this type of reading include among others an enhanced ability for critical thinking, a greater ability to work with and understand literature, and a greater understanding for other cultures.

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Bond, Ernest Leighton. "The dialogic potential of hypertext : reader response to digital narrative /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374847074.

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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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Green, Niclas. "Experienced Intensity throughCharacter Description in Stephen King’s Cell." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38881.

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This essay investigates experienced intensity through character description and development in Stephen King’s Cell. The thesis of the essay is that a deliberately produced narrative indeterminacy, used mainly on the level of character descriptions, is what produces intensity by holding the readers of Cell in suspense, i.e., in a state of uncertainty. While King might stretch the fundamentals of the classic horror genre, he does not abandon them, experimenting with a genre that makes the readers wonder what to expect next, thereby creating suspenseful questions. Since the focus of the essay is the readers’ reactions on character descriptions, I apply reader response theory and the works of Norman Holland, David Bleich and Yvonne Leffler. The result of the investigation shows that narrative techniques, such as placing brief descriptions of characters in the course of events in the narrative together with altered norms and normality allow the readers to experience heightened emotions and feelings. King alters norms and normality, and presents character descriptions in a fashion that is unexpected; thus the readers do not know exactly how to relate to these character descriptions.

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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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Odendaal, Dirk Hermanus 1954. "A hermeneutic description of a therapeutic interview using reader response concepts from literary theory." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007749.

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Certain approaches in the discipline Psychology, use the term narrative to describe how they work. Upon investigation one finds that the term narrative is seldom informed from Literary Theory, the background from which it originated. Instead, other disciplines that were also influenced by Literary Theory are invariably used as a means of cross fertilisation, e.g. the work of Geertz from an anthropologist background. Therapists make use of techniques described in the theories in an attempt to come to an understanding of the interactions in the therapy session. Some of the later theories emanating from Literary Theory appear to very useful for opening new ways of research in psychology, especially because some of them already come from an interdisciplinary background. This research attempts to identify useful theories and then apply them within a hermeneutical background in a therapeutical session. Theoretical work on ambiguity, recent research on foregrounding and defamiliarization and also the research in psychonarratology appear to be eminently useful for coming to a deeper understanding of the processes that take place in a therapeutic environment. It is thought that these theories could be of use because they have been 'tested' against the experiences of real readers reading texts. As novels differ from reports and washing lists, therapeutic settings differ from discussions. A novel is a cultivated variant of a report, and a therapeutic conversation is a cultivated version of a chat. These theories then, were applied to a real therapeutic session. The therapists who participated were interviewed on the session and on their reactions to certain 'readings' made by them during the session. The purpose of the interview was to obtain an understanding of their interpretation of what had happened during that session. The questions, reactions, observations and reflections of the session constitute the text of this research. The generated text was then reread from the perspective of each of the theories. The data was collected and interpreted. The interpretation focusses on the therapists 'reading' or understanding of the session and in the process, leads the therapists and researcher to further levels of understanding. In conclusion, it was found that the theories were indeed useful as they were able to point out how certain stylistics of language and situation in the therapeutic session had led to hermeneutic or interpretive processes and also how these processes were perceived or experienced on reflection by the therapists.

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Girouard, Joseph. "Thérèse and Scripture Saint Thérèse of Lisieux as reader using Gadamer's theory of "fusion of horizons" as a model for analysis /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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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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Clarke, Penny L., and n/a. "The poetry of response : adolescent experiences of two class novels." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060628.155204.

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This study, conducted in a junior high school in Canberra, used naturalistic research methodology and idiographic data analysis. As the results obtained in the study were time and context specific, the object was to reveal the personal factors which affected the nature of the reading experience for individual research participants. The theoretical basis of the research was derived from Louise Rosenblatt's transactional theory and focused on the reading experiences of adolescents with whole class novels. Three research techniques were employed in the exploration of aesthetic reader responses to two whole class novels. The techniques: reading journals, small group discussions and creative written responses to the text were implemented sequentially and revealed different levels and stages of individual and group responses from the 'primary spontaneous' to a considered reflective response. Data was explored through the case study mode of analysis which included information relevant to the individual research participants and the study context. The research explored the integration of the individual's evocation of the text with the individual's awareness of self, text, literature and the wider social context. The research data concluded that the employment of classroom practices which focus on a full, individual transaction with a text promotes the development of critical awareness of and familiarity with the text. This sound understanding of the individual's evocation of the text forms a self-aware and firm basis for the development of active, engaged and critical readers of texts.

