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	Reader-response criticism - Wikipedia, the free encyclopedia
		Reader-response criticism is a primarily German and American literary theory that arose in response to the textual emphasis of New Criticism from the 1940s to the 1960s in the West.
		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.
		It is concerned with the reader's contribution to a text.
	en.wikipedia.org /wiki/Reader-response_criticism (579 words)

	Reader-Response Theory and Criticism
		The category of hypothetical readers is often thought, for instance, to take in what Gerald Prince calls the "narratee," the person to whom the narrator is addressing his or her narration (e.g., the "you" to whom Huckleberry Finn directs his opening sentence).
		Such readers' characteristics do not emerge from a study of the text or its context; rather, the text's meaning emerges from perceiving it through the eyes of a reader whose characteristics are assumed by the critic to begin with.
		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).
	www.press.jhu.edu /books/hopkins_guide_to_literary_theory/reader-response_theory_and_criticism.html (2601 words)

	Objectifying Sensibilities: Reader Response and its Discontents
		Reader response assumes that “a piece of literature is successful for readers” when “they bring to the selection all that they are and have experienced,” so that “[a] merger, a mingling to reader and work occurs” (Small, 1992, p.
		Thus at a certain level reader response serves to validate the individuality of the reader – the student – by reinforcing his or her specific experience of reading, often by balancing it or altering it in accordance with the dominant classroom interpretation.
		The issue in the exploration of literature, from the reader response point of view, often is not the recognition of difference from the other, but consolidation of the identity of the self – an identity that may be reinforced or re-evaluation according to the responses of others (students and teacher) to the work.
	radicalpedagogy.icaap.org /content/issue2_1/04Johnston.html (3853 words)

	Reading Online - Articles: Horizon of Possibilities
		These response possibilities, known as “stances,” are broadly defined by Karolides (2000) as “the approach that a reader adopts toward the reading of a text; that is, to what the reader consciously or unconsciously directs his or her attention” (p.
		The results of combining reader response theory and multiethnic literature in the high school are also evidenced in Totten's (1998) study of the reading of Jewish Holocaust poetry.
		Thus, Totten found reader response to be essential to teaching this poetry because it allowed students to come to understand their own perspectives and understandings, to raise questions, to understand numerous facets of the Holocaust, and to share newly gained insights with peers.
	www.readingonline.org /articles/willis (9887 words)

	Vandergrift's Reader Response Criticism
		In fact, Louise Rosenblatt's classic work on reader response literary criticism, Literature as Exploration first published in 1938 and in multiple editions over the years, has served as a model for the teaching of literary texts for more than fifty years.
		A group of readers together in a reading environment, often a classroom or a library, sometimes for extended periods of time may be thought of as an interpretive community.
		Although this is a community of readers, a particular reader's initial engagement with a text is ordinarily a private event with meanings internally experienced in the consciousness of that reader and not necessarily shared.
	www.scils.rutgers.edu /~kvander/readerresponse.html (966 words)

	The Expanding Canon: Teaching Multicultural Literature - Theory Overview
		Reader response stresses the importance of the reader's role in interpreting texts.
		Most importantly, teaching reader response encourages students to be aware of what they bring to texts as readers; it helps them to recognize the specificity of their own cultural backgrounds and to work to understand the cultural background of others.
		Even though an individual reader's reactions are based on his or her own "schema" (the expectations that arise from personal experiences), he or she will realize in class discussion that not everyone shares that same perspective.
	www.learner.org /channel/workshops/hslit/session1 (777 words)

	Reader-Response Criticism (Site not responding. Last check: 2007-10-22)
		reader-response critical approach, the primary focus falls on the reader and the process of reading rather than on the author or the text.
		readers are situated in a common cultural/historical setting and shaped by dominant discourses and ideologies (New Historicist emphasis).
		implied reader," who is established by the "response-inviting structures" of the text; this type of reader is assumed and created by the work itself
	www.cnr.edu /home/bmcmanus/readercrit.html (339 words)

	Reader-response criticism -- Facts, Info, and Encyclopedia article (Site not responding. Last check: 2007-10-22)
		It is concerned with the reader's contribution to a (The words of something written) text.
		It stands in total opposition to the text-oriented theories of (The doctrine that formal structure rather than content is what should be represented) formalism and the (Literary criticism based on close analysis of the text) New Criticism, in which the reader's role interpreting literary works are not taken into account.
		This last approach, sometimes called "reception aesthetics" rather than "reader response," is the approach taken by some followers of (Click link for more info and facts about Hans-Georg Gadamer) Hans-Georg Gadamer, most notably Jauss.
	www.absoluteastronomy.com /encyclopedia/r/re/reader-response_criticism.htm (516 words)

