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| | Reader-Response Theory and Criticism |
 | | Thus, in his early and influential "Literature in the Reader: Affective Stylistics," Stanley Fish follows the experiences of a "reader" word by word, insisting, in a self-conscious reversal of the Wimsatt-Beardsley position, that what "happens to, and with the participation of, the reader" is in fact "the meaning" of a text (Is There 25). | | | Also included among hypothetical readers are readers who are implied by the text, that is, readers whose moves are charted out by (and hence more or less controlled by) the work in question. | | | This is one of the distinguishing characteristics of Receptionkritik, most familiar through the writings of Hans Robert Jauss, who argues that the reader makes sense of literature in part through a "horizon of expectations." Since that horizon varies with history, the literary work offers different "views" at different times (Jauss 21-22). |
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http://www.press.jhu.edu/books/hopkins_guide_to_literary_theory/reader-response_theory_and_criticism.html
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| | Reading Online - Articles: Horizon of Possibilities |
| | Instead, her experiences suggest that the use of reader response in the teaching of The Bluest Eye enabled her students to construct their own understanding of how symbolism, metaphor, the nature of ugliness, and Morrison's style, content, compassion, and responsibility operated in the novel. | | | According to Totten, “for a reader to get the most from a work of literature, he or she must bring personal insights, a knowledge base, and past experiences to bear in reading it” (p. | | | We found, however, that the heuristic focused primarily on students' written responses to literature as a medium for sharing connections between their reality and the new text they produced. |
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http://www.readingonline.org/articles/willis
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| | Reader Response Criticism |
| | In other words, the reader who would argue that Moby-Dick is first and foremost a work of sexual symbolism would have to contend with the legacy of evidence (assembled by critics, biographers, and historians) that suggests that Melville’s motives had more to do with religious allegory and with philosophical considerations of good and evil. | | | The work, in other words, is not fully crated until readers make a transaction with it by assimilating and actualizing it in the light of their own knowledge and experience. | | | For literature to happen, the reader is quite as vital as the writer of the text. |
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http://www.calvertonschool.org/Waldspurger/pages/reader.htm
(1735 words)
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| | Untitled Document |
| | The reader is to read the text and meditate on the images of personal experience that is evoked upon the initial reading. | | | She sees this as evident in lines 2-3: "I've known rivers ancient as the world and older than the flow of human blood in human veins." She sees the river as representing a life of struggle and hardships. | | | Personally, I think that Hughes is detailing the history of the Negro race, stressing the fact that the soul of the race has existed from the dawn of man, the rise of culture, and the triumph over slavery." |
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http://www-as.phy.ohiou.edu/~rouzie/307j/hughes/readerresponse.html
(473 words)
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| | Reader Online, Issue 20: Allen |
| | She is not caught up in the construction of characterized, ideal, informed, implied, or intended readers because her interest is in what happens when particular people read a particular text at a particular moment in time. | | | From that closing observation came the interest in the reader's role that, together with her pedagogical philosophy, is central to Literature as Exploration. | | | But that is, I think, not the only reason why her contributions to reader-response theory have not been accorded the attention given her literary scholarship and her ideas about teaching literature. |
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http://www.hu.mtu.edu/reader/online/20/allen20.html
(2514 words)
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| | [No title] |
| | The reader demonstrates to themselves, through their conclusions, the essence of l’absurde: the reader is like Meursault, naked in the face of impossible odds, living in a deplorable and pitiable state. | | | Although Camus relies heavily on the reader to stop and contemplate, reread, and identify with an indifferent man, Camus successfully provokes the reader to experience the trial in the place of Meursault. | | | The reader finally realizes that every person is partly Meursault and that the pity transfers back onto the reader. |
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http://www.sccs.swarthmore.edu/users/00/pwillen1/lit/rerescam.htm
(2066 words)
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| | virtuaLit Fiction: Critical Approaches |
| | With the redefinition of literature as something that only exists meaningfully in the mind of the reader, and with the redefinition of the literary work as a catalyst of mental events, comes a redefinition of the reader. | | | No longer is the reader the passive recipient of those ideas that an author has planted in a text. | | | Stanley Fish, whose early work is seen by some as marking the true beginning of contemporary reader-response criticism, also took issue with the tenets of formalism. |
