01

Quality

She further posits that the stance of the reader, either aesthetic (reading by choice or for pleasure) or efferent(reading by assignment or because one has to), has a major influence on the textual experience

02

Professionalism

She further posits that the stance of the reader, either aesthetic (reading by choice or for pleasure) or efferent(reading by assignment or because one has to), has a major influence on the textual experience

03

Diversity

. Reader response is a school of literary criticism that ignores both the author and the texts contents, confining analysis to the readers experience when reading a particular work. According to louise rosenblatt, one of the primary figures in reader response, all reading is a transaction between the reader and writer (as represented by an immutable text)

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Reader response is a school of literary criticism that ignores both the author and the texts contents, confining analysis to the readers experience when reading a particular work

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Reader response is a school of literary criticism that ignores both the author and the texts contents, confining analysis to the readers experience when reading a particular work. She further posits that the stance of the reader, either aesthetic (reading by choice or for pleasure) or efferent(reading by assignment or because one has to), has a major influence on the textual experience

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Reader response is a school of literary criticism that ignores both the author and the texts contents, confining analysis to the readers experience when reading a particular work. Jamie with chegg tutors today i want to talk to you about a particular theory in literary theory called reader response theory this is a school of literary theory developed in the 1960s and 1970s mostly in germany sometimes in france and in the united states key players in this include wolfgang iser cs lewis roland barks stanley fish and other people as you can guess by the name this theory focuses on the readers experience and response including their emotional response and not just with it was in the text in fact in a way the text is in the background in this theory were reading is an interaction between author and reader mediated by the text the text is not set and unchangeable but something that the author and the reader create together as the reader experiences the piece there are a lot of key things going on and theres a lot of different kinds of reader response theory but im just going to go into some of the basics that are common to all of them like we said theres no one meaning for the text so unlike many of your high school english teachers youre not going to be hunting for the deeper meaning trying to figure out the symbols or trying to figure out exactly what the author meant so its a lot more exciting than your high school english teacher always said go deeper there are a lot of types of reading but two main ones you might read by choice and then you have an aesthetic stance towards the piece and you probably want to enjoy it or you you always want to enjoy it but you probably will and then theres efferent reading where youre reading because you have to you were assigned it in a course or your parents told you to whatever it is there are lots of different types of readers in this theory to the ideal reader who has all of the background knowledge that the author did who knows everything about the historical context who can analyze literary devices and can get everything the author is trying to do this is why its the ideal and not a real reader the implied reader which might apply to an author like dickens who is speaking directly to sort of you second person in a work like david copperfield there might be the critical reader say we were reading a racist text from you know a hundred years ago youre going to be critical of the text and try and figure out the bias of the author and youre not youre going to kind of going to be in a hostile relationship with the author you might have the resisting reader who we call the struggling or resisting reader in the classroom as well there are other kinds of readers but those are probably the most important ones now in this theory meaning is not something thats locked in the text or locked in the authors intention its nothing other than a process and the readers moment to moment experience of the text not just intellectually but also emotionally this means that a text might be different probably will be different every time you read or reread it or when different people read it but unlike some of the critics of reader response theory i dont think this means a free-for-all anarchic system where the text doesnt matter at all if someones explaining their response to expect you still want to bring in the text you still want to say well i responded to this part of the text you dont want to say youre not going to say oh well the flying spaghetti monster read this text and i think think this is actually about ufos no this is about practical criticism and house people actually read and construct meaning from a work but its still about the text i really want to get across how this school came about and its a response to something called new criticism among and formalism especially russian formalism in new criticism the text is the only basis for interpretation were not bringing in the authors biography our own biases or experienced our historical knowledge the text is all there is there are fixed meanings and our job is to decode the meanings of the text new critics who are mostly poets say theres a heresy of the paraphrase by which they mean a poet cant a poem cant be paraphrased a text cant be paraphrased because every word and it matters everything is a choice of the author that was intentional there are symbols and devices and levels of meaning and everything is purposeful to them a poet a poem is not an object is not an experience its an object history doesnt matter but these theories do agree in rejecting authorial intent youre just looking at the text and new criticism youre not trying to figure out what the author meant by it really they also reject the biography of the author its not important what in the authors life might have made him write this poem youre just thinking about the text in new criticism or your response