Based on the experiences of writing lab instructors working with college students whose writing was affected by poor comprehension of difficult texts, this book explores the use of writing about reading to help students become more aware or analytical of their reading processes. The first chapter provides a theoretical context for teaching…

Drawing upon research from a number of fields, this paper explores parallels between new paradigms in the sciences--particularly physics, chemistry, and biology--and new paradigms in reading and literary theory--particularly a socio- or psycholinguistic, semiotic, transactional view of reading and a transactional view of the literary experience.…

A study was conducted to explore student response to literature and the influence of classroom experiences on that response. Three novels were selected for study: "The Catcher in the Rye" by J. D. Salinger, "The Grapes of Wrath" by John Steinbeck, and "A Farewell to Arms" by Ernest Hemingway. Each of 54 freshman English students read one of the…

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…

Describes how "Gulliver's Travels" was used with 11- and 12-year-olds to stimulate writing activities. (SRT)

Considers Lloyd's position regarding multicultural counseling as not taking into account the need for education to overcome faulty stereotypes, nor the role of the counselor's self-knowledge in multicultural counseling. Many respected counselors see a need for counselors to broaden their perceptual fields and to relate interpersonally across…

The author states his previous article stressed his perception of an increasing tendency to place generalized cultural information in an excessively dominant role in counseling. Respondent Ivey affirmed the need for the dominant role; Hood and Arcenaux, Lloyd felt, were simplistic in interpreting multicultural information as cultural truths; and…

Describes an approach to literacy instruction for immigrant students based on two novels. Focuses on the immigrant experience and teaches both cultural and "school" literacy. (MM)

Discusses a reader-response approach to teaching Nathaniel Hawthorne's RAPPACCINI'S DAUGHTER. (MM)

Presents a student-guided approach (based on Louise M. Rosenblatt's "Literature as Exploration") to teaching Willa Cather's MY ANTONIA. (MM)

As a project to upgrade their writing, sixth graders wrote and produced books for first-grade students, after reading and analyzing primary-level books. The program and steps to implement it are described. (JL)

Discusses one teacher's use of ungraded reading logs in which students record quotations and their reactions to them. Points out that logs give students writing practice, involve all students in discussions, force students to read closely, and allow students to think about their reading. (ARH)

Describes the creation of two anthologies of personal narratives by women. Explains how letters can stimulate students to become active readers using, as an example, letters written by a woman during the Civil War. (SRT)

Discusses why writers write, and cites caring about the response to writing as the key to development. Urges teachers to be sensitive to the social nature of writing and to the vulnerability of writers, and to demonstrate and encourage writing for fun, enjoyment, and power. (MM)

Argues that, in their roles as responding audiences for student writers, teachers need to be clear as to whether they are taking the perspective of writer or reader. (FL)