	Untitled Document (Site not responding. Last check: 2007-10-22)
		The reader is to read the text and meditate on the images of personal experience that is evoked upon the initial reading.
		The text's meaning is developed in the mind of the reader until she/he is readey to share and compare it to the interpretations of her/his interpretive community.
		Melissa believes that for a modern reader, it is natural to associate the imagery of this poem with slavery and the slaves' homeland of Africa.
	www-as.phy.ohiou.edu /~rouzie/307j/hughes/readerresponse.html (473 words)

	[No title] (Site not responding. Last check: 2007-10-22)
		The reader could also read that “maman was dead.” This would show that Meursault is indifferent to the physicality of her death because he has already dealt with it mentally.
		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.
		Through a reader response analysis, we uncover that Camus actually points the finger at all judges in society, that is, all people who judge the thoughts and actions of others.
	www.sccs.swarthmore.edu /users/00/pwillen1/lit/rerescam.htm (2066 words)

	Reader-Response:Various Positions
		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.
		Meaning is indeterminate, is not 'in' the text but in the play of language and the nuances of conventions in which the reader is immersed: hence the reader constructs a text as she participates in this play, driven by the instabilities and meaning potentials of the semantic and rhetorical aspects of the text.
		Stanley Fish's view here is that the reader belongs to an interpretive community which will have taught the reader to see a certain set of forms, topics and so forth; his is one view which refers to the world of discourse of the reader as being the determining factor.
	www.brocku.ca /english/courses/4F70/rr.html (716 words)

	[No title]
		One prompt was more aesthetic in nature, directing the reader to focus on his or her personal response to the reading.
		Readers who adopt built-in navigational mechanisms, however, have been characterized as adopting a more "passive" approach to the text and in previous work these readers have tended to perform at lower levels.
		Specifically, when readers were sorted into groups on the basis of their scores on the level of understanding rating distinctly different navigational patterns were evident, supporting the position that the relationship between navigation and understanding in hypertext is complex and depends on interacting factors.
	personalwebs.oakland.edu /~mceneane/stance.doc (5106 words)

	Reader Response Criticism
		The reader has always been the most underprivileged of this trio--strangely, since without him or her there would be no literary texts at all.
		By privileging the reader and focusing on the process of reading as, at least partially, a construction of the text, Reader-Response criticism has significantly contributed to discussions of issues such as the indeterminacy of meaning.
		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.
	www.calvertonschool.org /Waldspurger/pages/reader.htm (1735 words)

	Reader Online, Issue 20: Allen (Site not responding. Last check: 2007-10-22)
		My first response to Literature as Exploration was, "This is wonderful." In 1938 she had already written a philosophy of literary teaching that had taken me ten years of practice to work out.
		From that closing observation came the interest in the reader's role that, together with her pedagogical philosophy, is central to Literature as Exploration.
		It is this last idea of the poem as a reader's experience of it that she has, over the years, championed most strongly against the competing definitions posed by the New Critics.
	www.hu.mtu.edu /reader/online/20/allen20.html (2514 words)

	virtuaLit Fiction: Critical Approaches
		In "Literature in the Reader: Affective Stylistics" (1970), he argued that any school of criticism that sees a literary work as an object, claiming to describe what it is and never what it does, misconstrues the very essence of literature and reading.
		Iser argues that texts contain gaps (or blanks) that powerfully affect the reader, who must explain them, connect what they separate, and create in his or her mind aspects of a work that aren’t in the text but are incited by the text.
		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.
	bcs.bedfordstmartins.com /Virtualit/fiction/critical.asp?e=5 (630 words)

	What You as the Student Should Know About the Reader Response Approach we will be using in RDG 020
		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
		They question the author’s values against their own values; they differentiate between fiction and reality; they are able to discuss and evaluate forms of narration and cultural values of the implied author.
		The aim of The Reader Response Approach is to encourage learners to respond to the text and express their own ideas, opinions and feelings freely.
	www.geocities.com /tdkest1/mrr.htm (773 words)

	Reader Response
		Reader Response: In our classroom we respond to literature, non-fiction texts, poetry, plays and other genres through different techniques.
		The students have response journals, they e-mail responses to other students, we create hallway displays or students may share a response with a book buddy.
		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.
	home.columbus.rr.com /roomtwentyfour/reader_response.htm (599 words)

