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Eva-Wood, Amy L. – Journal of Adolescent & Adult Literacy, 2008
Assuming that readers' emotional responses can enhance readers' metacognitive experiences and inform literary analysis, this study of 11th-grade poetry readers features instruction that models both cognitive and affective reading processes. The author: (1) Presents a case for more explicit attention to emotion in language arts classrooms; (2)…
Descriptors: Reading Strategies, Literary Criticism, Metacognition, Reading Processes
Faust, Mark – 2000
The idea of experience needs to be examined before the experiential aspect of literary reading can be understood, and before literary reading as an ethical practice can properly be defined. Open-mindedness is necessary when fostering student interpretations of a literary text, just as it is necessary for accepting the varying life experiences of…
Descriptors: Experience, Higher Education, Literary Criticism, Philosophy

Forbes, Cheryl – Writing on the Edge, 1995
Borrows Robertson Davies definition of "fifth business": roles in a drama that are neither heroine nor hero but are necessary nevertheless to carry out the denouement. Suggests that reading may be seen as a play in which there is some fifth business without which the reading process cannot fully happen. Uses a variety of typefaces. (TB)
Descriptors: Literary Criticism, Reader Response, Reader Text Relationship, Reading Processes

Harker, W. John – Written Communication, 1987
Examines the relationship between current concepts of reading processes and contemporary theories of literary response. Argues that text-based reading theories are isomorphic with the New Criticism, and that reader-based theories of reading are isomorphic with reader-response criticism. Maintains that literary theory ignores interactive…
Descriptors: Language Research, Literary Criticism, Psycholinguistics, Reader Response
Harker, W. John – 1984
During the past 15 years, a fundamental change has taken place in literary criticism, with a decline in New Criticism (literature viewed as a public object) and an increase in reader response criticism (literature viewed as a private experience). New Critics considered the meaning of a literary text to exist within the text as an independent and…
Descriptors: English Instruction, Higher Education, Literary Criticism, Literary Devices

Trites, Roberta Seelinger – Children's Literature in Education, 1994
Discusses children's pictures termed "visual manifold narratives" (picture books that develop more than one narrative line by including two or more sets of separate pictures on the page). Discusses some uses of the manifold narrative, the reader's role in constructing meaning, subversion of the linear narrative, the metafictionality of manifold…
Descriptors: Childrens Literature, Elementary Education, Higher Education, Ideology
Molinelli, Paul M. – 1995
This essay explores the concept of reader stance as defined by L. Rosenblatt (1978, 1994) as a useful framework from which to view the relative imbalance between the efferent and aesthetic reading of literature, particularly among schoolage adolescents. It then examines how 4 theoretical models and perspectives offer considerable explanatory…
Descriptors: Adolescents, Literary Criticism, Models, Reader Response
Young, Beth Rapp – 1996
What is pleasing about hypertext is what has always been pleasing about genre fiction: the creative process of reading. Genre novels are written to a formula--and often called formula fiction. Critics say they are written to make money and to make money only. According to C. S. Lewis, they "rot the mind." If looked at from the standpoint…
Descriptors: Comparative Analysis, Fiction, Higher Education, Hypermedia

Holbrook, Hilary Taylor – Journal of Reading, 1987
Explores briefly the New Criticism that dominated literature instruction until recently and then provides an overview of reader response theory and how response approaches can be used in the classroom to enhance reading. (NKA)
Descriptors: Critical Reading, Discussion (Teaching Technique), English Curriculum, Literary Criticism

Gambell, Trevor J. – English Quarterly, 1986
Provides a background of response theory, two Canadian perspectives on response theory, a description of transactional response theory and response-centered curriculum, a discussion of the concepts of participant and spectator roles in literature and of the idea of narration and storying as literature, and a discussion of analysis and criticism.…
Descriptors: Cognitive Development, English Curriculum, English Instruction, Literary Criticism
Corcoran, Bill, Ed.; Evans, Emrys, Ed. – 1987
Focusing on the need to offer and encourage the experience of reading literature in elementary schools, the essays in this book (1) explicate the range of theory known as reader-response criticism; (2) argue its distinctive relevance to the needs of young, developing readers; and (3) indicate how classroom practices might be changed to accommodate…
Descriptors: Class Activities, Elementary Education, Literary Criticism, Literature Appreciation

Probst, Robert E. – English Journal, 1987
Considers what literature does, its role in a child's education, and how it might be taught. Advocates the use of adolescent literature in the classroom. (NKA)
Descriptors: Adolescent Development, Adolescent Literature, Cultural Context, Curriculum Development

Golden, Joanne – English Quarterly, 1986
Analyzes how two groups of eighth graders and their teacher create literary texts during small group discussion, and suggests the importance of talk as a means of constructing meaning. (NKA)
Descriptors: Characterization, Critical Reading, Discourse Analysis, English Instruction

Gambell, Trevor J. – English Quarterly, 1986
Considers literature as something different from the texts themselves (specifically, a way of reading that includes the writer, the text, and the reader) so that the purposes of teachers and readers may be considered, and a flexible approach to selection, organization, and pedagogy be permitted. (SRT)
Descriptors: Child Language, Creative Expression, Drama, English Curriculum
Newkirk, Thomas, Ed. – 1986
Drawn from talks given at a conference held at the University of New Hampshire in October 1984, the papers in this collection explore the relationship of composition to reading and literature studies. Following an introductory chapter written by Thomas Newkirk, which contains background information about that relationship as well as an overview of…
Descriptors: Educational History, Educational Theories, English Curriculum, Freshman Composition