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http://bcs.bedfordstmartins.com/Virtualit/fiction/critical.asp?e=5
(630 words)
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| | Glossary of Literary Terms P through S - Meyer Literature |
| | The flag, motherhood, puppies, God, and peace are common objects used to elicit stock responses from unsophisticated audiences. | | | Setting can be used to evoke a mood or atmosphere that will prepare the reader for what is to come, as in Nathaniel Hawthorne’s short story "Young Goodman Brown." Sometimes, writers choose a particular setting because of traditional associations with that setting that are closely related to the action of a story. | | | These critics are not after a "correct" reading of the text or what the author presumably intended; instead, they are interested in the reader’s individual experience with the text. |
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http://www.bedfordstmartins.com/literature/bedlit/glossary_p.htm
(3332 words)
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| | Haiku Writer Cor Van Den Heuval |
| | This is yet another haiku that provides the opportunity for the reader to use his/her own imagination in determining who wrote the letter, to whom, and where it is going. | | | Cor’s haiku tell only a piece of a story, and the reader is responsible for filling in the rest of the details. | | | More meaning is drawn from the haiku when the reader is allowed to derive their own interpretations. |
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http://www.millikin.edu/haiku/writerprofiles/CorvandenHeuval.html
(1836 words)
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| | Objectifying Sensibilities:
Reader Response and its Discontents |
| | It might be noted that I have spoken primarily of my experience of teaching the literary works of the Puritans, not of my students’ experience of learning about these works. | | | A body of words exists, the author’s intentions threaded within them, waiting for a reader to respond to them to enliven them. | | | Yet it is clear that such a reading, previsely because it fixes itself within contemporary culture, bears potential limitations, again precisely because it reaches the reader through the contemporary world. |
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http://radicalpedagogy.icaap.org/content/issue2_1/04Johnston.html
(3853 words)
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| | A BRIEF HISTORY OF LITERARY THEORY III |
| | The supposed intent of Milton was to force the reader to see his own sinfulness in a new light and be forced back to God's grace. | | | He says, "as far as Fish is concerned, reading can only repeat reality, in that it necessarily consists of nothing but replications of independently existing collective interpretive strategies."Footnote44 This is exactly what reading does and this is one of the difficulties of his theory. | | | Fish's thesis is a rather ingenious approach to Paradise Lost and to Milton's (mis)leading of the reader. |
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http://www.xenos.org/essays/litthry4.htm
(2770 words)
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| | Accelerated Reader: New Research |
| | The authors suggest that the reason Accelerated Reader is used by so many teachers and librarians is because it is heavily advertised and marketed; in other words, teachers and librarians have been duped. | | | The authors are clearly biased against Accelerated Reader, and we think biased against teachers. | | | Krashen offers even more thoughts on Accelerated Reader in the second edition of The Power of Reading. |
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http://www.trelease-on-reading.com/whatsnu_ar.html
(2371 words)
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| | Landsteward Reader Response |
| | This hint won't work for hundreds of trees and shrubs but if your readers are having trouble with deer munching on tens of trees and shrubs, we have finally found a totally deer-proof solution, at least... | | | You failed to inform us of the answer that you had received from one of your readers. | | | I would appreciate it if you could shed some of the wisdom of your field upon a novice. |
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http://www.landsteward.com/page.cfm/3445
(2703 words)
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| | Vandergrift's Reader Response Criticism |
| | Literature and the Reader: Research in Response to Literature, Reading Interests, and the Teaching of Literature. | | | "Litanies of a Literature Lover, or Confessions of a Young Adult Reader," in Mosaics of Meaning: Enhancing the Intellectual Life of Young Adults Through Story. | | | Elements of Writing About a Literary Work: A Study of Responses to Literature. |
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http://www.scils.rutgers.edu/~kvander/readerresponse.html
(966 words)
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| | Reader-Response:Various Positions |
| | The reader can only approach the text with her own foreunderstanding, which is grounded in history. | | | The 'reality' of the text lies between the reader and the text: it is the result of the dialectic between work and reader. | | | The text means differently because the reader decodes it according to her world-view, her horizons, yet with the understanding that the text may be operating within a different horizon, hence there is an interaction between the world of the text as it was constructed and the world of the reader. |
