Reader Oriented Theory. Theory based on the view that a work of art or a text is a concrete object that can be analyzed to discover its meaning independent of its author's intention or the emotional state or values of either its author or reader. Received from out mothers at birth; personalized through each of our life's experiences; becomes ...
What is the reader-oriented approach in writing?
May 10, 2020 · 1. In the process of written composition, a stage at which the style and structure of a text is subordinated to the needs of the reader rather than to those of the writer; also drafts of a text which reflect this feature. Reader-oriented …
What is meant by reader orientation?
Apr 15, 2022 · 1. In the process of written composition, a stage at which the style and structure of a text is subordinated to the needs of the reader rather than to those of the writer; also drafts of a text which reflect this feature. For instance, compared to an earlier writer-oriented phase, a reader-oriented text might include more signposting. 2. Reader-oriented theory: see reader …
What is reader response theory in literature?
reader-oriented. 1. In the process of written composition, a stage at which the *style and *structure of a text is subordinated to the needs of the reader rather than to those of the writer; also drafts of a text which reflect this feature. For instance, compared to an earlier ... ... Access to the complete content on Oxford Reference requires a subscription or purchase.
What is an example of a reader-oriented text?
reader-oriented criticism asserts that the reader is active, not passive, during the reading process, sharing a transactional experience with the text ; the reader + the text= the poem (the text's interpretation or meaning)
What is an example of reader response theory?
The Purpose of Reader-Response For example, in Mary Wollstonecraft Shelley's Frankenstein (1818), the monster doesn't exist, so to speak, until the reader reads Frankenstein and reanimates it to life, becoming a co-creator of the text.
How do you use the reader response theory?
Understand the theory of reader response, which focuses on the reader's reading experience. Apply the reader-response methodology to works of literature. Engage in the writing process of a peer writer, including peer review. Review and evaluate a variety of reader-response papers by peer writers.May 17, 2020
What are the five types of reader response theory?
Results: Reader-response theory could be categorized into several modes including: 1) “Transactional” approach used by Louise Rosenblatt and Wolfgang Iser 2) “Historical context” favored by Hans Robert Juass 3) “Affective stylistics” presented by Stanley Fish 4) “Psychological” approach employed by Norman Holland 5) “ ...Jun 7, 2020
Who is the founder of reader response theory?
The origins of reader-oriented criticism can be located in the United States with Louise Rosenblatt's development of theories in the 1930s (Literature as Exploration). Rosenblatt further developed her theories in the late seventies (The Reader, the Text, the Poem).
Why is Reader Response Theory important?
Using a reader response approach helps secondary students become critical readers and thinkers because they are not simply told how to think about a text, but must justify their multiple interpretations of a text using textual evidence and support.
What is a reading response example?
0:214:37How to Write a Reading Response Paragraph - YouTubeYouTubeStart of suggested clipEnd of suggested clipBut if you find writing analytical paragraphs difficult the nish writing frame may help you findMoreBut if you find writing analytical paragraphs difficult the nish writing frame may help you find your feet the writing frame I'm talking about is called the reading response paragraph. And it contains
What are the types of readers?
What are the different types of readers?The Literary Snob. We all know the type of reader who would never start reading a book unless it's a classic. ... The Habitual Book Clubber. ... The Partial Reader. ... The Series Junky. ... The polygamist reader. ... The re-reader. ... The physical book loyalist. ... The digital reader.More items...•Dec 22, 2021
How does Wolfgang Iser envision the reader?
MCQ: How does Wolfgang Iser envision the reader ? The reader fills in the gaps imposed by an author's intention. The reader is sublimated beneath the author. The reader is less important than the author's context.
What are the three focuses of reader-response approach?
Reader-response strategies can be categorized, according to Richard Beach in A Teacher's Introduction to Reader-Response Theories (1993), into five types: textualCritical approach that emphasizes the text itself (relative to other forms of reader-response criticism); the text directs interpretation as the reader ...