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Easterling, Siobhan. "Dracula: Demons, Victims and Heroes : A Discussion of the 21st Century Feminine Reader Response." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16850.

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Dracula was written by Bram Stoker in 1897 but in this thesis I will discuss the different interpretations that can be achieved using reader response theory. More specifically how gender affects these reader responses. It is a detail analysis of how a feminine reader with a 21st century perspective can achieve different reactions to the text than that of the previous masculine and patriarchal readings that have been common in the past. This approach to Dracula has shown in more detail how the current representation of vampires in our culture has come to pass. Dracula was one of the first vampire novels, but it was by no means the last, and the current fascination with vampires is a direct result of ‘reading’ them in a feminine way. It shows how in Dracula demons, victims and heroes, with a new perspective, become tragic, misunderstood and patriarchal oppressors. Also that it is through an integration with the text itself and reading in a feminine way that we are able to see them that way.

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Kamaldien, Naeelah. "An exploration of reader response to and social identification with Grade 12 prescribed poetry." University of the Western Cape, 2019. http://hdl.handle.net/11394/6950.

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Magister Artium - MA
The thesis offers insight into English literature studies as taught at high school level to Grade 12 learners, employing Louise Rosenblatt’s reader response theory to explore and understand their encounter and engagement with prescribed poetry by enquiring as to whether social conditions in their lives allow an identification with these poems. The thesis argues for the validity and implementation of reader response theory in the South African curriculum because when learners engage with their memories, experiences and opinions; identification with the poem is possible. If learners identify with the poems that are being taught, there may be a sense of harmony as they realise that their problems or experiences are not in isolation. The sample population comprises of learners attending two high schools located in Mitchells Plain, Cape Town: a community that presents a myriad of societal challenges. Proper ethical considerations were followed in order to gain access to the research sites and anonymity was promised to all research participants. The research entails the usage of openended questionnaires to elicit data which has been processed qualitatively by means of content analysis whereby various central social environment themes were identified. A background of Mitchells Plain’s social ills is provided in order to understand the challenges facing the research participants. The thesis offers an extensive discussion on the history and current state of education in South Africa, as well as a delineation of the study of the discipline of poetry by highlighting its proposed benefits from humanities and scientific perspectives. Additionally, the thesis provides a background on different reader response theories and published reader response studies with a focus on the social environment of the individual for further elucidation of the theoretical framework. Results of the study reveal that the selected poems by William Blake, W.H. Auden, Gerard Manley Hopkins and Chinua Achebe yield fascinating responses as most research participants can socially identify with the contextual themes and characters. The thesis sheds light on a few shortcomings or limitations which may have impacted the data collection process and provides recommendations on how to improve any future related studies and possibilities of best teaching practice of English literature in South African high schools.

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Ellingson, Dania Genine. "A experiência machadiana: Experience Design Theory in Dom Casmurro." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8546.

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The intricate and complex writing style of Machado de Assis’ novel Dom Casmurro create a unique and powerfully engaging reader experience. While much has been discussed with regard to narratology and reader-response theory in Dom Casmurro, Machado’s writing recalls many principles found in the cross-disciplinary field of experience design. Through an analysis of the novel using flow and co-creation theories, we see that Machado designs an extraordinary reader experience through narrational scaffolding and co-creative invitations. These elements engage readers in challenging and immersive ways, ultimately encouraging readers to develop their reading capacity throughout their contact with the novel. In Dom Casmurro, Machado’s experiential writing enables readers to work together with the author to create two significant products: both the novel itself and—perhaps most important—the co-creative experience the novel facilitates.

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Bryant, Malika S. "Johnson Publishing Company’s Tan Confessions and Ebony: Reader Response through the Lens of Social Comparison Theory." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618997653408659.

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Lang, Christopher Louis. "An analysis of Stanley Fish's critical theory in light of post-modern thought, or, Babel revisited." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Niemi, Maarit Helena. "Interpreting the uncertainty in Jhumpa Lahiri’s “A Temporary Matter”." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33342.

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An American author who is regarded as being a masterful storyteller when it comes to the struggle with immigrant identity is Jhumpa Lahiri. Those who have read her work would most likely agree with me that her texts provide the reader with an intimate and realistic insight into what it is like living between two or several cultures. How does she create this intimacy and feeling of first-hand immigrant experience? One defining feature of Lahiri’s writing is that she leaves many questions unanswered. In other words, there is an endless amount of “gaps” in her texts that it is up to the reader to fill with meaning. This is, from my point of view, an experience very true to life as there are many questions in life we can begin to attempt to answer. Along the journey towards finding an answer, you realize that you have simply ended up with even more questions unanswered. As Lahiri’s writing contains so much ambiguity, the text invites the reader to actively search for alternative interpretations, which is also a feature of this essay.

