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Reader Response in the Classroom

Reader Response in the Classroom - 92 edition

ISBN13: 978-0805830293

Cover of Reader Response in the Classroom 92 (ISBN 978-0805830293)
ISBN13: 978-0805830293
ISBN10: 0805830294
Cover type:
Edition/Copyright: 92
Publisher: Lawrence Erlbaum Associates, Inc.
Published: 1992
International: No

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Reader Response in the Classroom - 92 edition

ISBN13: 978-0805830293

Nicholas J. Karolides

ISBN13: 978-0805830293
ISBN10: 0805830294
Cover type:
Edition/Copyright: 92
Publisher: Lawrence Erlbaum Associates, Inc.

Published: 1992
International: No
Summary

This textbook, intended for secondary English methods courses, introduces students to the theory and practice of reader response. It is based on the transactional model of literature asserted by Louise M. Rosenblatt. Soundly expressive of each aspect of response-centered critical theory, it is pedagogically the most meaningful for teachers. As detailed within this text, her approach insists on the reader's role in conjunction with the text, the reader's individuality affecting and being affected by the text. In contrast, other theoretical positions give prominence to the reader or to the text. However, this volume is not specifically concerned with close scrutiny of these variations and emphases. Rather, it focuses on the application of the transactional theory of literature, activating it in the classroom, and expressing theory as background.

Table of Contents

Preface.


Part I: The Transactional Theory of Literature.

R.C. Small, Connecting Students and Literature: What Do Teachers Do and Why Do They Do It?
N.J. Karolides, The Transactional Theory of Literature.
L. Christenbury, "The Guy Who Wrote This Poem Seems to Have the Same Feelings as You Have": Reader-Response Methodology.
M.H. Buckley, Falling Into the White Between the Black Lines: When Teachers Transact With Text.

Part II: Initiating Readers' Responses: Classroom Processes.

R. Luce, Mending Walls: Using a Reader-Response Approach to Teach Poetry.
A. Sherrill, Through a Glass Darkly: Seeing Ourselves in Chekhov's "The Lament.".
P. Kelly, Two Reader-Response Classrooms: Using Pre-reading Activity and Readers Theatre Approaches.
D. Appleman, "I Understood the Grief": Theory Based Introduction to Ordinary People..
J.E. Davis, Evoking Reader Response Among Students Preparing to Teach: Ideas for Creating Openings.

Part III: Developing Readers' Responses: Classroom Processes.

R.E. Probst, Writing From, of, and About Literature.
M. Toman, Teaching Eudora Welty's "Petrified Man": Expanding Preliminary Insights.
M.J. Shaars, Hill-Climbing With Thoreau: Creating Meaningful Carryover.
E.A. Poe, Intensifying Transactions Through Multiple Text Exploration.
F.C. Cronin, A Reader-Response Approach to The Catcher in the Rye: Key Issues/Developmental Questions.
D.H. Roen, A Writing to Learn/Reader-Response Approach to Teaching Antigone..

Part IV: Exploring Differences: Gender, Race, and Culture.

L. Quinn, Trifles as Treason: Coming to Consciousness as a Gendered Reader.
D.W. Furniss, Reading and Teaching From the Outside: Responding to Native American Literature.
O.B. Duff, Empathizing With the African-American Experience: Role Visualization Through Composition.
J.E. Brown, L.G. Harrison, Reader Response to Roethke's "My Papa's Waltz": Exploring Different Perspectives.

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