	Reader Response Essays
		I also encourage students to use reader response as a technique for analyzing literature, because it helps you keep your focus on what the work means to you instead of regurgitating the standard Hamlet-is-a-play-of-revenge type of drivel that all too often passes for literary analysis.
		The reader brings to the work personality traits, memories of past events, present needs and preoccupations, a particular mood of the moment, and a particular physical condition.
		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.
	www.sci.edu /classes/ellertsen/rosenblatt.html (752 words)

	Captive Ape Literary Criticism - Reader Response
		I had previously thought that Reader's Response criticism was a kind of barely academic free-for-all, where any response is as valid as any other regardless of academic merit.
		Reader-response theorists believe that the reader and the process of reading a given text cannot be separated from an analysis of a text.
		The reader is stimulated by the text and reacts and responds to the text.
	www.captiveape.com /crit/reader-response.html (829 words)

	Glossary of Literary Terms P through S - Meyer Literature
		Sentimentality especially pertains to such emotions as pathos and sympathy; it cons readers into falling for the mass murderer who is devoted to stray cats, and it requires that readers do not examine such illogical responses.
		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.
		Suspense The anxious anticipation of a reader or an audience as to the outcome of a story, especially concerning the character or characters with whom sympathetic attachments are formed.
	www.bedfordstmartins.com /literature/bedlit/glossary_p.htm (3332 words)

	Reader's Response Journals (Site not responding. Last check: 2007-10-22)
		Writing responses to literature is an integral part of understanding the ideas in the literature.
		In addition, this lesson introduces students to the idea of a dialectical journal or a reader's response journal that may be used with other texts.
		One to two class periods would be necessary for the students to read the story, write their responses, and discuss their responses with partners or as a large group discussion.
	ep.llnl.gov /bep/english/9/tResponse.html (574 words)

	Haiku Writer Cor Van Den Heuval
		The image resulting from a reading of this haiku is very vivid; the reader can clearly envision a car moving along a dirt road, completely alone, with no color any where except for the sparks from the cigarette that was just thrown out of the car.
		This haiku provides an opportunity for the reader to imagine on his/her own what exactly the neighborhood is like, what is in the paper for that evening, and who’s home is it which this paper will soon be in.
		He brings the reader into the haiku and attempts to place the reader in the shoes of the individual of whom he is writing.
	www.millikin.edu /haiku/writerprofiles/CorvandenHeuval.html (1836 words)

	Reader Response Criticism (Site not responding. Last check: 2007-10-22)
		The meaning of the text is transactional--the result of the transaction between the reader and a 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.
		Reader brings outside knowledge to the text; he/she uses this information to derive meaning from the text
	www-as.phy.ohiou.edu /~rouzie/307j/critgroup/ReaderResponse.html (535 words)

	Accelerated Reader: New Research
		This is in response to the article by Linda M. Pavonetti, Kathryn M. Brimmer and James F. Cipielewski, titled "Accelerated Reader: What are the lasting effects on the reading habits of middle school students exposed to Accelerated Reader in elementary grades?" in your December 2002/January 2003 issue.
		All the authors report is a yes/no response as to whether students used Accelerated Reader in the past.
		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.
	www.trelease-on-reading.com /whatsnu_ar.html (2371 words)

	Reader Response \| Deutsche Welle
		While many DW-WORLD readers seem willing to give CDU leader Angela Merkel a chance as chancellor, opinions on the best governing coalition diverge.
		Germany has voted, but rather than giving one candidate a clear mandate to lead the country, the parties and politicians are left in a muddle.
		A week and a half after Katrina wrought disaster on New Orleans, mail continues to pour in from DW-WORLD readers about the extent to which US policies can be held responsible and whether the US should accept foreign aid.
	www.deutsche-welle.de /dw/0,1595,7882,00.html (193 words)

	[No title] (Site not responding. Last check: 2007-10-22)
		According to reader-response criticism, the reader is a producer rather than a consumer of meanings.
		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.
		Because expectations may be violated or fulfilled, satisfied or frustrated, and because reading is a temporal process involving memory, perception, and anticipation, the charting of reader-response is extremely difficult and perpetually subject to construction and reconstruction, vision and revision.
	www.library.utoronto.ca /utel/glossary/Reader-response_criticism.html (125 words)

	Iraq and the NRA: Reader Response - Why you can buy guns in Saddam's police state. By Timothy Noah
		Several readers, including Michael Dolan, author of The American Porch, noticed that Chatterbox didn't specifically mention that ammunition was also widely available.
		Reader David Pinkerd says he's convinced that "the main reason they are always firing guns into the air is that [it] is the only thing they are assured of hitting."
		Reader William Myers: "It is still considered treason for armed Iraq citizens to assemble and discuss antigovernment issues.
	www.slate.com /id/2081185 (1077 words)

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