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Author: Nicholas J. Karolides Publisher: Routledge ISBN: 1136608001 Category : Education Languages : en Pages : 400
Book Description
This text, based on Louise M. Rosenblatt's transactional model of literature, focuses on the application of transactional reader-response theory in the classroom. It grows from frequent requests from secondary school and college teachers for teaching suggestions on how to put theory into practice. This is not a "What should I do on Monday?" cookbook, but an expression of the practice of theory in college and secondary school classrooms. The chapters portray a spectrum of strategies--including biopoems, expressive and imaginative writing, journal writing, readers' theater, role playing, and unsent letters--using as examples individual works from several genres. Recognizing that teachers who may have been trained in other theories and methodologies may be hesitant about their quite different role and expectations in the reader-centered classroom, the authors provide stepping stones to develop readiness and confidence, suggestions, and insights to ease the transition to the transactional model of teaching and learning. Pedagogical features: * An explanatory introduction to each section defines its orientation and describes the content and direction of the chapters it contains. * Invitations elicit engagement of readers with concepts, attitudes, or strategies presented in the chapters; they invite readers, as individuals or members of a small group, to consider ideas or to practice a strategy, among other activities, in order to enhance understandings. * A glossary defines key concepts and strategies discussed in the text. * A bibliography provides an extensive list of resources--books and journal articles--both theoretical and applied. New in the second edition: * Six new chapters--three deal with the roles of film-as-literature in the English classroom, and three with enhancing multicultural understandings. * Updates and revisions to several chapters that appeared in the first edition. * Invitations, new in this edition, have been added to focus and expand readers' thinking.
Author: Nicholas J. Karolides Publisher: Routledge ISBN: 1136608001 Category : Education Languages : en Pages : 400
Book Description
This text, based on Louise M. Rosenblatt's transactional model of literature, focuses on the application of transactional reader-response theory in the classroom. It grows from frequent requests from secondary school and college teachers for teaching suggestions on how to put theory into practice. This is not a "What should I do on Monday?" cookbook, but an expression of the practice of theory in college and secondary school classrooms. The chapters portray a spectrum of strategies--including biopoems, expressive and imaginative writing, journal writing, readers' theater, role playing, and unsent letters--using as examples individual works from several genres. Recognizing that teachers who may have been trained in other theories and methodologies may be hesitant about their quite different role and expectations in the reader-centered classroom, the authors provide stepping stones to develop readiness and confidence, suggestions, and insights to ease the transition to the transactional model of teaching and learning. Pedagogical features: * An explanatory introduction to each section defines its orientation and describes the content and direction of the chapters it contains. * Invitations elicit engagement of readers with concepts, attitudes, or strategies presented in the chapters; they invite readers, as individuals or members of a small group, to consider ideas or to practice a strategy, among other activities, in order to enhance understandings. * A glossary defines key concepts and strategies discussed in the text. * A bibliography provides an extensive list of resources--books and journal articles--both theoretical and applied. New in the second edition: * Six new chapters--three deal with the roles of film-as-literature in the English classroom, and three with enhancing multicultural understandings. * Updates and revisions to several chapters that appeared in the first edition. * Invitations, new in this edition, have been added to focus and expand readers' thinking.
Author: Richard Beach Publisher: ISBN: Category : Education Languages : en Pages : 224
Book Description
This book offers teachers a convenient means of broadening their understanding of reader response theory and criticism and applying this theory to the teaching of literature in high school and college classrooms. The book is designed to arouse individual teachers' interest in reader response theory and encourage them to apply it to their teaching. The book covers the various branches of reader response theory, the key ideas of its many proponents, and the advantages and disadvantages of each branch of theory as perceived by critics. Individual chapters include: (1) Introduction; (2) Textual Theories of Response; (3) Experiential Theories of Response; (4) Psychological Theories of Response; (5) Social Theories of Response; (6) Cultural Theories of Response; and (7) Applying Theory to Practice: Making Decisions about Eliciting Response. (A glossary of key terms in reader response theory along with an extensive bibliography covering the many facets of the entire field are appended.) (HB).
Author: Nicholas J. Karolides Publisher: Longman Publishing Group ISBN: Category : Education Languages : en Pages : 278
Book Description
From the Back Cover: Reader Response in the Classroom: Evoking and Interpreting Meaning in Literature explains and demonstrates how teachers can use a reader response approach to teaching literature. Strategies for implementing reader response pedagogy in the classroom are illustrated through essays that focus on the teaching of specific literary works. Many of the essays include classroom transcripts of the reader response method in action. This edited volume is arranged in four sections: Section 1 (The Transactional Theory of Literature) explains the theory of ready response-its significant features and applications; Section 2 (Initiating Readers' Responses) and Section 3 (Developing Readers' Responses) focus on classroom processes for facilitating readers' responses; Section 4 (Exploring Differences: Gender, Race, Culture) addresses how different readers respond to texts.
