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Reader-Response Criticism - Written Report

The document summarizes a group project on reader-response criticism. It includes an introductory activity where students will act out scenes from Little Red Riding Hood as it is narrated. The discussion then defines reader-response criticism, provides its history and purpose, and discusses how to write a reading response. It also includes guide questions for responding to Little Red Riding Hood by Charles Perrault.

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Charles Pacis
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0% found this document useful (0 votes)
69 views

Reader-Response Criticism - Written Report

The document summarizes a group project on reader-response criticism. It includes an introductory activity where students will act out scenes from Little Red Riding Hood as it is narrated. The discussion then defines reader-response criticism, provides its history and purpose, and discusses how to write a reading response. It also includes guide questions for responding to Little Red Riding Hood by Charles Perrault.

Uploaded by

Charles Pacis
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Group 6: READER-RESPONSE CRITICISM WRITTEN REPORT

Names:

B01 - Alvarez, Aldrich Heinz

B02 - Andrada, Christian Joseph

B03 - Bobiles, Edmond John

B13 - Pacis, Charles Keith Darrel

G02 - Asalil, Alexis Aubrey

G05 - Bocanog, Czarhinne Nica

Topic: Reader-Response

Section: Pascal

I. Objective/s

a. Execute an introductory activity called “CINEMOTO” to provide a variety of reader’s


response to provide foundation to the topic which is Reader-response criticism;
b. provide an instructional and meaningful discussion about examining, explaining, and
defending the educated reaction of the readers to literatures, and specifically, Little Red
Riding Hood by Charles Perrault; and
c. provide a reader-response criticism of the story Little Red Riding Hood by Charles
Perrault through answering the presented guide questions.

II. Discussion

A. Introductory Activity

1. Title: We Narrate, You Act!


2. Short Description: The activity is inspired by a famous game played by the variety show,
"It’s Showtime," originally named as “Sine Mo ‘To.” In this activity, the actors must act
based on what is narrated by the narrator. The story that will be narrated is the chosen
literature of the group which is Little Red Riding Hood. The responses and reactions of
the audience which are our classmates would then be evaluated by the presenters
afterwards as a transition for the discussion part.
3. Mechanics:
a. The presenters will be the first actors. Their task is to act based on the narrated
scenes.
b. Then, the presenters will use the draw lots to call three students from the class
to participate in the introductory activity.
c. The three students chosen will be given props and costumes and afterwards,
they will act accordingly based on the narrated scene, similar to what the
presenters did.
d. Following their participation, the audience's response and reaction will be
evaluated.

4. Materials:

● TV
● Laptop
● Powerpoint Presentation
● Draw lots
● Microphone
● Script for the narration
● Costumes and props of the actors

(In collaboration with Group 5, we will have the same introductory activity.)

B. Important information that you will share with the class (include every detail that you will
present)

What is Reader-Response Criticism?

“Reader + Text = Meaning”

● It focuses on the individual reaction and interpretation of a text by the reader as it is


proposed that only the reader can give a text sufficient meaning.
● The reader interprets a text differently between readings depending on their intellect
or knowledge of the history of which the text describes, mood, personal experiences,
ideologies, and culture.
● It may be in the form of a paper, an essay, a written analysis, or a discussion post.
Brief History:

● The origins of reader-oriented criticism can be located in the United States with Louise
Rosenblatt’s development of theories in the 1930s (Literature as Exploration).
Rosenblatt further developed her theories in the late seventies (The Reader, the Text,
the Poem).
● She is profound like other critics in her area in the belief that between the reader and
the text occurs a “transaction” based on personal associations.
● Readers use past experiences to base expectations of what is forthcoming in the text.

https://en.wikipedia.org/wiki/Louise_Rosenblatt

Purpose of Reader-Response:

● The purpose of a reading response is examining, explaining, and defending your


personal reaction to a text.
● To emphasize the importance of the reader's relationship to the text.
● Asks the readers to explore the following:
why you like or dislike the text;
explain whether you agree or disagree with the author;
identify the text’s purpose; and
critique the text.

