scholarly journals Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers’ Initial Education

2015 ◽  
Vol 8 (8) ◽  
Author(s):  
Eliana Garzon ◽  
Harold Castaneda-Pena
Keyword(s):  
Reader Response ◽  
Literary Texts ◽  
Response Theory ◽  
Reader Response Theory

Citizenship through Fiction

2020 ◽  
Vol 48 (5-6) ◽  
pp. 468-487
Author(s):  
Ghazal Kazim Syed
Keyword(s):  
Reader Response ◽  
Literary Texts ◽  
Questionnaire Data ◽  
Response Theory ◽  
Reader Response Theory ◽  
Undergraduate Level ◽  
Narrative Technique ◽  
Citizenship Identity

Abstract This study explores students’ responses to identifying two themes of citizenship, identity, and discrimination in literary texts taught to them at undergraduate level as part of their curriculum at a department of English at a government university in Sindh, Pakistan. The current study takes responses of the students who have read five novels as part of their curriculum, through questionnaires, to find out if they identify the two themes in those novels. Further to the questionnaire data, interviews are conducted under the framework of reader-response theory to investigate the factors that have led to students’ choice of certain texts over others. The study finds that students relate to and identify citizenship themes in the texts that are closer to their socio-geographic cultures. The students, however, do not identify themes in those novels that are difficult in structure as understanding the narrative technique takes up most of the effort of the readers. Based on the findings of this study, citizenship educators and teachers of English can recommend more appropriate texts to teach identity and discrimination through literature wherever explicit statutory teaching of citizenship may not be possible.

scholarly journals Responding to literary texts through poetry writing

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Collin Jerome
Keyword(s):  
Reader Response ◽  
Literary Texts ◽  
Classroom Activity ◽  
Response Theory ◽  
Literary Response ◽  
Reader Response Theory ◽  
Poetry Writing ◽  
Literary Characters

There are various ways in which readers respond to literature. This article discusses how readers (students in particular) can express their ideas and thoughts about the literary texts they have read through poetry writing. It begins with an overview of reader response theory and the field of literary response research, followed by a discussion of oral and written forms of readers’ responses to literature and a classroom activity that requires students to express their thoughts about literary characters in poetic forms. The article also highlights students’ proficiency, and literacy and literary skills as some of the factors that need to be considered when using poetry writing as a way of responding to literature.

Literature, Psychoanalysis, and the Re-Formation of the Self: A New Direction for Reader-Response Theory

PMLA ◽  
1985 ◽  
Vol 100 (3) ◽  
pp. 342-354 ◽  
Author(s):  
Marshall W. Alcorn ◽  
Mark Bracher
Keyword(s):  
Reader Response ◽  
Structural Changes ◽  
Literary Text ◽  
The Self ◽  
Literary Texts ◽  
Cognitive Structures ◽  
Response Theory ◽  
Reader Response Theory ◽  
Engaged Reading ◽  
And Behavior

An examination of the similarities between the experience of reading and the transference process of psychoanalysis demonstrates that, by activating the mechanisms of projection and identification, reading literature can function to re-form the self. After outlining the general workings of the self, we look at those elements that are called into play by engaged reading, showing how reading can serve to alter both cognitive structures and the deep structures of the self. Like successful psychoanalysis, a literary text often evokes grandiose aspiration and later frustrates the most unrealistic avenues of that aspiration, thereby decommissioning those routes of desire and behavior. And just as psychoanalysis develops more fulfilling patterns of desire and action through the patient's identification with new ego ideals offered by the analyst, so reading can promote such structural changes through identification with characters and personae of literary texts.

scholarly journals Female Readers as Literary Critics: Reading Experiences of Kano Market Romance Fiction

2021 ◽  
Vol 2 (1) ◽  
pp. 34-45
Author(s):  
Haruna Alkasim Kiyawa
Keyword(s):  
Reader Response ◽  
Social Transformation ◽  
Empirical Support ◽  
Response Theory ◽  
Reader Response Theory ◽  
Romance Novels ◽  
Romance Fiction ◽  
Romance Genre ◽  
Traditional Marriage

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.  

Hermeneutics and Postmodernism: Can We Have a Radical Reader-Response Theory? Part II

1995 ◽  
Vol 31 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Paul R. Noble
Keyword(s):  
Reader Response ◽  
Thomas Kuhn ◽  
Careful Study ◽  
Response Theory ◽  
Alternative Account ◽  
Reader Response Theory

The flaws in Fish's hermeneutics that were diagnosed in Part I (it is now argued) are consequences of his underlying epistemology. This is a version of anti-foundationalism which claims that facts are the product of interpretation; but a careful study of how this issue is handled by N. R. Hanson and Thomas Kuhn shows that Fish's epistemology is fundamentally unsound. An alternative account of the fact-interpretation relationship is then proposed, and the outline of an objectivist, readerindependent hermeneutics are sketched. This is further developed by showing how a common argument against objectivism (based on the historical situatedness of reason and knowledge) may be refuted.

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