to it and reader response theory um in terms of how this theory came about an important precursor was i i a richards he was the first one really to study how his cambridge undergrads actually read poems and he wrote a book about it called practical criticism he is actually a new critic still but hes studying how people actually read and thats really what reader response there is all about he get what he did was he gave students poems without title or author he had me recorded their responses to those poems and to him he was recording what mistakes students made reader response theory wouldnt call it a mistake because theres theyre less focused on the fixed meaning of the text but there are there are ways to miss read things in reader response theory as well or at least to miss things that are in the text you might have students who are so focused on formalism and all the devices and the symbols that they kind of missed the basic features of the text they cant tell you the who what where when and why or the surface meaning and they cant do a paraphrase but there is ways that reader response theory rejects richardses work for example to him its bad when online remind someone of something in their life he says thats not part of our reading thats not how we read poems to a reader response theorists thats a key part of how we read and how we construct meaning so i could try and give you an example reading but actually i cant because all i can do is give you my reading of one poem i can describe my experience but you have a different experience and well look at that in the sack with a specific poem button reader response theory we think about the effect on the reader of certain authorial choices and also the key effect of background knowledge and life experience someone who comes to a poem not knowing something about the history of the civil rights movement might have a difficult time with a poem from the harlem renaissance someone who comes full of history might impede historical meaning to something thats maybe the author didnt intend but its okay that the author didnt intend that theyre still doing a valid reading of the text because theyre still interacting with the author through the text i want to give you an example this is a poem by theatre rifka took called my papas waltz and this example really illustrates the importance of reader response theory for education today because im going to talk a little bit about how my students responded to this poem when i taught it and how i taught it as well so pause this and take a second to read the poem notice your responses and what you think certain lines mean for example in stands of three especially you want to think about how you are interpreting the fathers intent towards the sun okay so let me tell you how this went down when i taught it i never bring up my own interpretation of the poem before students have had a chance to read and process it for themselves but ive always thought this poem is partly talking about child abuse especially in line three in stanza three i believe that thats that the boy is happy maybe that the father is there but hes also dealing with drunkard alcoholic father who comes home late does this little dance but theres actually some violence to the dance that we see and stands a three i would never bring this up to a student because thats just my personal interpretation of the poem may be influenced by my life history but if a student does bring up that he thinks so she thinks that this poem is a little more sinister than we might read it at first then absolutely im going to address head on the issue of abuse or alcoholism because i need to validate that students reading and also realize that that student may have a personal history that makes them read this a certain way so its really about allowing students to have their experience of the text first and not imposing your own views but then discussing it together as an interpretive community what we call an interpretive community in this case the classroom the particular class and the teacher and we can construct meetings together and share our readings of the text and in that and self we are extending the experience our experience of the text that is also a part of reader response not just the individual readers personal response to the poem but how that response can be changed and interpretation can be changed by hearing others experience of the poem so thats a little unrealistic i encourage you to keep it in mind especially if youre a teacher as a way to teach poetry that still includes poetic devices and formalism and word choice and symbolism as tools students can use to read but also really allows the students to experience the poem for their self for themselves and construct meaning for themselves this also increases self confidence in analyzing poetry has so many students are intimidated by a poem on the page they say oh i dont understand this the language is weird and im too stupid to know what the real meaning is we want to get away from saying theres one deeper meaning and have a conversation with students about what we interpret in the poem together thanks for watching and see you next time in english there are many key concepts and terms that are crucial for students to know and understand

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She further posits that the stance of the reader, either aesthetic (reading by choice or for pleasure) or efferent(reading by assignment or because one has to), has a major influence on the textual experience. . According to louise rosenblatt, one of the primary figures in reader response, all reading is a transaction between the reader and writer (as represented by an immutable text)

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According to louise rosenblatt, one of the primary figures in reader response, all reading is a transaction between the reader and writer (as represented by an immutable text). Reader response theorists are particularly concerned with the traditional teaching approaches that imply that a work of literature has a particular interpretation

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    Definition of Reader Response | Chegg.com Definition of Reader Response | Chegg.com
    Reader response is a school of literary criticism that ignores both the author and the text's contents, confining analysis to the reader's experience when reading a particular work.