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http://www.brocku.ca/english/courses/4F70/rr.html
(716 words)
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| | Reader-response |
| | Notes that students learn that responding to literature is as natural as responding to music, and that they all have valid and unique reactions and connections to literature. | | | Chapter 6 explains using literature response logs and chapter 7 provides insight into literature study groups in action. | | | Samway (1991), discussing literature study circles, relates that students read the book they have selected, answer assigned questions, then evaluate each other's contributions. |
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http://reading.indiana.edu/ieo/bibs/rdr-resp.html
(2711 words)
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| | Reader's Response Journals |
| | Writing responses to literature is an integral part of understanding the ideas in the literature. | | | Copy the lines out of the book, place them in quotation marks, and cite the page number for the passage. | | | Through the use of response journals or entries, students can ask questions about the literature, respond to characters' decision-making skills, make connections to their own lives, and make meaning for themselves. |
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http://ep.llnl.gov/bep/english/9/tResponse.html
(574 words)
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| | Poynter Online - Forums |
| | But if you're a Times reader, how can you trust a Judy Miller who talks about having security clearances, forcing you to guess whether a.) she really does or b.) just goes around saying she does. | | | Perhaps it's impossible for the Times to answer right now, when it's trying to separate from Miller and cope with her demands to correct the record. | | | The implications are large, and I don't want to speculate about whether she did or didn't; that's why I asked my question and tried to follow up with Mathis and Calame. |
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http://poynter.org/forum?id=letters
(4571 words)
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| | Reader Response |
| | When the student reads the Cavalier's poems and notes their ideals and attitudes they may use these to formulate their own on life. | | | The student reading the Cavaliers, if working with the text as Rosenblatt says, can derive meaning from the poems that can help them in making life decisions of a moral nature. | | | Rosenblatt explained in her text The Reader, the Text, the Poem that, "Both the reader and the text interact or share a transactional experience: The text acts as a stimulus for eliciting various past experiences, thoughts, and ideas from the reader, those found in both our everyday existence and in past reading experiences" (qtd. |
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http://web.cocc.edu/wr316ca/jimh/reader_response.htm
(312 words)
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| | Amazon.com: Chasing the Eastern Star: Adventures in Biblical Reader-Response Criticism: Books |
| | SIPs: unexpected readings, original intended readers, does this story mean, effect that the story, discourse setting (more) | | | Now that I have finished the adventure of reading Chasing the Eastern Star, I am ready for more biblical adventures regarding the bible and reader response criticsm. | | | The only wittier bible scholar around may be Stephen Moore (read God's Gym to see what I mean). |
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http://www.amazon.com/exec/obidos/tg/detail/-/0664222781?v=glance
(679 words)
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| | Reader Response |
| | Here I comment on their quality of the response, dialogue with them about their understanding (comprehension) of the text and suggest other texts for them to read. | | | Reader Response: In our classroom we respond to literature, non-fiction texts, poetry, plays and other genres through different techniques. | | | As they move into independent practice their responses will show more detail and examples from the story to prove their points. |
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http://home.columbus.rr.com/roomtwentyfour/reader_response.htm
(599 words)
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| | Captive Ape Literary Criticism - Reader Response |
| | They also believe that a text does not contain a meaning which is given to the reader; rather the reader creates the meaning of a piece of literature as it is read. | | | Reader-response theorists believe that the reader and the process of reading a given text cannot be separated from an analysis of a text. | | | Nor does it matter what is the response upon reading the text, for the reader can bring to the text preconceptions, psychological predispositions or even just a bad attitude. |
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http://www.captiveape.com/crit/reader-response.html
(829 words)
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| | Iraq and the NRA: Reader Response - Why you can buy guns in Saddam's police state. By Timothy Noah |
