Reader-Response approach

Reader response theory is a movement within literary criticism that links form to response. It
emphasized the study of reading over the formal features. Actively, it might be used to formulate
questions of intention or response (Scott, 1994).
Reader Response Theory emphasizes the creative role of the reader. The question is how to
apply this theory? According to Elliot (1990), students should be engaged in role-play tasks and letter-
writing in conjunction with the text. There is a need to change the style of questioning in classrooms.
For instance, asking students about how they feel while reading rather than what the author intends
(Hirvela, 1996).
It follows that the teaching of literature should be an aesthetic experience rather than an
information gathering exercises since the reader opens the book (Carlisle, 2000). Accordingly, the
reader creates a secondary world to enter while reading with a little effort and imagination (Tolkein,
1997). Insise the secondary world, the reader is engaged in four elements of response: anticipating,
picturing, interacting and evaluating (Benton & Fox, 1985 as cited in Carlisle, 2000).
Specifically throughout my unit plan, I have used reader-response theory. The unit is designed
in a way for producing a permanent dialogue between the reader and the text. These are the places I
used that. With regard to the lesson plans 1-5, I have used the reader-response approach in the
following places. First, in the pre-reading section of the lesson plans 1 to 4: KWL activity, Australian
Quiz and Pre-reading journals method-Open-ended sentence starters. Second, in the analysis and
interpretation section: discussions about the literary piece in terms of setting, generating possibilities
and evaluating events. Third, I have used the approach in bridging text and context part using the task
of making connections between Australian explorers and the characters mentioned in the novel (Mary
and Peter). Fourth, through post reading part, pupils respond to the literacy piece through imaginations
and creating data banks. Fifth, through the reflection part, pupils have the opportunity to reflect on
what they know, want to learn and have learned. Last, there are specific questions in the summative
assessment regarding the reader-response approach.
Regarding the lesson plans 6-10, I have used the reader-response approach in the following
places. First, in the pre-reading activities, pupils are asked to make connections, write comic strips or
dialogues and picking one character and write about their thoughts. Second, Pupils focus and reflect on
the literature through comparing and contrasting two characters of Peter and the Aboriginal boy in the
Analysis and interpretation part. Third, in the bridging text and context, pupils reflect on historical
portraits and expressing feelings, and having discussions about the languages. Fourth, pupils also reflect
on the whole novel through specific questions in the reflection part.
In conclusion, pupils are developing their own individual responses to Walkabout novel while
reader.The reader-response theory is used in this unit plan in order to help pupils be better critical
thinkers. It demands imagination and ability to make connections with what the pupils already know
and what they learned. They broaden their knowledge through comparing their own responses with
their peers' responses.