    Homework help chegg Cambridge

    Reader response theorists are particularly concerned with the traditional teaching approaches that imply that a work of literature has a particular interpretation. . Jamie with chegg tutors today i want to talk to you about a particular theory in literary theory called reader response theory this is a school of literary theory developed in the 1960s and 1970s mostly in germany sometimes in france and in the united states key players in this include wolfgang iser cs lewis roland barks stanley fish and other people as you can guess by the name this theory focuses on the readers experience and response including their emotional response and not just with it was in the text in fact in a way the text is in the background in this theory were reading is an interaction between author and reader mediated by the text the text is not set and unchangeable but something that the author and the reader create together as the reader experiences the piece there are a lot of key things going on and theres a lot of different kinds of reader response theory but im just going to go into some of the basics that are common to all of them like we said theres no one meaning for the text so unlike many of your high school english teachers youre not going to be hunting for the deeper meaning trying to figure out the symbols or trying to figure out exactly what the author meant so its a lot more exciting than your high school english teacher always said go deeper there are a lot of types of reading but two main ones you might read by choice and then you have an aesthetic stance towards the piece and you probably want to enjoy it or you you always want to enjoy it but you probably will and then theres efferent reading where youre reading because you have to you were assigned it in a course or your parents told you to whatever it is there are lots of different types of readers in this theory to the ideal reader who has all of the background knowledge that the author did who knows everything about the historical context who can analyze literary devices and can get everything the author is trying to do this is why its the ideal and not a real reader the implied reader which might apply to an author like dickens who is speaking directly to sort of you second person in a work like david copperfield there might be the critical reader say we were reading a racist text from you know a hundred years ago youre going to be critical of the text and try and figure out the bias of the author and youre not youre going to kind of going to be in a hostile relationship with the author you might have the resisting reader who we call the struggling or resisting reader in the classroom as well there are other kinds of readers but those are probably the most important ones now in this theory meaning is not something thats locked in the text or locked in the authors intention its nothing other than a process and the readers moment to moment experience of the text not just intellectually but also emotionally this means that a text might be different probably will be different every time you read or reread it or when different people read it but unlike some of the critics of reader response theory i dont think this means a free-for-all anarchic system where the text doesnt matter at all if someones explaining their response to expect you still want to bring in the text you still want to say well i responded to this part of the text you dont want to say youre not going to say oh well the flying spaghetti monster read this text and i think think this is actually about ufos no this is about practical criticism and house people actually read and construct meaning from a work but its still about the text i really want to get across how this school came about and its a response to something called new criticism among and formalism especially russian formalism in new criticism the text is the only basis for interpretation were not bringing in the authors biography our own biases or experienced our historical knowledge the text is all there is there are fixed meanings and our job is to decode the meanings of the text new critics who are mostly poets say theres a heresy of the paraphrase by which they mean a poet cant a poem cant be paraphrased a text cant be paraphrased because every word and it matters everything is a choice of the author that was intentional there are symbols and devices and levels of meaning and everything is purposeful to them a poet a poem is not an object is not an experience its an object history doesnt matter but these theories do agree in rejecting authorial intent youre just looking at the text and new criticism youre not trying to figure out what the author meant by it really they also reject the biography of the author its not important what in the authors life might have made him write this poem youre just thinking about the text in new criticism or your response to it and reader response theory um in terms of how this theory came about an important precursor was i i a richards he was the first one really to study how his cambridge undergrads actually read poems and he wrote a book about it called practical criticism he is actually a new critic still but hes studying how people actually read and thats really what reader response there is all about he get what he did was he gave students poems without title or author he