| | And it's true that Chatterbox has chided MacFarquhar before for making fanciful seat-of-the-pants estimates. | | | One unidentified reader notes that he saw only shotguns in the photograph illustrating MacFarquhar's article. | | | This has no bearing on the question at hand, but in his earlier item Chatterbox did summarize the plot of Red Dawn and apparently flubbed an important detail. |
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http://www.slate.com/id/2081185
(1077 words)
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| | Flashbacks - 3 Tips for Writing Successful Flashbacks |
| | When I made my attack on flashbacks I did so because I'd found that in working with Flashbacks are not in themselves evil. | | | Most writers try to avoid flashbacks, but if you just can't resist sending your readers back in time, | | | We called 'em Friday Flashbacks, and since we had such a great response we've continued to "Flash Back" every Friday of the 2000 season as well. |
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http://iseeklinks.com/q/flashbacks.htm
(199 words)
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| | reader-response already is cognitive criticism |
| | Why do individuals' readings of the same text differ so much? | | | A reader is to get it "out of" that text. | | | Occasional sentences, however, sound text-active: "Words are quite as potent in evoking feelings as they are in evoking thoughts." To read him correctly, one must heed his warning that he is using key terms in unusual senses. |
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http://www.stanford.edu/group/SHR/4-1/text/holland.commentary.html
(800 words)
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| | Reader Response 5 |
| | This entry has 0 comments: (Add your own) | | | Yes, there are people in the chat rooms who will say anything to gather attention. | | | Friday, August 20, 2004 Reader Response 6 > |
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http://journals.aol.com/lrttklly/FindingaVoice/entries/650
(93 words)
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| | Reader-response criticism - Wikipedia, the free encyclopedia |
| | Reader-response criticism is a group of approaches to understanding literature that have in common an emphasis on the reader's role in the creation of the meaning of a literary work. | | | That is, Reader-response criticism argues that literature should be viewed as a performing art in which each reader creates his or her own, possibly unique, text-driven performance. | | | Some take the position that there is no objective literary text at all, that the entire meaning of a literary work is in the reader's mind, and that the reader's personal biography, physical status, and psychology lay therefore at the center of a literary text. |
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http://en.wikipedia.org/wiki/Reader-response_criticism
(579 words)
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| | Reader-Response Criticism |
| | reader-response critical approach, the primary focus falls on the reader and the process of reading rather than on the author or the text. | | | According to Louise Rosenblatt, a poem is "what the reader lives through under the guidance of the text." | | | "the actual reader," who brings his/her own experiences and preoccupations to the text |
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http://www.cnr.edu/home/bmcmanus/readercrit.html
(339 words)
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| | The Expanding Canon: Teaching Multicultural Literature - Theory Overview |
| | Because all readers bring their own emotions, concerns, life experiences, and knowledge to their reading, each interpretation is subjective and unique. | | | Rejecting the idea that there is a single, fixed meaning inherent in every literary work, this theory holds that the individual creates his or her own meaning through a "transaction" with the text based on personal associations. | | | They tend to be more tolerant of multiple interpretations, and because they learn techniques that help them recognize the ways in which their own arguments are formed, they are better equipped to examine the arguments of others. |
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http://www.learner.org/channel/workshops/hslit/session1
(777 words)
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| | Reader Response Essays |
| | Among other things, reader response theory frees you up from having to guess at the "hidden meaning" an author may or may not have been thinking about when he or she wrote a story, poem or play. | | | An important tool for analyzing literature is known as reader response theory, and from time to time you will be called upon to write reader-response essays in my English classes. | | | The special meaning, and more particularly, the submerged associations that these words and images [in a literary work] have for the individual reader will largely determne what the work communicates to him. |
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http://www.sci.edu/classes/ellertsen/rosenblatt.html
(752 words)
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| | Reader Response Criticism |
| | The meaning of the text is transactional--the result of the transaction between the reader and a text. | | | Reader brings outside knowledge to the text; he/she uses this information to derive meaning from the text | | | Utilizes gaps (blanks in the text that the reader must fill in) which are said to exist whenever and wherever a reader perceives something to be missing between words, sentences, paragraphs, stanzas, and chapters. |