Uses of Reader-Response Criticism:

● Allows the reader to take some time to reflect on and organize their thoughts about a
text
● Serves as a tool for thinking and unlocking the text
● Compels the readers to interact with the text
● Often used in the classroom or assigned for homework in order for the teachers to
assess a student’s understanding regarding a given literature

Benefits of conducting Reader-Response:

● Forces the reader to look beyond its words and search for the deeper meaning
● Forms connections and understandings based on various perspectives
● Without a reading response, a text may be read passively

Disadvantages of Reading-Response:

● It can be too subjective because it focuses on the reader’s interpretation therefore


reader’s bias
● Sometimes, it can disregard the actual meaning of the text which leads to
misinterpretations

How to Write a Reading Response:

There are no right or wrong answers in a reading response, and each reader/writer
may have a different process to complete their reading response. Here are some common steps
for how to write a response paper:

1. Carefully or critically read the work. How do the author's words make the reader feel,
and why? What does the reader think are the most significant parts, and why?
2. Choose a particular aspect of the piece of writing that is emotionally moving, or which
is significant, such as character or theme.
3. Summarize the story or part of the story in a concise way. Imagine explaining it to a
person who has never read the story.
4. Follow this summary with reactions/emotions, as well as opinions about the reading.
For academic writing, do not use personal pronouns. Convince the reader of the
response that the reactions and opinions made are meaningful, unique, or the "right"
way to look at the story.
5. Strong reading responses are supported with examples or quotes from the text.

Reminders:
Remember to write as a Scholar

● When writing a reader-response, write as an educated adult addressing other


adults or fellow scholars. As a beginning scholar, if you write that something
has nothing to do with you or does not pass your “Who cares?” test, but many
other people think that it is important and great, readers will probably not agree
with you that the text is dull or boring. Instead, they may conclude that you are
dull and boring, that you are too immature or uneducated to understand what
important things the author wrote.

Criticize with Examples:

If you did not like a text, that is fine, but criticize it either from:

● principle, for example:


○ Is the text racist?
○ Does the text unreasonably put down things, such as religion, or groups of
people, such as women or adolescents, conservatives or democrats, etc?
○ Does the text include factual errors or outright lies? It is too dark and
despairing? Is it falsely positive?
● form, for example:
○ Is the text poorly written?
○ Does it contain too much verbal “fat”?
○ Is it too emotional or too childish?
○ Does it have too many facts and figures?
○ Are there typos or other errors in the text?
○ Do the ideas wander around without making a point?

Guide Questions in Writing a Reader-response Criticism:

1. What does the literature have to do with us/you, personally?


2. What was your favorite part of the literature? What specific lines or scenes struck you
the most?
3. What did you learn? How were your views and opinions affected by the literature?
4. What does the literature want to tell its readers? How does it communicate with
you/us?
5. How did the literature entertain you? Was it interesting enough? Why or why not? And
what can you criticize about its form and structure?

Little Red Riding Hood by Charles Perreault Summary

In the story, a little girl named Little Red Riding Hood is loved by her grandmother and
is given a little red riding hood to wear. One day, her mother tells her to take a cake and some
wine to her grandmother's house and to be careful not to run off the path or fall and break the
bottle. Little Red Riding Hood sets off into the woods and is soon met by a wolf. The wolf asks
her where she is going and what she has in her apron. Little Red Riding Hood tells him she is
going to her grandmother's house and has cake and wine for her. The wolf tells her to pick
some flowers, and he will look after her belongings. Little Red Riding Hood does so, and the
wolf goes to her grandmother's house. The wolf knocks on the door and pretends to be Little
Red Riding Hood. The grandmother lets him in, and the wolf eats her. The wolf then puts on
her clothes and gets in bed. Little Red Riding Hood returns and is surprised to see the door
open. She goes in and sees her grandmother in bed with a big nose and big eyes. The wolf tells
her he will eat her. Little Red Riding Hood runs away, and a huntsman comes and saves her
and her grandmother. They talked for a while and suddenly, the wicked wolf ate her all up.

Guide Questions:

1. What does the literature have to do with us/you?

Little Red Riding Hood tells us how we must be aware and vigilant of our surroundings
for our sake, not be victimized, not be in danger, and to be safe. As the story progresses, Little
Red Riding Hood is carefree, that the wolf who approached her did not even make her feel
scared, threatened, or cautioned. That’s why it can be already foreseen through halfway of the
story the fate of Little Red Riding Hood due to her carelessness. Just as this story shows to its
readers, in the real world, we would not be able to withstand various obstacles and challenges
that we encounter daily in life if we were the same as Little Red Riding Hood. The harsh reality
that the real world offers tells us that we must not live the same way as Little Red Riding Hood,
we must avoid being ignorant.