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Öhman, Niklas. "Med läsaren i centrum : Rosenblatts reader-responseteori som "narrative imagination"?" Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26035.

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In this thesis – concerning didactics of literature – I perform a reading and theoretical analysis of two pivotal works within reader-response theory, more precisely: Literature as Exploration (1938) and The Reader, the Text, the Poem – The Transactional Theory of the Literary Work (1978), both written by Louise M. Rosenblatt. The object of this analysis is to examine whether Rosenblatts’ theory and methodology can be used to accomplish understanding for ”the other”, what Martha C. Nussbaum have called ”narrative imagination”. For a theoretical basis I use postcolonial theory, implicating a poststructuralistic och constructivistic understanding of language and linguistics. The reader-oriented theory and methodology of Rosenblatt – what she calls an aesthetic transaction, or a ”total situation” – has been discussed as problematic in relation to ”narrative imagination” mainly because reader has to be understood as centered, i.e. to be able to understand why a reader performs a specific reading Rosenblatt focus is fixed on the reader her-/himself, ignoring the linguistic, social and discursive context surrounding her/him. I have, with reference to postcolonial theory made the argument that teaching literature must be understood as a discursive practice in which context and discourse limits and influences the readers’ perception and appreciation, and thereby found Rosenblatts method restricted and unsatisfactory. Finally I have, in the light of the results above, proposed a postcolonial version of ”narrative imagination” in which ambitions to understand ”the other” is not formulated in terms of personal, empathic and cosmopolitic cultivation, but rather a reflective practice in which the limitations and principles of discourse is taken into account. A certain attitude or a certain reading must be recognized as a concretion of an institutional (social and linguistic) order of thought. This is a theoretical aspect that needs to be considered in future research, as well as in the classroom.

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Rockhill, Paul Hunter. "The Reception Theory of Hans Robert Jauss: Theory and Application." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5153.

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Hans Robert Jauss is a professor of literary criticism and romance philology at the University of Constance in Germany. Jauss co-founded the University of Constance and the Constance group of literary studies. Hans Robert Jauss's version of reception theory was introduced in the late 1960s, a period of social, political, and intellectual instability in West Germany. Jauss's reception theory focused on the reader rather than the author or text. The original reception of a text was compared to a later reception, revealing different literary receptions and their evolution. Jauss's Rezeptionsgeschichte (history of reception) illustrated the evolution of the reception of texts and the evolving paradigms of literary criticism that they were a part of. However, Jauss's essays proved to be more of a provocation for change in literary criticism than the foundation for the next literary paradigm. The empirical studies discussed in this thesis reveal the.idealism of Jauss's theory by testing main ideas and concepts. The results show the inapplicability of Jauss's theory for practical purposes. The intent of this study is to illustrate the origins, development and impact of Jauss's version of reception theory. The interrelationship between the social environment, the institutional reforms at the University of Constance, and the methodology of reception theory are also discussed. The new social values in West Germany advocated individualism and questioned status quo institutions and their authority. This facilitated the establishment of the University of Constance, which served as the prototype for the democratization of German universities and the introduction of Jauss's reception theory. With the democratization of the university, old autonomous faculties were broken down into interdisciplinary subject areas. The Old Philology and New Philology department were made into the sciences of language and literature and ultimately introduced as the all-encompassing literaturwissenschaft. Five professors from the Slavic, English, German, Classics and Romance language departments gave up direction of these large departments to work together under the Constance reforms in an effort to form a new concept of literary studies. The result was the socalled theories of "reception" and "effect" which they continue to research.

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Glover, Margaret Mary. "The position of auto/biographical method within reader-response theory, and its implications for the reading of auto/biography." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340666.

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Gorfkle, Kenneth Max Dominguez Frank. "Allegory or parody? interpretation of the Libro de buen amor's troba cazurra lyric and reader-response and reception theory /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1942.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Romance Languages." Discipline: Romance Languages; Department/School: Romance Languages.

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El-Mereedi, Mary L. "Transactional Literature Discussions in English Language Teaching: An Investigation of Reader Stance and Personal Understanding Among Female Arabic-Speaking Learners of English at Qatar University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384349370.

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Vandercook, Sandra. "Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1552.