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http://www-as.phy.ohiou.edu/~rouzie/307j/critgroup/ReaderResponse.html
(535 words)
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| | [No title] |
| | One prompt was more aesthetic in nature, directing the reader to focus on his or her personal response to the reading. | | | This measure was based on a 5-point scale with a "1" representing the most efferent response, a "5" representing the most aesthetic response and a "3" indicating a balanced reader response. | | | The intrusive nature of "think aloud" methods, however, in which readers are required to interrupt or recall the reading process to report on their decision making makes it difficult to generalize from such studies (Laing & Kahmi, 2002; Magliano, Trabasso, & Graesser, 1999). |
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http://personalwebs.oakland.edu/~mceneane/stance.doc
(5106 words)
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| | What You as the Student Should Know About the Reader Response Approach we will be using in RDG 020 |
| | The meaning and structure of the text are not inherent in the print but are invited by the author and imputed to the text by the reader. | | | It views the reading process as a transaction between the reader and the text in which the reader, with his past experiences, beliefs, expectations and assumptions, interacts with the perspectives in the text, and meaning is | | | Teaching using the Reader Response Approach is seen as an aesthetic experience in which the reader has |
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http://www.geocities.com/tdkest1/mrr.htm
(773 words)
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| | Leiter Reports: In response to reader queries... |
| | Josh on Readers: Who Are You, Part II? | | | David Vessey on Readers: Who Are You, Part II? | | | Sean on Readers: Who Are You, Part II? |
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http://leiterreports.typepad.com/blog/2005/02/in_response_to_.html
(211 words)
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| | Notes on Reader Response Criticism |
| | every reader brings their own past, associations etc to the text and so text is read differently | | | Lynn: personal response (annotations), text shapes response, refer to others' responses | | | meaning is made by the activity of reading the text (some say meaning is made by the reader; some say by transaction btw reader and text; some say by communal negotiation) |
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http://virtual.clemson.edu/groups/dial/ap2000/rrap2002.html
(243 words)
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| | Reader Response |
| | Specifically I will look to see if they were able to effectively analyze the literature by answering, in some way, the questions discussed in class, if they wrote about their own personal reactions to the text, and if they used any of the story to back up their thoughts and feelings. | | | · Students will be able to analyze literature more critically through the Reader Response lens. | | | Focus: To understand one of the Reader Response theories by reading “The Frog Prince” and writing a response using the learned technique. |
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http://www.bsu.edu/web/lmteuschler/reader1.html
(209 words)
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| | Reader-Response Criticism |
| | These critics raise theoretical questions regarding how the reader joins with the author "to help the text mean." They determine what kind of reader or what community of readers the work implies and helps to create. | | | Instead, it is a school of criticism which emerged in the 1970s, focused on finding meaning in the act of reading itself and examining the ways individual readers or communities of readers experience texts. | | | Thus, where formalists saw texts as spacial, reader-response critics view them as temporal phenomena. |
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http://www.wsu.edu/~delahoyd/reader.crit.html
(251 words)
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| | The Reader's Response |
| | If you would like to make a short comment concerning the Round Table or discuss anything else, the BBS is the place to do it, but if you have a longer response to a Round Table question, please send it to modmind@cableone.net for publishing in this section (please include the question you are responding to). | | | Despite the return of the BBS, this section will be for well-written responses to the Round Table questions. | | | But then again, I'm not a big fan of ANY law or agency enforcing THEIR views and morals on my body or my practices. |
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http://www.modifiedmind.com/rr.html
(2837 words)
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| | Reader Response Deutsche Welle |
| | DW-WORLD readers reflected on his legacy and what the future could hold for Germany. | | | DW-WORLD readers have their say on the elections. | | | German Chancellor Gerhard Schröder said this week he won't be part of the next government, set to be led by Angela Merkel. |
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http://www.deutsche-welle.de/dw/0,1595,7882,00.html
(193 words)
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| | Boulder Community Network, Reader Response Forms. |
| | This forces the reader's browser to require non-blank data to be entered into every "required-" field before the form can be sumitted. | | | This introduction to Reader Response Forms has the following sections - | | | This line must be present and must specify a valid Internet address. |
