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Journal articles on the topic 'Transactional Reader Response Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

F. Latham, Kiersten. "Experiencing documents." Journal of Documentation 70, no. 4 (July 8, 2014): 544–61. http://dx.doi.org/10.1108/jd-01-2013-0013.

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Purpose – The purpose of this paper is to invite further consideration of how people experience documents. By offering a model from Reader Response theory – Louise Rosenblatt's Transactional Theory of Reading – as well as examples from research on numinous experiences with museum objects, the author hopes to open further avenues of information behavior studies about people and documents. The goal is to incorporate more aspects of lived experience and the aesthetic into practice with and research of documents. Design/methodology/approach – Theoretical scope includes Louise Rosenblatt's Transactional Theory of Reading, John Dewey's concepts of transaction and experience and lived experience concepts/methods derived from phenomenology. Findings – Rosenblatt's Transactional Theory explicates the continuum of reader response, from the efferent to the aesthetic, stating that the act of “reading” (experience) involves a transaction between the reader (person) and the text (document). Each transaction is a unique experience in which the reader and text continuously act and are acted upon by each other. This theory of reading translates well into the realm of investigating the lived experience of documents and in that context, a concrete example and suggested strategies for future study are provided. Originality/value – This paper provides a holistic approach to understanding lived experience with documents and introduces the concept of person-document transaction. It inserts the wider notion of document into a more specific theory of reading, expanding its use beyond the borders of text, print and literature. By providing an example of real document experiences and applying Rosenblatt's continuum, the value of this paper is in opening new avenues for information behavior inquiries.

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Pike, Mark A. "The Bible and the Reader's Response." Journal of Education and Christian Belief 7, no. 1 (March 2003): 37–51. http://dx.doi.org/10.1177/205699710300700105.

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Reader response theory, the broad range of literary perspectives which place emphasis upon the role of readers and their responses to texts, has contributed important insights to biblical hermeneutics and to pedagogy in literature education. Yet reader response theory does not appear, as yet, to have had as significant an influence as it might upon the way we teach individuals to read and respond to that most important of texts, the Bible. It is proposed in this article that Rosenblatt's transactional theory of the literary work offers valuable insights that can be applied to both the reading of the Bible and also how it can be taught in a range of contexts, in Christian and state schools, as well as in churches. Consequently, pedagogy informed by Rosenblatt's reader response theory may offer us a biblical use of the Bible as it can foster the spiritual development of readers by enabling them to engage with Scripture at a deeply personal level. It is suggested that Bible teaching must be responsive to the individual and to society but must, most of all, be responsive to the Holy Spirit.

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Kiyawa, Haruna Alkasim. "Female Readers as Literary Critics: Reading Experiences of Kano Market Romance Fiction." International Journal of English and Comparative Literary Studies 2, no. 1 (January 26, 2021): 34–45. http://dx.doi.org/10.47631/ijecls.v2i1.199.

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This paper aims to explore the female readers reading experiences, views and feelings of Hausa romance novels found in most of the northern part of Nigeria. This article also examines some criticism and accusations against the readership and content of the Hausa romance genre. The study applied the Transactional Reader-Response Theory of Rosenblatt’s (1978) as guide by selecting 7 female readers within the age ranges between 22-26 years from 2 book clubs to participate in the study. The findings revealed that all the readers individually were able to reveal their varied responses, beliefs, and experiences on the value of the romance novels which challenged the assertion made by the literary critics and traditional society that the books have no relevance in their life activities which supported their arguments and personal interpretive reading stance towards the Hausa romance genre. The finding yielded four themes were emerging: (a) promoting literacy development; (b) resistance to the traditional marriage system in society; (d) enlightening females on social inequality. These findings provided empirical support for the application of the Transactional Reader-Response Theory of Rosenblatt (1978) outside classroom contexts to understand the role of African romance novels towards female social transformation.

