reader-response


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read′er-response`


adj.
noting any of several theories of literary criticism that focus on the activity of the reader as opposed to the intention of the author.
[1975–80]
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In a conversation between Western biblical methods of interpretation and tribal concerns, Angami employs contextual reader-response criticism to read Matthew's infancy narrative from the perspective of tribal communities of North East India.
A Teacher's Introduction to Reader-Response Theories.
In this article we outline the incorporation of a reader-response lesson that has developed into a fundamental part of a teacher training course on how to teach literature and language arts in the Hong Kong context.
He tells how to set up groups and train students in reader-response so that group members can support each other as people and as writers, paying special attention to personal and interpersonal aspects of teaching.
The work presented here offers a unique glimpse at international patterns in reader response and begins to address the paucity of reader-response literature in the library and information studies field.
The meaning-as-event-analytical method, from reader-response narrative theory, reveals specific language features through which business texts manifest readers and writers.
Reader-response criticism, simply put, asks the reader to evaluate her experience of the work and account for what leads to that particular experience.
Este articulo presenta una resena del enfoque literario conocido como Reader-Response (Lector-Respuesta).
This book attempts to link three British Romantics to three reader-response theorists respectively according to the similarities between their notions of interpretation: Lamb to Iser, Coleridge to Fish, and Hazlitt to Jauss.
Although the topic of this book is fairly specialized, the author touches on issues of concern to all scholars of the Renaissance, such as reader-response theory, categories of reading groups and literacy, and the proliferation of prologues as a means to control readers.
The educator tries to get students to move away from a reader-response critical approach to literature in which the reader gains a position of privilege by completing the story toward a post-colonial critical response, in which the student examines the political positions of the author, the characters, and themselves as readers.
Th e authors provide a good introduction to the issues at stake in the critical interpretation of the Bible, without discussing some contemporary issues such as postmodern interpretation, reader-response criticism, feminist interpretation, and the like.