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For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in various ways, but most teachers agree that they should offer written feedback to students (Beach & Friedrich, 2006). However, little research has been conducted to determine how teachers’ written feedback practices reflect their beliefs about the purpose of such feedback. This qualitative study explores the relationship between English composition teachers’ beliefs about written feedback and their actual written feedback practices. The participants were a sample of four instructors of freshman English composition at a mid-sized metropolitan public university. Interviews, classroom observations, course documents, and samples of teachers’ written comments were analyzed to determine teachers’ written response practices and their beliefs related to the purposes of freshman writing and their roles as writing teachers. Results suggest that teachers were aware of their beliefs, and their written response practices were consistent with their beliefs. Teachers utilized different approaches to respond to student writing, but those approaches are consistent with current recommendations for responding to student writing. Three major themes emerged from the study. First, teachers must be given the opportunity to reflect about and articulate their beliefs about written response so they will know why they respond in the way they do. Second, teachers work within the boundaries of their specific writing program to organize their written responses to student writing. Third, teachers must respond to student writing from varying perspectives as readers of the text. The findings support studies which indicate that written response is a sociocultural practice and teacher beliefs are just one aspect of the complex nature of teacher written response. The study should add to the fields of response theory and the formation of teacher beliefs.

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Al-Tehmazi, Nahid. "A Reader’s Response Approach to Lydia Millet’s “Zoogoing”." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106860.

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Since its establishment, the study of environmental literature has included a great deal of research which has based its arguments on assumptions that state that climate fiction contains persuasive elements that are impactful on readers. The problem with these assumptions is that they do not offer any empirical proof to demonstrate their arguments. This thesis offers an empirical study of the reception of Lydia Millet’s short story “Zoogoing” and examines whether or not the story is able to generate an animal welfare consciousness in the context of climate change within an audience that includes 10 participants from Bahrain. This project was conducted via two surveys on SurveySparrow, one before and the other after the participants had read the story. From the findings, it was revealed that the extinction narrative was able to help the readers conceptualize future ecological possibilities. Although the narrative was able to heighten the participants’ consciousness about environmental destruction, their concern for animal conservation remained the same. What was speculated from the analysis in this thesis was that the story had lacked a representation of animals that would focus the participants’ gaze on animal extinction.

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Taliaferro, Cheryl. "Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103398/.

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This qualitative, action research study was guided by two primary research questions. First, how do students negotiate aesthetic, efferent, and critical stances when reading a novel set in Afghanistan? Second, how do aesthetic and efferent stances contribute to or hinder the adoption of a critical stance? A large body of research exists that examines student responses to literature, and much of that research is based on the transactional theory of reading. However, it remains unclear how critical literacy fits into this theory. This study describes how one group of high school students’ aesthetic and efferent responses to a novel set in Afghanistan supported their development of critical stances. Six students enrolled in a ninth-grade English course participated in this study. Data were collected for 13 weeks. Data included two individual interviews with each student, student writing assignments in the form of 6 assigned journal entries and 7 assigned essays, transcriptions of 12 class discussions, field notes, lesson plans, a teacher researcher journal, and research memos. Data were analyzed using the constant comparative method. Three major findings emerged from this study. First, class discussions provided a context for students to adopt stances that were not evident in their individual written responses to the novel, which were completed prior to the discussions. Second, the discussions provided scaffolding that helped several of the students adopt world-efferent and critical stances. Third, both the aesthetic and the efferent stances contributed to students’ adoption of critical stances.

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Hoyle, Helena Margaret. "Re-reading, re-mapping, re-weaving : towards a theory of feminist reader response to Virgil's Aeneid in Ursula Le Guin's Lavinia." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687811.

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Ursula Le Guin's 2008 novel Lavinia presents a unique case study with which to examine the ways in which feminist readership and the classical canon can be theorised, and this thesis will be the first full-length examination to concentrate on her text. To do this, I will be establishing the character of Lavinia in Lavinia as an ideal feminist reader of Virgil' s Aeneid, and exploring how her interactions with specific sites or moments of inteltext, including her conversations with the ghost of the dying Virgil, show Lavinia (and Le Guin) to be a privileged and insightful reader of Virgil's canonical text. By looking at specifically Le Guinian metaphors for feminist writing and reading, alongside their interplay with second wave feminist metaphors for the same, I will begin to construct a theory of feminist readership in Lavinia that is co-poietic and creative, informed by an engagement with Bracha Ettinger's theory of the matrixial borderspace. This theory will then be utilised in a study of Lavinia's most ovelt sites of feminist engagement with Virgil's Aeneid. Featured in this research will also be a communication with Rachel Blau DuPlessis' work in For the Etruscans as a notable founding work of feminist reader response theory that utilises a silenced and marginalised female character from the Aeneid. An examination of Lavinia 's paratexts will also help to explore the ways in which the external reader of Lavinia is encouraged to engage co-poietically with this work of feminist classical reception. By looking at the elements of Lavinia 's paratexts that communicate with particular competencies of female and feminist reader, we will see how the reader, even with little or no previous experience of the Aeneid, is able to immediately immerse herself in the world of Virgil's Latium through the medium of Le Guin's Lavinia. This focus on Lavinia 's paratexts as effective sites of feminist reader response is a new approach that seeks to expand the field, and to instigate fulther exploration of paratext in feminist classical reception.

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Henriksson, Martina. "Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19886.

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This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.

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Axelsson, Karin. "Interpreting and discussing literary texts : A study on literary group discussions." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1934.

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Reading and understanding literature does not necessarily have to be an individual act. The aim of this essay is to investigate what happens when six students read a text by Kazuo Ishiguro A Family Supper and then discuss it in a communicative situation. The essay bases its ideas on the sociocultural theory and the reader-response theory. The sociocultural perspective argues that people develop and progress during social interaction, moreover by communicating with other people and by being inspired and subsequently educated through taking part in different social contexts. My idea with this essay is to observe a literary discussion in a group. The observation emphasizes both the individual contribution to the literary discussion and the function of the group. By analyzing the participation of the individual students, I reached the conclusion that the students deal with literature in many different ways. Some focus only on the text and the plot, others discuss social issues in connection to the text and some only respond to the others’ arguments. When studying the group, I looked at the balance in the group, the turn taking between the members and the level of participation. The reader-response theory bases its idea on the reader and the text and the fact that they are connected in a mutual transaction. Every reader brings his or her experiences to the understanding of the text and thereby a text can have multiple alternative interpretations considering the amount of readers. The analysis section in this essay consists of several parts, such as an individual reflection, a group discussion and an individual evaluation.

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Dollins, Elizabeth Louisa Grace. "Readerly curiosity : theorizing narrative experience in the Greek novel." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4289.

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This thesis proposes that the ancient Greek novels theorize their readers from within themselves. The novels self-consciously promote and construct a reader who is curious, or polypragmôn, and lead this reader towards a recognition of that fact. The reader becomes aware of his or her experience of reading as a process. Drawing on Plutarch's suggestion that the best way to turn curiosity into a force for good is to turn it on oneself, this thesis puts forward the idea that the novels lead a curious reader to engage with his or her encounter with the text, to identify him or herself as curious, and in so doing come to a position of self-analysis. Attention is drawn to the experience of reading, and the lessons that can be learnt from it, by the embedding of narratives within the novels. Embedded or partial narratives can suggest alternative storylines and encourage the curious reader to pry and collaborate with the narrator. The experience of interior space maps the reader's encounter with the novel, constructing him or her as curious as s/he is encouraged to peep through gaps in doors, follow the narrator through doors, and think about his or her status as voyeur and eavesdropper. Deceptive narratives lead the reader to follow suggested storylines and to interrogate the text to try to discover the 'truth' that may lie behind the narrative. Finally, the presence of female characters incites the curious reader to find out what s/he can about them, pushing the narrative to its limit. In going through this process of interrogating the text and actively striving to find out more by reading between the lines, the reader becomes aware of reading as a process, and of his or her curiosity, thus becoming able to analyse him or herself. The novels thus promote a theory of how their readers approach them.

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Patterson, Thomas H. Crumpler Thomas P. "Teacher change as elicited from formalism to reader response theory applied to two twentieth century novels engaged by a secondary school advanced novel class." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152521&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177942246&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 30, 2007. Dissertation Committee: Thomas Crumpler (chair), Dent Rhodes, Ellen Spycher. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.

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Sivridou, Fotini. "Teaching literature to Greek adult learners : an integrated approach making use of reader response theory and discourse analysis for the English foreign language classroom." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006650/.