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

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This paper seeks to articulate the understanding of transactional/reader-response as theory and its use in the language classroom as both teaching philosophy and pedagogy. First, I map the terrain of reader-response theory, its history, in general, and how it has been articulated in literary studies, in particular. Next, I briefly synthesise studies that sought to empirically study reader response in the classroom and question why these inevitably fail to engage meaningfully with it - and seem to instead only result in teacher “lesson plan” ideas. I offer a case study of a language student’s responses to the novel Season of Migration to the North (Salih, 2009) to argue that reader-response should be central to teaching philosophies that hope to centre learners in inclusive educational processes.

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Schoonover. "Intersecting Compositional and Transactional Theory: How Art Can Help Define Reader Response." Journal of Aesthetic Education 54, no. 1 (2020): 90. http://dx.doi.org/10.5406/jaesteduc.54.1.0090.

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Bolton, Elizabeth. "Meaning-making across disparate realities: A new cognitive model for the personality-integrating response to fairy tales." Semiotica 2016, no. 213 (November 1, 2016): 397–418. http://dx.doi.org/10.1515/sem-2015-0141.

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AbstractThis paper reviews the extant literature on ways readers make meaning from fairy tales, and proposes a new cognitive model for the response to the traditional fairy tale. Much of the available research on literary responses to fairy tales comes from within the boundaries of psychoanalysis (Bettelheim 1975. The uses of enchantment: The meaning and importance of fairy tales. New York: Vintage; Dieckmann 1986. Twice-told tales: The psychological use of fairy tales. Wilmette: Chiron; Miller 1984. Thou shalt not be aware: Society’s betrayal of the child. New York: Farrar, Straus, Giroux), as well as folklore studies and anthropology (Zipes 1983. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Wildman Press; Zipes 2006. Why fairy tales stick: The evolution and relevance of a genre. New York: Routledge; Zipes 2012. The irresistible fairy tale: The cultural and social history of a genre. Princeton: Princeton University Press.). Although these fields do not often overlap, the therapeutic potential of fairy tales and relatively recent popularization of practices such as bibliotherapy (Jack and Ronan 2008. Bibliotherapy: Practice and research. School Psychology International 29(2). 161–182) have provided a fertile ground for linking the two disciplines. I propose a cognitive model for the emotionally integrating response to the fairy tale by first introducing Rosenblatt’s (1978. The reader, the text, the poem. Carbondale: Southern Illinois University Press) transactional theory of making meaning from literature, and then in light of this theory, reviewing the psychoanalytic and anthropological evidence for fairy tales’ unique effect on readers. Previous theories explaining the emotional benefits of reading fairy tales have failed to consider characteristics of the genre which are unique to it, and which give fairy tales a hierarchically higher status than other genres due to the distance between the reality they depict, and the current reality of the reader. Transactional theory indicates that this higher status may play a crucial role in the genre’s ability to support healthy emotional development, as readers who establish close personal connections with the hierarchically valorized genre actually become active participants in a reading experience which provides them with comforting, indisputable affirmation of the uprightness of their own moral principles.

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Smagorinsky, Peter, and John Coppock. "The Reader, the text, the Context: An Exploration of a Choreographed Response to Literature." Journal of Reading Behavior 27, no. 3 (September 1995): 271–98. http://dx.doi.org/10.1080/10862969509547884.

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Much current theory about response to literature stresses the reader's active role in constructing meaning, with reader, text, and context affecting the responses of individual readers (Beach, 1993). Response to literature, like most classroom interaction, tends to take a linguistic form. In a supportive classroom environment, however, a range of response media can potentially mediate students' transactions with literature. The present exploratory study used stimulated recall to elicit a retrospective account from two alternative school students who choreographed a dance to depict their understanding of the relationship between the two central characters in a short story. In their account they indicate that in composing their text they (a) initiated their interpretation by empathizing with the characters, (b) represented the characters' relationship through spatial images and configurations, and (c) used the psychological tool of dance to both represent and develop their thinking about the story. Their thought and activity were further mediated by the social context of learning, including the communication genres of the classroom, their own interaction, their teacher's intervention, and the stimulated recall interview itself. Their account illustrates the way in which reader, text, and context participate in a complex transaction when readers construct meaning for literature. Their experience also illustrates the ways in which the values of an instructional setting influence the extent to which learners may take advantage of the psychological tools available to them for growth.

