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Direct linkAllingham, Philip – English in Australia, 2015
Although secondary school teachers have long been aware of the pedagogical possibilities of Louise Rosenblatt's Reader Response (articulated first in "Literature as Exploration," 1938) and I. A. Richards' Close Reading (first broached in "The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of…
Descriptors: Teaching Methods, English Instruction, Secondary School Students, Social History
Download full textMcCarter, William S. – Inquiry, 2005
In 1988, the author taught remedial Senior English reading at a rural high school. None of the students intended to go to college. Instead, they all planned to be homemakers, farmers, or watermen. On the second day of class, he assigned a short story from the cumbersome literature book. The classroom was quiet for a moment, and then one of the…
Descriptors: Inferences, English Instruction, High Schools, Rural Areas
Peer reviewedPatterson, Annette – English Education, 1992
Explores reading as discursive practice, assuming that all readings are produced by particular groups to represent their specific interests. Constructs a reading of English education over the past century, focusing on a humanist conception of individualism promoted through personal growth pedagogy, and on the shift toward a poststructuralist view…
Descriptors: Elementary Secondary Education, English Instruction, Higher Education, Literary Criticism
Kang, Hee-Won – 1994
When reading educators encounter a student's interpretation of a text that is different than that which an author may have intended, they have to determine if such an interpretation is valid according to their criteria for students. Much of this rests with educators' conceptions of the reading process and the role of the reader in the…
Descriptors: Critical Reading, English Instruction, English (Second Language), Literary Criticism
Peer reviewedChurch, Gladdys Westbrook – Inquiry, 1997
Puts forth Louise Rosenblatt's 1938 Reader-Response Theory as a dominant teaching approach in English education, with Rosenblatt's influence readily apparent in contemporary research. Asserts that English professors today can work the magic of the literary experience through the use of the Reader-Response Theory in the teaching of literature.…
Descriptors: Community Colleges, English Instruction, Literature Appreciation, Reader Response
"Critical" Reader Response in an Urban Classroom: Creating Cultural Texts to Engage Diverse Readers.
Peer reviewedBlake, Brett Elizabeth – Theory into Practice, 1998
Using a critical model of reader response to literature in diverse urban secondary classrooms is important. The model helps teachers encourage diverse readers to generate their own text so they can engage with text that is more interesting than the traditional canon and become more willing and able to respond. Samples of diverse urban students'…
Descriptors: Critical Reading, Cultural Relevance, Diversity (Student), English Instruction
