منابع مشابه
Revealing the Teacher-as-Reader in Response to Students' Writing
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متن کاملIntended’ and ‘Experienced’ Meaning: Reevaluating the Reader-Response Theory
Typically, Immanuel Kant’s Critique of Pure Reason has been discussed in the context of epistemology, the study of human knowing. However, one aspect or implication that scholars seem to have missed is the relevance that Kant’s theory has for the field of literary criticism; in particular, its relation to the “Reader-Response” theory.In this paper, we will reexamine the basic claims of the Read...
متن کاملReader Response ~ - - Rene Girard and the Dynamics of Imitation , Scapegoating
Richard Boyd's "Reading Student Resistance" and his earlier JAC article "Imitate Me; Don't Imitate Me" have convinced me that Rene Girard's theory of mimetic desire may have much to teach us about the dynamics of composition. Both articles offer an impressive analysis of imitation as a moment of coercion and "double bind" for students and teacher. In my view, Boyd's most significant insight con...
متن کاملReading logs: an application of reader- response theory in ELT
This article introduces the activity of student-written reading logs as a practical application of reader-response theory in EFL literature teaching. Since reader-response theory stresses the synthesis between reader and text, so it is proposed that practical applications should be based on this interaction. Students make notes in their reading logs as they read a novel, setting down their thou...
متن کاملThe Resourceful Reader The Resourceful Reader :
for Communication Yearbook 15. The resourceful reader:Interpreting television characters and narratives The television viewer is an active interpreter, not a passive recipient, of programs. Viewers'interpretations of programs mediate television effects. The 'active viewer' is accepted by bothtraditional and critical mass communication scholars, allowing for a possible convergence<lb...
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ژورنال
عنوان ژورنال: College & Undergraduate Libraries
سال: 2016
ISSN: 1069-1316,1545-2530
DOI: 10.1080/10691316.2016.1188609