What is meant by reader-response or reaction?
A reading response asks the reader [you] to examine, explain and defend your personal reaction to a reading.
What is historical and reader-response?
History and Role of Reader's Response Theory Typically, Reader-response criticism revolves around the phenomena 'Respond to Reading'. The theory identifies the reader as a significant and active agent who is responsible to impart the real meaning of the text by interpreting it.
What is reader response?
Reader-Response Criticism. a genre of discourse employed by literary critics used to share the results of their interpretive efforts. a term coined by Stanley Fish for describing a group of informed readers who share similar assumptions about language and literary conventions. The origins of reader-oriented criticism can be located in ...
What is an opinion?
Opinion. a view or judgment not necessarily based on facts. Interpretive Community. a term coined by Stanley Fish for describing a group of informed readers who share similar assumptions about language and literary conventions. The origins of reader-oriented criticism can be located in the United States with Louise Rosenblatt’s development ...
What is the reader response theory?
Reader-response theory is based on the assumption that a literary work takes place in the mutual relationship between the reader and the text. According to this theory, the meaning is constructed through a transaction between the reader and the text within a particular context. Readers assume multiple roles when responding to a variety of forms of literature. The process of developing responses facilitates active and meaningful reading and increases emotional and intellectual participation in the text, which ultimately provides learners with better comprehension and awareness of the text. The potential value of classroom discussions helps learners to express their emotional reactions, to elicit their responses, to nourish their perspectives for furthering depth of their interpretation, to corroborate their opinions and share their responses for building a social relationship. It is crucial that learners are directed to perform more adequately in response to texts and actively engage in dialogues to pose literal and inferential questions, to explore a range of possible meanings and to foster cognitive development and comprehension.
Why is scaffolding important in language learning?
Due to its contributing influence on language learning, scaffolding is a significant instructional tool. Scaffolding techniques engage learners in collaborative settings under adult guidance. As learners perform tasks successfully with teacher assistance, they develop new abilities and extend their understanding. Teachers withdraw their support when learners grasp new concepts, solidify their understanding and promote their independence in the learning process. Scaffolding has the potential to increase the competence of learners in accomplishing their tasks and enable them to become independent learners. This paper attempts to demonstrate the advantages of using scaffolding techniques in language learning settings.
Why is classroom discussion important?
The potential value of classroom discussions helps learners to express their emotional reactions, to elicit their responses, to nourish their perspectives for furthering depth of their interpretation, to corroborate their opinions and share their responses for building a social relationship.
Why is reader response theory important?
In stressing the activity of the reader, reader-response theory may be employed to justify upsettings of traditional interpretations like deconstruction or cultural criticism . Since reader-response critics focus on the strategies readers are taught to use, they may address the teaching of reading and literature.
Who developed the reader response theory?
Psychological reader-response theory, employed by Norman Holland, believes that a reader's motives heavily affect how they read, and subsequently use this reading to analyze the psychological response of the reader.
What is reader response criticism?
Reader-response criticism is a school of literary theory that focuses on the reader (or " audience ") and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work.
When did the reader response movement start?
Although literary theory has long paid some attention to the reader's role in creating the meaning and experience of a literary work, modern reader-response criticism began in the 1960s and '70s, particularly in the US and Germany. This movement shifted the focus from the text to the reader and argues that affective response is a legitimate point ...
What is the New Criticism?
New Criticism had emphasized that only that which is within a text is part of the meaning of a text. No appeal to the authority or intention of the author, nor to the psychology of the reader, was allowed in the discussions of orthodox New Critics.
What is the horizon of expectations?
For Jauss, readers have a certain mental set, a "horizon" of expectations ( Erwartungshorizont ), from which perspective each reader, at any given time in history, reads. Reader-response criticism establishes these horizons of expectation by reading literary works of the period in question.
What is the reader response?
Reader-response critics hold that in order to understand a text, one must look to the processes readers use to create meaning and experience. Traditional text-oriented schools, such as formalism, often think of reader-response criticism as an anarchic subjectivism, allowing readers to interpret a text any way they want. Text-oriented critics claim that one can understand a text while remaining immune to one's own culture, status, personality, and so on, and hence "objectively."
What is the reader response theory?
This article presents the pedagogical implementation of the reader-response theory in a class of English as a foreign language with language pre-service teachers as they experience the reading of two short stories. The research took place over a 16 week period in which students kept a portfolio of their written responses to the stories. Participants also discussed their interpretations in class. The core constructs of this study are the reader-response theory, the use of literature in English as a foreign language classes and its relation to critical thinking. Results showed that the application of tasks based on the reader-response theory encourages a meaning seeking process as well as the development of higher order thinking skills in future language teachers. Key words: aesthetic reading, efferent reading, EFL literary texts, higher-order thinking skills, reader-response theory, teachers’ initial education
What is the approach to reading literature?
Consequently, the approach to reading literature is a path to enhance student-teachers of English in the understanding of the language as a whole and as the direct contact with their lives and the world. Rosenblatt (1985) argues that the teacher’s influence should respect the authentic nature of literature itself. However, it should be clarified that RRT was not conceived of as a language learning approach originally but it has been adapted and adopted by researchers who belong to this applied linguistics domain (see the works by Carlisle, 2000; Davis, 1989; Hirvela, 1996, 2001; Liaw, 2001). Sheridan (1991) notes that in a reader-response classroom, the proper subject of writing is the experience of reading itself. He argues that students will benefit most when their writing helps them become better readers. Furthermore, he stresses the importance of writing that requires students to reread literary texts, a point also mentioned by Jenkins and Moses (1992). According to Yilmaz (2012), “both literature and language can serve as the complement to each other, which is conducive to the development of language skills” (p. 86). Thus, it seems that in the RRT frameworkthe literary experience, in the EFL classroom, should become an encounter between the reader and the text, rather than a strategy or technique to study history, philosophy, biography, literary genres or grammar.
What is RRT in literature?
A definition and characterization of RRT, a historical perspective of the use of literature in teaching languages and its relation with EFL education, and the principles of critical thinking through literature are illustrated. 2.1 Reader-Response Theory: Towards a Definition Eagleton (1983) has characterized the history of modern literary theory as occurring in three stages: a romantic “preoccupation with the author”, a new critical “exclusive concern with the text”, and finally, “a marked shift of attention to the reader over recent years” (p. 74). This is due in large part to the emergence of RRT.
How does RRT help students?
Having students assume new perspectives in a story they have already read, made them aware that there are no exact interpretations in the text. Students also became more confident when giving their opinions about the reading and showed more interest when listening to others’ interpretations. RRT made literature reading more meaningful and real for students. They became personally involved in the reading process because they brought all their life experiences. When students came to realize that their own lives and their own personal thinking were important, a new appreciation for the reading experience of literature appeared to be born.
What are the research questions?
The research questions addressed the issues of students’ responses, thinking skills and their performance as readers of literature. The type of data gathered through the research process was qualitative and the unit of analysis was students’ responses to the two literary stories. I used their written and oral responses to start organizing and naming the categories and subcategories of this study. Written responses included personal narratives, connections between personal experiences and the stories, and reviews of the story. Basically, written responses were focused on interpretation of the texts. On the other hand, oral responses were captured while students were engaged in group discussions and included responses to peers’ questions, personal interpretations of the text, analytical comments, and stepping into the stories.
Is literature a foreign language?
English as a foreign language (EFL) teachers could affirm that literature involves a meaningful reading which may have connections with literacy development; however, the old debate surrounding literature in EFL curricula still continues. Therefore, further classroom-based research is needed to clarify the potential roles of literature in the EFL curriculum.