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The thesis is making use of a well-known literary theory and discourse analysis, so as to introduce literature to Greek adult learners of English as a foreign language who are preparing for the Cambridge Proficiency Examination in English as a Foreign Language. Chapter one introduces the thesis problem and the questions arising from it. Chapter two presents the learning situation in Greece at this advanced level and deals with linguistic theory and syllabus design. In chapter three, four of the most important literary theories are presented, including reader response theory, which is adopted here as the most appropriate mode in EFL teaching. Chapter four makes an attempt to integrate reader response theory and discourse analysis so as to present literary texts to Greek adult learners of English of an advanced level with the aim of emphasizing the advantages offered by such an integration. A literature course design is presented in chapter five, which, it is claimed, can be incorporated as a supplementary course in the general language syllabus; the texts introduced are approached from two main viewpoints, an analysis of their discourse and an emphasis on the reader, as advocated by reader response theory. Chapter six introduces a small-scale research based on the piece of curriculum development in the previous chapter, with 25 students from the University of Piraeus treated as 'focus students ', while in the next chapter the findings are discussed and placed against the background of the course design and the objectives identified. Such issues as external validity, reliability and extending the course are dealt with in the last chapter, where a discussion is held in the form of reflections about the findings. Finally, in the conclusion, proposals are made for the importance of including literature in the foreign language classroom and the approach that should be adopted.

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Kuhlemann, Alma Bibiana. "Bonded by Reading: An Interrogation of Feminist Praxis in the Works of Marcela Serrano in the Light of Its Reception by a Sample of Women Readers." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243608389.

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Pettersson, Ulf. "Textmedierade virtuella världar : Narration, perception och kognition." Doctoral thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29606.

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This thesis synthezises theories from intermedia studies, semiotics, Gestalt psychology, cognitive linguistics, cognitive psychology, cognitive poetics, reader response criticism, narratology and possible worlds-theories adjusted to literary studies. The aim is to provide a transdisciplinary explanatory model of the transaction between text and reader during the reading process resulting in the reader experiencing a mental, virtual world. Departing from Mitchells statement that all media are mixed media, this thesis points to Peirce’s tricotomies of different types of signs and to the relation between representamen (sign), object and interpretant, which states that the interpretant can be developed into a more complex sign, for example from a symbolic to an iconic sign. This is explained in cognitive science by the fact that our perceptions are multimodal. We can easily connect sounds and symbolic signs to images. Our brain is highly active in finding structures and patterns, matching them with structures already stored in memory. Cognitive semantics holds that such structures and schematic mental images form the basis for our understanding of concepts. In cognitive linguistics Lakoff and Johnsons theories of conceptual metaphors show that our bodily experiences are fundamental in thought and language, and that abstract thought is concretized by a metaphorical system grounded in our bodily, spatial experiences. Cognitive science has shown that we build situation models based on what the text describes. These mental models are simultaneously influenced by the reader’s personal world knowledge and earlier experiences. Reader response-theorists emphasize the number of gaps that a text leaves to the reader to fill in, using scripts. Eye tracking research reveals that people use mental imaging both when they are re-describing a previously seen picture and when their re-description is based purely on verbal information about a picture. Mental spaces are small conceptual packets constructed as we think and talk. A story is built up by a large number of such spaces and the viewpoint and focus changes constantly. There are numerous possible combinations and relations of mental spaces. For the reader it is important to separate them as well as to connect them. Mental spaces can also be blended. In their integration network model Fauconnier and Turner describe four types of blending, where the structures of the input spaces are blended in different ways. A similar act of separation and fusion is needed dealing with different diegetic levels and focalizations, the question of who tells and who sees in the text. Ryan uses possible worlds-theories from modal logic to describe fictional worlds as both possible and parallel worlds. While fictional worlds are comparable to possible worlds if seen as mental constructions created within our actual world, they must also be treated as parallel worlds, with their own actual, reference world from which their own logic stems. As readers we must recenter ourselves into this fictional world to be able to deal with states of affairs that are logically impossible in our own actual world. The principle of minimal departure states that during our recentering, we only make the adjustments necessary due to explicit statements in the text.

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Saunders, Julia E. "The metafictional alchemy of Doris Lessing, the fusion of the rational and the transcendental in her speculative works in the light of reader-response theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ48435.pdf.

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Saunders, Julia E. (Julia Elaine) Carleton University Dissertation English. "The Metafictional alchemy of Doris Lessing: the fusion of the rational and the transcendental in her speculative works in the light of reader-response theory." Ottawa, 1999.

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Patrick, Lisa D. "Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.

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Errington, Patrick. "In kind : the enactive poem and the co-creative response." Thesis, University of St Andrews, 2019. http://hdl.handle.net/10023/16857.