Author: Nicholas J. Karolides Publisher: Routledge ISBN: 1135453535 Category : Education Languages : en Pages : 337
Book Description
Reading is a quest. Likened to an adventure -- both metaphoric and real -- the quest is a journey of discovery. The reader's search encompasses the sensations of the experience itself, accompanying emotions, sense and meaning engendered by the experience, and understandings of the self, others, and the world around. Out of curiosity, readers also search for an extensive array of information. The journey can be envisioned and contemplated again and again after the reading act itself is completed. In a meaningful way, the reader's quest and its discoveries are life enduring and life fulfilling. The purpose of this volume is two-fold: * to establish and explore the essential features of reader response theory and its rendering of the reading process, and * to acknowledge a philosophy of teaching and to illustrate teaching strategies to evoke and enhance readers' responses. Understanding the ways in which the reader affects the reading and how the reading happens will illuminate classroom pedagogy. This text establishes and explores the essential features of reader response theory and its rendering of the reading process. The essays acknowledge a philosophy of teaching and illustrate a spectrum of teaching strategies to evoke and enhance readers' responses, including whole and small-group discussion; story drama; readers' theatre; journal writing; scripts, letters, stories, and other writings; and "body punctuation." A case study format is used to illustrate these strategies in action in real classrooms.
Author: Kathy Hall Publisher: John Wiley & Sons ISBN: 1119237939 Category : Education Languages : en Pages : 597
Book Description
The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures
Author: Charles R. Chew Publisher: ISBN: Category : Language Arts & Disciplines Languages : en Pages : 138
Book Description
Focusing on reader response in the classroom, the works collected in this book represent the results of a five-week summer institute in which 25 middle school, high school, and college teachers studied the principles and applications of literature instruction. The following essays are included: an introduction by G. Garber; "An Overview of the Method" (P. Hansbury); "Reader Response: Theory and Practice" (P. Hansbury); "Formalist Criticism in the Secondary Classroom" (R. DeFabio); "A Formalist Lesson Plan for Salinger's 'A Perfect Day for Bananafish' Used with Advanced Seventh Grades" (M. McKay); "A Formalist Lesson: 'The Death of the Ball Turret Gunner'" (C. Forman); "Introduction to Historical/Cultural Methods of Literary Inquiry and Instruction" (M. Kelley); "An Historical-Cultural Approach to 'The Whole Town's Sleeping'" (J. Butterfield); "Introduction to Psychological Criticism" (B. A. Boyce); "A Psychoanalytic Approach to Joseph Conrad's 'The Secret Sharer'" (G. B. Kamm); "A Psychological Critic Looks at 'A Narrow Fellow in the Grass'" (D. J. Marhafer); "Overview of Mythological Criticism" (D. M. Quick); "The Application of Archetypal Criticism to John Knowles 'A Separate Peace'" (D. M. Quick); "A Feminist Archetypal Approach to 'Jane Eyre'" (R. Y. DeFabio); "Multiple Critical Approaches to 'A Rose for Emily'" (C. Reynolds); "Multiple Critical Approaches to 'One Flew Over the Cuckoo's Nest'" (C. Forman); and "Yes, But Does It Work?" (D. M. Quick). (JD)
Author: John Maynard Publisher: Broadview Press ISBN: 1770480463 Category : Literary Criticism Languages : en Pages : 460
Book Description
This accessible, personal, and provocative study returns to the major subject in literary discussion before and during the relatively recent flourishing of literary theory, that of literary intention. Does the author’s personal intention or historical site determine a correct interpretation of a literary work? Probing the entire range of issues connected with this many-faceted and knotty concept, this book engages with interpretation on both theoretical and practical levels. It argues that the hard questions about interpretation connected to issues of intention cannot be sidestepped or ignored. It does not argue for conservative concepts of literature itself, nor against the major historical engagements of critics in our time. But in addressing those who continue to read or teach literature, it does insist on a level of sophistication in issues of literary interpretation that cannot be assured by historical research and knowledge of the social and cultural connections to literary works. The overall aim of the work is to recall readers to the great complexity, pleasure, and interest of literary interpretation.
Author: Deborah Appleman Publisher: Teachers College Press ISBN: 0807773557 Category : Education Languages : en Pages : 273
Book Description
Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
Author: Nicholas J. Karolides
Author: Nicholas J. Karolides
Author: Richard Beach
Author: Nicholas J. Karolides
Author: Nicholas J. Karolides
Author: Kathy Hall
Author: Charles R. Chew
Author: Susan Elizabeth Steffel
Author: John Maynard
Author: Deborah Appleman
Author: