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In Strange Narrators in Contemporary Fiction: Explorations in Readers' Engagement with Characters (hereafter referred to as Strange Narrators), he examines the phenomenon of strange narrator from the cognitive perspective of reader-response. This unique perspective results from Caracciolo's longtime of academical accumulation.
There are mechanisms built into rhetorical narratology that aim to forestall precisely that objection, and the resulting slide into reader-response theory.
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.
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.
In reader-response format, pose the following questions and ask the students to write out their response:
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.
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.
Next, theories supporting the literature circles are discussed, including Vygotsky's Zone of Proximal Development, Rosenblatt's reader-response theory, reading as a process, reading-writing connection, and independent learning.