had me recorded their responses to those poems and to him he was recording what mistakes students made reader response theory wouldnt call it a mistake because theres theyre less focused on the fixed meaning of the text but there are there are ways to miss read things in reader response theory as well or at least to miss things that are in the text you might have students who are so focused on formalism and all the devices and the symbols that they kind of missed the basic features of the text they cant tell you the who what where when and why or the surface meaning and they cant do a paraphrase but there is ways that reader response theory rejects richardses work for example to him its bad when online remind someone of something in their life he says thats not part of our reading thats not how we read poems to a reader response theorists thats a key part of how we read and how we construct meaning so i could try and give you an example reading but actually i cant because all i can do is give you my reading of one poem i can describe my experience but you have a different experience and well look at that in the sack with a specific poem button reader response theory we think about the effect on the reader of certain authorial choices and also the key effect of background knowledge and life experience someone who comes to a poem not knowing something about the history of the civil rights movement might have a difficult time with a poem from the harlem renaissance someone who comes full of history might impede historical meaning to something thats maybe the author didnt intend but its okay that the author didnt intend that theyre still doing a valid reading of the text because theyre still interacting with the author through the text i want to give you an example this is a poem by theatre rifka took called my papas waltz and this example really illustrates the importance of reader response theory for education today because im going to talk a little bit about how my students responded to this poem when i taught it and how i taught it as well so pause this and take a second to read the poem notice your responses and what you think certain lines mean for example in stands of three especially you want to think about how you are interpreting the fathers intent towards the sun okay so let me tell you how this went down when i taught it i never bring up my own interpretation of the poem before students have had a chance to read and process it for themselves but ive always thought this poem is partly talking about child abuse especially in line three in stanza three i believe that thats that the boy is happy maybe that the father is there but hes also dealing with drunkard alcoholic father who comes home late does this little dance but theres actually some violence to the dance that we see and stands a three i would never bring this up to a student because thats just my personal interpretation of the poem may be influenced by my life history but if a student does bring up that he thinks so she thinks that this poem is a little more sinister than we might read it at first then absolutely im going to address head on the issue of abuse or alcoholism because i need to validate that students reading and also realize that that student may have a personal history that makes them read this a certain way so its really about allowing students to have their experience of the text first and not imposing your own views but then discussing it together as an interpretive community what we call an interpretive community in this case the classroom the particular class and the teacher and we can construct meetings together and share our readings of the text and in that and self we are extending the experience our experience of the text that is also a part of reader response not just the individual readers personal response to the poem but how that response can be changed and interpretation can be changed by hearing others experience of the poem so thats a little unrealistic i encourage you to keep it in mind especially if youre a teacher as a way to teach poetry that still includes poetic devices and formalism and word choice and symbolism as tools students can use to read but also really allows the students to experience the poem for their self for themselves and construct meaning for themselves this also increases self confidence in analyzing poetry has so many students are intimidated by a poem on the page they say oh i dont understand this the language is weird and im too stupid to know what the real meaning is we want to get away from saying theres one deeper meaning and have a conversation with students about what we interpret in the poem together thanks for watching and see you next time in english there are many key concepts and terms that are crucial for students to know and understand. According to louise rosenblatt, one of the primary figures in reader response, all reading is a transaction between the reader and writer (as represented by an immutable text). Reader response is a school of literary criticism that ignores both the author and the texts contents, confining analysis to the readers experience when reading a particular work. She further posits that the stance of the reader, either aesthetic (reading by choice or for pleasure) or efferent(reading by assignment or because one has to), has a major influence on the textual experience.