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http://bcn.boulder.co.us/community/tools/reader.htm
(1084 words)
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| | [No title] |
| | In this sense, a reader is a hypothetical construct of norms and expectations that can be derived or projected or extrapolated from the work and may even be said to inhere in the work. | | | The systematic examination of the aspects of the text that arouse, shape, and guide a reader's response. | | | According to reader-response criticism, the reader is a producer rather than a consumer of meanings. |
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http://www.library.utoronto.ca/utel/glossary/Reader-response_criticism.html
(125 words)
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| | t r u t h o u t - Show The Whole Truth |
| | Editors Note: The following letter was written by TO contributing writer John Cory in response to a TO reader who questioned the patriotism of the TO staff. | | | I read your letter to Truthout.Com and wanted to write to you. | | | The reader, Steve is a Vietnam veteran, as is John Cory. |
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http://truthout.org/docs_03/040503A.shtml
(789 words)
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| | Reader Response Wrap |
| | Specifically I will look to see if they were able to effectively analyze the literature by answering, in some way, the questions discussed in class, as well if they wrote about their own personal reactions to the text, and if they used any of the story to back up their thoughts and feelings. | | | Have each group make a list of things they identified with in the story and why. | | | Specifically by how active they are in their group and during class discussion. |
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http://www.bsu.edu/web/lmteuschler/rrwrap.html
(193 words)
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| | Circulation Management: Improving Reader Service Response Numbers |
| | In a study in which readers were asked to name their most common methods of response, without being supplied with specific vehicle choices, about 12 percent reported using reader service cards--a number quite close to the actual counts for the publication. | | | And, while stressing that response patterns vary markedly from title to title, Sprague agrees that telemarketed readers report lower reader service card usage. | | | While the phenomenon isn't across the board, some business-to-business titles, for example, have seen response drop by as much as a third or even a half. |
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http://www.findarticles.com/p/articles/mi_m0BOR/is_12_14/ai_59553484
(1390 words)
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| | Reader-Response Criticism |
| | What does it mean to blur "the boundaries between reader and text, subject and object" (99)? | | | Explain: "By redefining meaning as an event rather than as something inherent in the text, the reader-response critics. | | | How is it different from a "competent reader" (qtd. |
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http://jewel.morgan.edu/~lmekler/reader.htm
(188 words)
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| | Aesthetics of Reception and Reader Response Theory |
| | "The Reader as a Component Part of the Realistic Novel: Esthetic Effects in Thackerey's Vanity Fair." In: W. Iser. | | | "The Reader in History: The Changing Shape of Literary Response." In: Reader-Response Criticism. | | | "Literature in the Reader: Affective Stylistics." In: Reader-Response Criticism. |
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http://www.aicgs.org/resources/daad/1992047.shtml
(172 words)
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| | Writeside Review Reader Response |
| | I wish to say that the World Cultural Center proposal for the LMDC is magnificent! | | | People over here in Europe and in most sane parts of the rest of the world are absolutely disgusted that those Bible-thumping 52% of Americans chose to re-elect that fucking moron Bush... | | | Our November 20 piece on the American heartland's role in Bush's reelection prompted some very interesting responses, including this one from Michael Bautz of Goettingen, Germany (part of "Old Europe", you will note), who questions whether Bush was actually relected at all: |
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http://www.writeside.com/reviews/response.php
(1162 words)
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| | Reader Response |
| | This is the place to share your response to what you have read on these pages. | | | Ten years from now, if someone was looking up a 50th anniversary, date, place of event, etc, it's all in the family newsletter! | | | Tell us about your experiences with family newsletters. |
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http://greatfamilynewsletters.homestead.com/ReaderResponse.html
(492 words)
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| | A READER'S RESPONSE |
| | I immediately came to the same conclusion as you on 911.The difference I made was naming one I have for years considered the secret or covert director. | | | In Response To: 911 - An Inside Job (billym) |
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http://www.rumormillnews.com/cgi-bin/archive.cgi?read=33374
(161 words)
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