Debates whether a text claiming to have scientific value is using seduction irresponsibly at the expense of the truth, and discusses who is the subject and who is the object of such seduction. It argues that, rather than being an assault against scientific ethics, seduction is a necessary premise for a sensible conversation to take place. (GR)

Describes how two teachers have translated scholarship in the fields of ritual and performance studies into classroom practices (for the college literature course) that engage students in ritual enactment of imaginative literature and in communal making of meaning. (SR)

Investigates the responses of three first-grade boys to interactive computer books. Shows that the children demonstrated high interest in reading the computer books, and indicates that transactional reading experiences can take place in an electronic reading environment. (SR)

Investigates manipulating the use of anaphoric relations and text adherence to story grammar rules to produce different conditions of inferencing demands for college-age students. Finds that text learning was more evident in the low-inference group for both passage types. Finds also that subjects in the same group manifested greater accuracy in…

Explores the author's experiences writing fantasy. Establishes the values of both science fiction and fantasy for the writer and the reader. Asserts that fantasy is not "escapist" and empowers a young reader against the day when real powers come into that reader's hands. (PRA)

Highlights Canadian writer George Bowering's view of reading as metaphor and process (shaping both his fiction and his developing sense of interpretation as a political act) by focusing on two of his books, "Burning Water" and "Caprice." (SR)

Investigates whether changes in the written structure of a proposal will affect the reader's attitudes. Maintains that writers can help readers of proposals by providing the information, detail, and structure the reader expects. (SR)

Advocates making technical writing courses more vertical in structure by including an extensive study of at least one specific form of technical documentation. Examines how students can gain experience in the vertical process by designing, writing, testing, and producing user manuals for on-campus cooperative education clients. Lists the benefits…

Reviews models of reading performance as an organizing framework for understanding findings from empirical studies of text and reader factors. Reviews numerous empirical studies of text design and reader variables and their effects on comprehension. Aims to help readers understand this research and its implications in document design decisions.…

Compares the effectiveness of two approaches to decreasing user navigation problems in hypertext: providing maps, and constraining the hypertext structure. Finds that for learning details, linear formats should be retained; whereas for more global overall learning, a constrained structure is a good alternative. (SR)

Analyzes the conversation of sixth grade children in literature response groups. Finds and describes two distinctive gendered styles of talk about literature, the predominate female mode of response being the "discourse of feeling," and the predominate male mode of response being the "discourse of action." Discusses pedagogy…

Presents a procedure to compose or evaluate structurally sound text, encompassing inclusiveness, exclusiveness, hierarchy, sequence, and language. Offers guidelines for making text structure visible to the reader with headings, format, signals, reminders, and effective paragraphing. (SR)

Reports on an examination of a group of "problematical" placement essays that received divergent scores by two holistic readers requiring a third reader. It is noted that the divergence seems to result from the process of reading a text that does not fit the reader's expectations. (eight references) (GLR)

Discusses reader-response theories and response-centered literature instruction. Outlines fundamental problems that impede the transfer of authority from teacher to community to reader, and offers suggestions for their correction. (PRA)

Discusses the Fluxus revolution in literary expression during which the tradition of letters was challenged through erasure of the separation of the verbal from other forms of expression and through the rejection of the passive role of the reader. Distinguishes Fluxus works from Concrete Poetry, one of their direct precursors. (RS)