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Kosheleva, I. N. "LITERATURE CIRCLES AS AN IMPLEMENTATION OF READER-RESPONSE THEORY WHEN TEACHING EXTENSIVE READING IN ENGLISH AT UNIVERSITY." Bulletin of Kemerovo State University, no. 4 (December 23, 2018): 223–31. http://dx.doi.org/10.21603/2078-8975-2018-4-223-231.

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Teaching extensive reading at university has a great potential for development of students’ linguistic, thinking and creative skills. By embracing the content of a literary work, students expand their vocabulary and increase their range of grammar constructions. Moreover, literary texts comprise a variety of social, ethical, and moral problems and are characterized by diverse conflicts. They are perceived and understood as a result of literary interpretation and are determined by readers’ life experience and attitudes, cultural and moral standards. Therefore, the reader-response theory becomes relevant, since it considers reading as transaction (interaction) between the reader and the text. It means that the meaning wasn’t put by the author once and for all but will be interpreted differently by different readers. Accordingly, there is no single interpretation of the literary work. The subject of this research is the problem of teaching extensive reading in English at university through reader-response theory. The purpose of the article is to introduce the premises of this theory making a case for its application and to describe the operation of literature circles as a local example of the scientific paradigm. The methodological framework of the research was comprised of the communicative approach to teaching English, task-based language learning and the studentcentered approach in collaborative learning. The article demonstrates that literature circles function in a group where each student performs his/her role and different layers of understanding of the literary text are uncovered through peer discussion. The results of the research can be of interest to both foreign language teachers and to the researchers dealing with applied methodology of teaching literature. The author proves that literature circles favorably affect both students’ motivation for extensive reading and English teaching enhancement at university.

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Thomas, Ebony Elizabeth, and Amy Stornaiuolo. "Restorying the Self: Bending Toward Textual Justice." Harvard Educational Review 86, no. 3 (September 1, 2016): 313–38. http://dx.doi.org/10.17763/1943-5045-86.3.313.

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In this essay, Ebony Elizabeth Thomas and Amy Stornaiuolo explore new trends in reader response for a digital age, particularly the phenomenon of bending texts using social media. They argue that bending is one form of restorying, a process by which people reshape narratives to represent a diversity of perspectives and experiences that are often missing or silenced in mainstream texts, media, and popular discourse. Building on Louise Rosenblatt's influential transactional theory of reading, the authors theorize restorying as a participatory textual practice in which young people use new media tools to inscribe themselves into existence. The authors build on theorists from Mikhail Bakthin to Noliwe Rooks in order to illustrate tensions between individualistic “ideological becoming” and critical reader response as a means of protest. After discussing six forms of restorying, they focus on bending as one way youth make manifest their embodied, lived realities and identities, providing examples from sites of fan communities where participants are producing racebent fanwork based on popular children's and young adult books, movies, comics, and other media. Situating these phenomena within a larger tradition of narrating the self into existence, the authors explore broader implications for literacy education.

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Shawn, Karen. "Literary Commentary: A Transactional Approach to Holocaust Literature." Judaica Librarianship 8, no. 1 (September 1, 1994): 91–94. http://dx.doi.org/10.14263/2330-2976.1237.

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Through active reading strategies including annotation, shared inquiry, and interpretive discussion, librarians can play a major role in the development of age-appropriate Holocaust literature programs suitable for library and classroom settings. Literary response theory becomes practice as librarians and students, in this updated adaptation of the chavruta, use writing journals to articulate and exchange questions, comments, and feelings about the books they have read and recommended, bridging the gap between the generations of readers who share, through literature, the Holocaust experience.

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Sánchez, Marta. "Reading literary works in a second language: Transaction and interaction." Revista de Filología y Lingüística de la Universidad de Costa Rica 19, no. 2 (August 30, 2015): 63. http://dx.doi.org/10.15517/rfl.v19i2.20216.

