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- W47422128 abstract "■ Students often play a limited role in the interpretive process as it unfolds in classroom literature discussions. As one ninth-grade student said: 'There is usually a theme. Everyone gets the same idea. They read the story and then the teacher will tell them what she interpreted and the will say, 'Oh yea, that's right.' Although there has been a resurgence of interest in response to literature and in the work of reader response theorists such as Rosenblatt (1978), Iser (1978), Eco (1979), Fish (1980), and Bleich (1978), many teachers continue to teach literature with an academic or New Critical approach (Marshall, 1987; Rogers, 1987, 1988). That is, during literature instruction they rely on examining standard elements of the text (e.g., setting and plot) and building toward a conventional interpretation or class theme instead of building on the transactions between readers and texts. It is little wonder then that few students assessed in literary interpretation are adept at dealing with complicated literary materials (Applebee, Langer, M Rogers, Green, & Nussbaum, 1990). In order to interpret complex literature, students need practice at developing various interpretive strategies, drawing on sources of information in and beyond the text (Rogers, 1988). Textual strategies include drawing on the text's imagery, symbolism, genre, style, narration, and title as well as characterization (attributes, motives, goals, and relationships) and plot. Extratextual strategies include drawing on sources beyond the text (including personal feelings, beliefs, associations, and experiences) and knowledge of the author and his or her other works, other works of literature, and other readers' interpretations. The point, counterpoint response strategy presented here was developed as a way of helping students to build a repertoire of interpretive strategies that can be enlisted when dealing with complex short stories. In a study in which this strategy was used (Rogers, 1988) students exhibited a slightly wider range of interpretive strategies after a 3-week short story unit." @default.
- W47422128 created "2016-06-24" @default.
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- W47422128 date "1991-01-01" @default.
- W47422128 modified "2023-09-23" @default.
- W47422128 title "A Point, Counterpoint Response Strategy for Complex Short Stories." @default.
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