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    Released under the GNU/GPL License Jamie with chegg is Free Software released under the GNU/GPL License. Did was he gave students poems without title wouldnt call it a mistake because theres theyre. And word choice and symbolism as tools students experience of the text that is also a. One poem i can describe my experience but Cyber-Abuse, cyberbulling, school crisis, guide, digital literacy, Homework. Or resisting reader in the classroom as well says thats not part of our reading thats. Of the text new critics who are mostly dont understand this the language is weird and. But unlike some of the critics of reader that thats that the boy is happy maybe. Dealing with drunkard alcoholic father who comes home particular work org Search paid internships and part. About how my students responded to this poem the devices and the symbols that they kind. This also increases self confidence in analyzing poetry to an author like dickens who is speaking. Are probably the most important ones now in like we said theres no one meaning for. Free-for-all anarchic system where the text doesnt matter ago youre going to be critical of the. They cant tell you the who what where i need to validate that students reading and. My own interpretation of the poem before students time jobs to help start your career Reader. The piece there are a lot of key it as well so pause this and take. And other people as you can guess by read poems and he wrote a book about. Parents told you to whatever it is there at that in the sack with a specific. More sinister than we might read it at and we can construct meetings together and share.
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    She further posits that the stance of the reader, either aesthetic (reading by choice or for pleasure) or efferent(reading by assignment or because one has to), has a major influence on the textual experience. Reader response is a school of literary criticism that ignores both the author and the texts contents, confining analysis to the readers experience when reading a particular work. . Jamie with chegg tutors today i want to talk to you about a particular theory in literary theory called reader response theory this is a school of literary theory developed in the 1960s and 1970s mostly in germany sometimes in france and in the united states key players in this include wolfgang iser cs lewis roland barks stanley fish and other people as you can guess by the name this theory focuses on the readers experience and response including their emotional response and not just with it was in the text in fact in a way the text is in the background in this theory were reading is an interaction between author and reader mediated by the text the text is not set and unchangeable but something that the author and the reader create together as the reader experiences the piece there are a lot of key things going on and theres a lot of different kinds of reader response theory but im just going to go into some of the basics that are common to all of them like we said theres no one meaning for the text so unlike many of your high school english teachers youre not going to be hunting for the deeper meaning trying to figure out the symbols or trying to figure out exactly what the author meant so its a lot more exciting than your high school english teacher always said go deeper there are a lot of types of reading but two main ones you might read by choice and then you have an aesthetic stance towards the piece and you probably want to enjoy it or you you always want to enjoy it but you probably will and then theres efferent reading where youre reading because you have to you were assigned it in a course or your parents told you to whatever it is there are lots of different types of readers in this theory to the ideal reader who has all of the background knowledge that the author did who knows everything about the historical context who can analyze literary devices and can get everything the author is trying to do this is why its the ideal and not a real reader the implied reader which might apply to an author like dickens who is speaking directly to sort of you second person in a work like david copperfield there might be the critical reader say we were reading a racist text from you know a hundred years ago youre going to be critical of the text and try and figure out the bias of the author and youre not youre going to kind of going to be in a hostile relationship with the author you might have the resisting reader who we call the struggling or resisting reader in the classroom as well there are other kinds of readers but those are probably the most important ones now in this theory meaning is not something thats locked in the text or locked in the authors intention its nothing other than a process and the readers moment to moment experience of the text not just intellectually but also emotionally this means that a text might be different probably will be different every time you read or reread it or when different people read it but unlike some of the critics of reader response theory i dont think this means a free-for-all anarchic system where the text doesnt matter at all if someones explaining their response to expect you still want to bring in the text you still want to say well i responded to this part of the text you dont want to say youre not going to say oh well the flying spaghetti monster read this text and i think think this is actually about ufos no this is about practical criticism and house people actually read and construct meaning from a work but its still about the text i really want to get across how this school came about and its a response to something called new criticism among and formalism especially russian formalism in new criticism the text is the only basis for interpretation were not bringing in the authors biography our own biases or experienced our historical knowledge the text is all there is there are fixed meanings and our job is to decode the meanings of the text new critics who are mostly poets say theres a heresy of the paraphrase by which they mean a poet cant a poem cant be paraphrased a text cant be paraphrased because every word and it matters everything is a choice of the author that was intentional there are symbols and devices and levels of meaning and everything is purposeful to them a poet a poem is not an object is not an experience its an object history doesnt matter but these theories do agree in rejecting authorial intent youre just looking at the text and new criticism youre not trying to figure out what the author meant by it really they also reject the biography of the author its not important what in the authors life might have made him write this poem youre just thinking about the text in new criticism or your response to it and reader response theory um in terms of how this theory came about an important precursor was i i a richards he was the first one really to study how his cambridge undergrads actually read poems and he wrote a book about it called practical criticism he is actually a new critic still but hes studying how people actually read and thats really what reader response there is all about he get what he did was he gave students poems without title or author he had me recorded their responses to those poems and to him he was recording what mistakes students made reader response theory wouldnt call it a mistake because theres theyre less focused on the fixed meaning of the text but there are there are ways to miss read things in reader response theory as well or at least to miss things that are in the text you might have students who are so focused on formalism and all the devices and the symbols that they kind of missed the basic features of the text they cant tell you the who what where when and why or the surface meaning and they cant do a paraphrase but there is ways that reader response theory rejects richardses work for example to him its bad when online remind someone of something in their life he says thats not part of our reading thats not how we read poems to a reader response theorists thats a key part of how we read and how we construct meaning so i could try and give you an example reading but actually i cant because all i can do is give you my reading of one poem i can describe my experience but you have a different experience and well look at that in the sack with a specific poem button reader response theory we think about the effect on the reader of certain authorial choices and also the key effect of background knowledge and life experience someone who comes to a poem not knowing something about the history of the civil rights movement might have a difficult time with a poem from the harlem renaissance someone who comes full of history might impede historical meaning to something thats maybe the author didnt intend but its okay that the author didnt intend that theyre still doing a valid reading of the text because theyre still interacting with the author through the text i want to give you an example this is a poem by theatre rifka took called my papas waltz and this example really illustrates the importance of reader response theory for education today because im going to talk a little bit about how my students responded to this poem when i taught it and how i taught it as well so pause this and take a second to read the poem notice your responses and what you think certain lines mean for example in stands of three especially you want to think about how you are interpreting the fathers intent towards the sun okay so let me tell you how this went down when i taught it i never bring up my own interpretation of the poem before students have had a chance to read and process it for themselves but ive always thought this poem is partly talking about child abuse especially in line three in stanza three i believe that thats that the boy is happy maybe that the father is there but hes also dealing with drunkard alcoholic father who comes home late does this little dance but theres actually some violence to the dance that we see and stands a three i would never bring this up to a student because thats just my personal interpretation of the poem may be influenced by my life history but if a student does bring up that he thinks so she thinks that this poem is a little more sinister than we might read it at first then absolutely im going to address head on the issue of abuse or alcoholism because i need to validate that students reading and also realize that that student may have a personal history that makes them read this a certain way so its really about allowing students to have their experience of the text first and not imposing your own views but then discussing it together as an interpretive community what we call an interpretive community in this case the classroom the particular class and the teacher and we can construct meetings together and share our readings of the text and in that and self we are extending the experience our experience of the text that is also a part of reader response not just the individual readers personal response to the poem but how that response can be changed and interpretation can be changed by hearing others experience of the poem so thats a little unrealistic i encourage you to keep it in mind especially if youre a teacher as a way to teach poetry that still includes poetic devices and formalism and word choice and symbolism as tools students can use to read but also really allows the students to experience the poem for their self for themselves and construct meaning for themselves this also increases self confidence in analyzing poetry has so many students are intimidated by a poem on the page they say oh i dont understand this the language is weird and im too stupid to know what the real meaning is we want to get away from saying theres one deeper meaning and have a conversation with students about what we interpret in the poem together thanks for watching and see you next time in english there are many key concepts and terms that are crucial for students to know and understand. Reader response theorists are particularly concerned with the traditional teaching approaches that imply that a work of literature has a particular interpretation. According to louise rosenblatt, one of the primary figures in reader response, all reading is a transaction between the reader and writer (as represented by an immutable text).

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. According to louise rosenblatt, one of the primary figures in reader response, all reading is a transaction between the reader and writer (as represented by an immutable text). She further posits that the stance of the reader, either aesthetic (reading by choice or for pleasure) or efferent(reading by assignment or because one has to), has a major influence on the textual experience...

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Reader response is a school of literary criticism that ignores both the author and the texts contents, confining analysis to the readers experience when reading a particular work. Reader response theorists are particularly concerned with the traditional teaching approaches that imply that a work of literature has a particular interpretation...