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Reflective write

Reflective write. What is the value in studying literature?. Reader Response Theory: Connecting students to texts and developing deeper analysis. Tracy McCubbin UWMWP ISI 2011. Context. I love to read! High school English teacher for 3 years My students hate reading!. Ah-ha!.

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Reflective write

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  1. Reflective write • What is the value in studying literature?

  2. Reader Response Theory: Connecting students to texts and developing deeper analysis Tracy McCubbin UWMWP ISI 2011

  3. Context • I love to read! • High school English teacher for 3 years • My students hate reading!

  4. Ah-ha!

  5. Our students hate reading! • “readicide: the systematic killing of the love of reading” (Gallagher) • “preoccupation with whatever can be systematically taught and tested” (Rosenblatt)

  6. Guiding Questions • How can I use Reader Response theory to connect my students to texts? • What structures can I put in place to help my students make these connections through responses? • How can responses lead to more developed written analysis?

  7. Participant Outcomes • Understand Reader Response Theory • Respond, both written and orally, to texts through various structures • Develop an essay to analyze the texts and your responses

  8. Activity #1 • 1) Read the “Friendship” prose. • 2) After reading, personally respond in writing to the text. Focus on anything: any connection, any part, any issues! • 3) As a large group, we’ll will discuss the text through your responses.

  9. Reader Response Meaning Text Reader

  10. “reading will enable them to refine and sharpen their conceptions of the world and the people in it. It is those conceptions that make them who they are” (Probst)

  11. Discussions: “associations with other works of literature, references to personal experience, reactions to the human issues and moral dilemmas of the characters, or responses to the writer’s craft” (Gillespie)

  12. Reader Response Structure • Categories: • Personal • Topical • Interpretative • Formal • Textual • Moral

  13. Activity #2 • 1) Read the selection from Of Mice and Men. • 2) After reading, personally respond in writing to the text, but this time, focus on a category from the handout. • 3) In table groups, you’ll will discuss the text through your responses, with a large group share-out.

  14. Analysis • The responses and discussions act as “seedbeds for growing the ideas that [students] will develop, express, and defend with textual [support] in formal academic papers” (Gillespie)

  15. Activity #3 • Write an essay that analyzes the ideas expressed in the four texts: the selection from Of Mice and Men, the “Friendship” prose, and your two personal responses. Draw upon the discussions also. Use textual support! • *This isn’t a summary of the texts; rather it’s an exploration of the meaning you created from the different texts, responses, and discussions.

  16. Guiding Questions and Participant Outcomes

  17. Connect this quote with your work in today’s TIW • “When students read books solely through the lens of test preparation, they miss out on the opportunity to read books through the lens of life preparation.” (Gallagher)

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