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How we approach a poem changes it. Recently, it has been suggested that one readerly approach - a bodily orientation characterised by distance, suspicion, and resistance - risks becoming reflexive, pre-conscious, and predominant. This use-oriented reading allows us to destabilise, denaturalise, dissect, defend, and define poetic texts through its manifestation in contemporary literary critique, yet it is coming to be regarded as the sole manner and mood of intelligent, intellectual engagement. In this thesis, I demonstrate the need to pluralise this attentive orientation, particularly when it comes to contemporary lyric poetry. I suggest how an overlooked mode of response might foster a more receptive mode of approach: the 'co-creative' response. Lyric poems mean to move us, and they come to mean by moving us. Recent 'simulation theories of language comprehension', from the field of cognitive neuroscience, provide empirical evidence that language processing is not a product of a-modal symbol manipulation but rather involves 'simulations' by certain classes of neurons in areas used for real-world action and perception. As habituation and abstraction increase, however, these embodied simulations 'streamline', becoming narrow schematic 'shadows' of once broad, qualitatively rich simulations. Poems, I suggest, seek to reverse this process by situationally novel variations of language, coming to mean in the broadly embodied sense in which real-world experiences 'mean'. Readers are asked to 'enact' the poem, to 'co-create' its meaning. Where critique traditionally requires that readers resist enactive participation in the aim of objective analysis, the co-creative response - a response 'in kind' by imitation, versioning, or hommage - asks readers to receive and carry forward the enactive unfolding of a poem with a composition of their own. I assert that, by thus responding with - rather than to - poems, we might foster an attentive stance of active receptivity, thereby coming to understand poems as the enactive phenomena they are.

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Ehle, Whitney Roberts. "The Gaps We Choose to Fill and How We Choose to Fill Them: Readers' Creation of Turkish German Identity in Texts by Zehra Çirak." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2944.

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This thesis explores why readers insist on interpreting Zehra Çirak's texts in light of her Turkish German background when she claims that her texts have little to do with her Turkish heritage and are more universally applicable. While readers can interpret her texts without considering the author's biography, thereby obtaining insights into their own personal identity, I suggest that it also makes sense for readers to interpret her texts with the author's biography in mind because of current events and the history of Turkish migrant labor in Germany. To explore different possible interpretations of her texts, I have categorized Çirak's poetry, found in four of her volumes of poetry, Vogel auf dem Rücken eines Elefanten (1991), Fremde Flügel auf eigener Schulter (1994), Leibesübungen (2000), and In Bewegung (2008), into two broad groups. First, I look at the few poems in which Çirak overtly addresses alterity by discussing the alienation of Turks. In these texts, the speakers use Turkish words or images that link the texts to Çirak's biography. Then I turn to look at poems that can only metaphorically be interpreted as addressing Turkish German integration into mainstream German society and discuss how even though the figurative language Çirak employs make her texts applicable to other situations or interpretations, the texts lend themselves to being read in light of multiculturalism. In both of these categories of poetry, Çirak uses metaphor to address alterity without pandering to stereotypes or setting categorical limits on Turks, Germans, or other members of her readership.

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Sannestam, Anton. "Horror, History and You : A Reader-Response Analysis of the Function of History in Two Works of H.P. Lovecraft and Its Relevance for an EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76757.

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In this essay, reader-response theory is used to explore the application of history in "The Rats in the Walls" and "At the Mountains of Madness" by H.P. Lovecraft.Utilizing the concepts of the informed reader and temporal reading, this essay concludes that Lovecraft used history in two distinct ways. Firstly, history is used as a means to build immersion, ambience, and explore the individual's place in history by drawing upon English cultural layers. Secondly, it functions to reflect on human history in relation to human existence and geological history by turning the history of Earth into the history of an alien species. Furthermore, this essay concludes that Lovecraft and history could be valuble assets to an EFL classroom by relating the findings to theory on reader-response in education. Firstly, it enables students to reflect on social issues in the past and the present by looking at Lovecraft's historical settings, his antiquated prose and the casual racism he exhibits in his texts. Secondly, Lovecraft's apparent obsession with his historical identity and ancestry provides an opening for the students to contemplate their own sense of identity as it relates to culture and history. The underlying idea being that the best way to reveal Lovecraft's use of history is to consider what the individual reader brings to the reading experience.

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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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Oinonen, Marta. ""Isolate a honeybee from her sisters and she will soon die" : Discussing sensitive issues in the Swedish EFL classroom based on Sue Monk Kidd's The Secret Life of Bees." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-82399.

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This essay argues that literature enhances the discussions of sensitive issues in a Swedish EFL classroom. Building on reader-response theory and Judith A. Langer's envisionment building, the themes affinity, suicide and discrimination found in Sue Monk Kidd's novel The Secret Life of Bees could be discussed. The reader-response theory gives the pupils an emotional outlet that the envisionment builds on. However, the identified themes also need to be critically analysed to create rewarding discussions, and to be able to fulfil Langer's envisionment. This will hopefully make the pupils think more deeply about these social issues and question their own possible prejudices.

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Connors, Sean P. "Multimodal Reading: A Case Study of High School Students in an After-School Graphic Novel Reading Group." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279732988.

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Koenig, Wendy K. "The art of interruption a comparison of works by Daniel Libeskind, Gerhard Richter, Ilya Kabakov /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087574405.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains vi, 214 p. Includes bibliographical references (p. 205-214). Available online via OhioLINK's ETD Center

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Hibbs, Brian Gale. "Reading Children's and Adolescent Literature in Three University Second-Semester Spanish Courses: An Action Research Study." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323467.

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The purpose of this research study was to explore the possibilities of using children's and adolescent literature with lower-level students of Spanish. The study investigated second-semester students' perceptions of their experiences reading children's and adolescent literature in Spanish and the relevance of reading this literature on their acquisition of Spanish and their understanding and appreciation of Latino culture. Seventy-eight students enrolled in three second-semester Spanish courses in a large Southwestern university read two children's books in Spanish as part of the course curriculum; sixty-eight of these students agreed to participate in the research study. Quantitative data concerning students' periodic self-ratings of their communicative abilities in Spanish were collected via questionnaires. Qualitative data concerning students' perceptions of their experiences reading the children's books were collected through journal entries, surveys, focus-group interviews, and compositions. Students indicated that their communicative skills in Spanish increased throughout the course of the semester. Students in Classes #1 and #2 believed that their reading abilities in Spanish increased from novice-mid to novice-high. Students in Class #3, however, concluded that their reading abilities in Spanish increased from novice-mid to the intermediate-low. Students affirmed that reading the children's books helped them see Spanish vocabulary and grammar in context and reinforced the vocabulary items and grammatical features of Spanish they previously learned in the course textbook. Many students indicated that reading and discussing the children's books contributed to the development of their reading ability as well as other communicative abilities in Spanish. Students' opinions varied concerning the extent to which curricular engagements supported or impeded their comprehension of the children's books. Additionally, students asserted that the children's books contributed to their understanding and appreciation of Latino culture and that the books supported the development of their intercultural competence. A number of research and pedagogical implications of the study are included along with avenues for further research.

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Loguzzo, Lorena. "Estrategias Desestabilizadoras en la Narrativa de Silvina Ocampo." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1838.

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La narrativa de Silvina Ocampo (1903-1993) no goza del lugar que merece en la ficción argentina y latinoamericana como obra de la principal cuentista del siglo XX. Hace relativamente poco que su obra comenzó a despertar el interés de la crítica, atención que se evidencia en la cantidad de artículos y disertaciones recientes. Mediante una disección de la narrativa ocampeana a partir de las grandes coordenadas que la intersectan se pueden caracterizar los aspectos peculiares y distintivos de su estilo. Desarrollada tras la consolidación del psicoanálisis y su influencia en la estética surrealista, la narrativa de Ocampo incorpora algunos de esos elementos. El género fantástico también se articula aunque mediante una selección de rasgos configurados a su modo. Si bien Ocampo rechaza la etiqueta de feminista, ciertos aspectos de su estilo sólo pueden explicarse a partir de la visión particular de una mujer escritora y su representación de la identidad y las relaciones. La lectura pormenorizada de varios cuentos recogidos en “Cuentos completos” I y II (1999), once volúmenes publicados durante su vida, pertenecientes a distintos períodos de su producción permiten realizar un análisis diacrónico que ofrece una caracterización redonda de su estilo y evolución. El análisis sincrónico de estos textos incorpora datos históricos acerca del contexto de producción; a la vez que otras obras literarias del período ofrecen un punto de comparación para identificar influencias y contribuciones. Este análisis, realizado desde el marco teórico de la crítica literaria, da cuenta de la presencia de constituyentes narrativos (narrador, ironía, ambigüedad) que configuran espacios de indeterminación, noción postulada por las teorías de la recepción. Éstos explican las peculiares características de la obra ocampeana: su habilidad para inquietar, intrigar, sorprender y, en suma, desestabilizar al lector y sus expectativas. Es más, sirven para explicar la idiosincrática representación de la realidad que emana de su obra, su interés en lo fantástico y la articulación de lo anti-convencional, como mecanismo subversivo para escapar del orden social dominante, lo cual revela sensibilidades protofeministas. La narrativa de Silvina Ocampo se resiste al reduccionismo y construye una visión peculiar y multifacética de la artista y su obra.

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Dissertations / Theses on the topic 'Transactional Reader Response Theory'

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