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Esta discusión explora cómo lingüística y /o barreras culturales pueden afectar la respuesta estética a un texto literario en lectores competentes a un segundo idioma. A medida que el marco teórico que apoya esta discusión tanto en la teoría del esquema y la teoría transaccional de Rosenblatt se han utilizado. Se sugiere aquí que los lectores de segunda lengua ya poseen esquemas suficiente de la lengua extranjera y la cultura como en la operación con un texto estético. En esta transacción la comprensión de lectura se puede evidenciar.This discussion explores how linguistic and /or cultural barriers can affect the aesthetic response to a literary text in proficient second language readers. As the theoretical frame supporting this discussion both schema theory and Rosenblatt's transactional theory have been used. It is suggested here that second language readers already possess sufficient schemata of the foreign language and culture as to transact with a text aesthetically. In this transaction reading comprehension can be evidenced.

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De Beaugrande, Robert. "The Naive Reader: Anarchy or Self-Reliance?" Empirical Studies of the Arts 5, no. 2 (July 1987): 145–70. http://dx.doi.org/10.2190/pbcq-auj0-765c-26nr.

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Though literary theorists have increasingly placed the reader at the center of the literary transaction, the expert or ideal reader has received far more attention than the naive real reader often found in ordinary settings. This neglect is usually justified with the argument that, being outside the institutional framework of criticism and literary study, the naive reader is likely to respond in a mode of anarchy, of mere subjective chaos. This article reports the results of a project showing that when such readers are encouraged to be self-reliant and creative, their responses are far more likely to be systematic and coherent.

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Kadir, Khairul Husna Abdul, Tengku Nor Rizan Tengku Mohamad Maasum, and Ravinchandran Vengadasamy. "Transactional Reader Response and Foregrounding Theories in ESL Classroom." Procedia - Social and Behavioral Sciences 69 (December 2012): 1684–92. http://dx.doi.org/10.1016/j.sbspro.2012.12.115.

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

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

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

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

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

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

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

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Pugh, Anthony Cheal, and Elizabeth Freund. "The Return of the Reader: Reader-Response Criticism." Poetics Today 8, no. 3/4 (1987): 689. http://dx.doi.org/10.2307/1772577.

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Wilhelmi, Karl. "Eater Response: A Transactional Theory of the Edible Work." English Journal 82, no. 4 (April 1993): 80. http://dx.doi.org/10.2307/820859.

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

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

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

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

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

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

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Flynn, Elizabeth A. "“Reader Response” in the Nineties." Victorian Literature and Culture 26, no. 1 (1998): 197–206. http://dx.doi.org/10.1017/s1060150300002345.

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What has come to be called reader-response criticism and theory was ascendant within literary studies in the 1970s and eighties but seems to have waned in the nineties. Edited collections such as Susan Suleiman and Inge Crosman's The Reader in the Text and Jane Tompkins's Reader-Response Criticism, both published in 1980, continue to be important references and are still cited frequently. Comparable edited collections published in the nineties, though, such as James Machor's Readers in History (1993) and Andrew Bennett's Readers and Reading (1995) have not received the attention of the earlier collections, and most of the essays in Readers and Reading are reprints of articles published in the eighties. Individuals associated with the reader-response movement such as Stanley Fish, David Bleich, Norman Holland, and Wolfgang Iser continue to publish books, although these books do not necessarily focus on reading. The journal that I co-edit, Reader, which originated as a newsletter in 1976 as a result of an MLA session on reading that attracted hundreds of people, continues. It remains, though, one of a small number of journals devoted to reading and readers aimed at a university-level audience.

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

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

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

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Quốc Khả, Trần. "Transactional-theory response – a possible way to teach literature in Vietnam." Journal of Science, Educational Science 61, no. 6 (2016): 105–10. http://dx.doi.org/10.18173/2354-1075.2016-0054.

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Whiteley, Sara, and Patricia Canning. "Reader response research in stylistics." Language and Literature: International Journal of Stylistics 26, no. 2 (May 2017): 71–87. http://dx.doi.org/10.1177/0963947017704724.

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This article introduces the special issue. In it, we argue that research into reader response should be recognised as a vital aspect of contemporary stylistics, and we establish our focus on work which explicitly investigates such responses through the collection and analysis of extra-textual datasets. Reader response research in stylistics is characterised by a commitment to rigorous and evidence-based approaches to the study of readers’ interactions with and around texts, and the application of such datasets in the service of stylistic concerns, to contribute to stylistic textual analysis and/or wider discussion of stylistic theory and methods. We trace the influence of reader response criticism and reception theory on stylistics and discuss the productive dialogues which exist between stylistics and the related fields of the empirical study of literature and naturalistic study of reading. After offering an overview of methods available to reader response researchers and a contextualising survey of existing work, we argue that both experimental and naturalistic methods should be regarded as ‘empirical’, and that stylistics is uniquely positioned to embrace diverse approaches to readers and reading. We summarise contributions to the special issue and the valuable insights they offer into the historical context of reader response research and the way readers perceive and evaluate texts (either poetry or narrative prose). Stylistic reader response research enables both the testing and development of stylistic methods, in accordance with the progressive spirit of the discipline, and also the establishment of new and renewed connections between stylistic research and work in other fields.

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

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

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

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

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

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Shimek, Courtney. "Recursive readings and reckonings: kindergarteners’ multimodal transactions with a nonfiction picturebook." English Teaching: Practice & Critique 20, no. 2 (February 22, 2021): 149–62. http://dx.doi.org/10.1108/etpc-07-2020-0068.

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Purpose Our world had always been multimodal, but studying how young children enact and embody literacy practices, especially reading, has often been overlooked. The purpose of this study was to examine how young children respond to nonfiction picturebooks in multimodal ways. This paper aims to answer the question: What multimodal resources do readers use to respond to and construct meaning from nonfiction picturebooks? Design/methodology/approach Undergirded by Rosenblatt’s transactional theory of reading and social semiotic multimodality, a 9-min video clip of three boys making sense of one nonfiction picturebook during reading workshop was analyzed using Norris’ approach to multimodal data analysis. This research stemmed from a five-month-long case study of one kindergarten class’s multimodal and collective responses to nonfiction picturebooks. Findings Findings demonstrate how readers use gesture, gaze and proxemics in addition to language to signal agreement with one another, explain new ideas or concepts to one another and incorporate their background knowledge. In addition to reading images, the children learned to read each other. Originality/value This research indicates that reading is inherently multimodal, recursive and complex and provides implications for teachers to reconsider what kinds of responses they prioritize in their classrooms. Additionally, this research establishes the need to better understand how readers respond to nonfiction books and a broader examination of multimodality in the literacy curriculum.

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

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

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Pamela Fletcher. "Reader, Viewer, Spectator, Beholder: Response." Victorian Studies 59, no. 3 (2017): 457. http://dx.doi.org/10.2979/victorianstudies.59.3.09.

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Jordan, Constance. "Introduction: Cluster on Reader-Response Criticism." Publications of the Modern Language Association of America 106, no. 5 (October 1991): 1037–39. http://dx.doi.org/10.1632/s0030812900056820.

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

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

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Azmi, Mohd Nazri Latiff. "East Meets West: The Reader Response Theory in Thriller Fictions." Procedia - Social and Behavioral Sciences 174 (February 2015): 58–63. http://dx.doi.org/10.1016/j.sbspro.2015.01.626.

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

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

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Seth, Chhabi. "Reader’s Consciousness in Literary Interpretation with Special Reference to Stanley Fish’s Reader Response Theory." SMART MOVES JOURNAL IJELLH 8, no. 5 (May 28, 2020): 167. http://dx.doi.org/10.24113/ijellh.v8i5.10599.

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Reader Response Theory is a broad, exciting, evolving domain of literary studies that can help us learn about our own reading processes and how they relate to specific elements in the text we read. The readers do not passively consume the meaning presented to them by the objective literary text. Stanley Fish’s Reader Response Theory originated with an interesting experiment that was conducted by him for proving that, ‘Interpretation is not the art of construing but the art of constructing. Interpreters do not decode poems; they make them.’ It is the consciousness of the reader that makes the text relevant and significant. The text has no meaning and relevance before the reader reads it and presents his own judgement and experience regarding the text. The readers are termed as the ‘interpretive communities’ as they analyze the text and play an active role in a reading experience. The paper will focus on highlighting the reader’s consciousness, his perception and experience which gives meaning and significance to a literary text. It will point out that the meaning does not lie in the text, but it is the consciousness of the reader which creates it and adds meaning to the text.

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