2. Do you agree with what the literature is depicting to its readers? Why or why not?

Yes, the views and points the literature shows to its readers are fortunately inclined
with the other readers' perspective of the story. We can agree with the not-so-happy ending of
the story. In the real world, there's no second chance when it comes to our lives; we have only
one life that we should learn to cherish. One way of doing this is by being careful of our
actions. We must be cautious and vigilant when surrounded by strangers, just as the story tells
us. If we want to be safe, then let's be considerate of our surroundings.

3. What did you learn? How were your views and opinions affected by the l iterature?

The readers learned the value of obedience and safety: listening to what our elders tell
us and being careful when talking to strangers are crucial. Sometimes people aren’t always
what they seem, which is still valid, especially in today’s world. We should always be vigilant
and aware of the potential dangers around us by listening and learning from our elders who
have more knowledge and experience than us with things like these. The literature affected the
views and opinions of the readers in a way that the story became a bit of an eye-opener which
tells us the world we live in today is uncertain.

4. What does the literature want to tell its readers? How does it communicate with
you/us?

Little Red Riding hood wants to tell the readers that there will always be unknown
dangers around us. The world isn’t always kind, and we should be aware of foxes around us
pretending to be friends. The story wants to tell the readers that we should always be careful
when interacting with the outside world. It communicates this with the readers by using
simple and relatable characters, specifically a little girl, her grandmother and a fox. As well as
an easy-to-understand plot of the story.

5. How did the literature entertain you? Was it interesting enough? Why or why not?
And what can you criticize about its form and structure?

The literature entertains the readers by providing a suspenseful story that makes them
want to know what will happen next. It was interesting enough because it kept readers'
attention until the end. However, the ending was predictable. The readers already knew what
would happen to Little Red Riding Hood halfway through the story because of her carelessness.
As for the form and structure, the story met the readers' expectations by providing a
well-organized sequence of events.

C. Summary

To sum it up, reader-response criticism is basically subjective to the reader or


audience. It acts just like a prism that separates the meaning of a text or literary piece into
different interpretations as perceived by different readers.
D. Importance/Application to everyday life (Why is it important for you and the class to
learn the topic?)

Reader-response criticism enables the audience of any literary work to interpret it in


their own way and assign it significance. This may have roots in their culture, history, and
personal experiences. This type of literary criticism establishes a connection between the
audience and the literary piece and is given great importance. In writing reflection or reaction
papers, this is what we—students—commonly use to elucidate our understanding of the
literary piece we have just read or watched.

III. Evaluation

1
The class will get a 2
sheet of paper for them to write their answer regarding the 2-questions
they chose from the guide questions presented by the reporters after watching the video
entitled “Humpty Dumpty”.

https://www.youtube.com/watch?v=nrv495corBc

IV. Reference/s (APA style 7th edition)

A brief guide to reader-response criticism. A Research Guide for Students. (2018, August 22).
Retrieved November 7, 2022, from
https://www.aresearchguide.com/reader-response-criticism.html

Libretexts. (2021, August 24). 2.1.2.11.4.4.1: Reader-response criticism. Social Sci LibreTexts.
Retrieved November 7, 2022, from
https://socialsci.libretexts.org/Courses/Pueblo_Community_College/AH1%3A_Co
mmunication_and_Popular_Culture/02%3A_Textual_Analysis/2.01%3A_Rhetorica
l_Criticism/2.1.02%3A_Rhetorical_Lenses/2.1.2.11%3A_Other_Theoretical_Models/
2.1.2.11.04%3A_The_Critical_Traditions/2.1.2.11.4.04%3A_Reader-Response_Theor
y/2.1.2.11.4.4.01%3A_Reader-Response_Criticism

Magione, A. (2020, November 7). Reader Response Criticism. Retrieved November 7, 2022
from
https://writingcommons.org/section/research/research-methods/textual-method
s/literary-criticism/reader-response-criticism/

Poetry Foundation. (n.d.). Reader-response theory. Poetry Foundation. Retrieved


November 7, 2022, from
https://www.poetryfoundation.org/learn/glossary-terms/reader-response-theory

Reader-response criticism. English 333. (n.d.). Retrieved November 7, 2022, from


https://sites.wp.odu.edu/tatum-fisherengl333/theory-6/

Reader-response criticism. Writing Commons. (2020, November 7). Retrieved November 7,


2022, from
https://writingcommons.org/section/research/research-methods/textual-method
s/literary-criticism/reader-response-criticism/

Reza, R. (2021, March 13). After-reading response: Taking readers back to the book & sharing
what we read. AMLE. Retrieved November 7, 2022, from
https://www.amle.org/after-reading-response-taking-readers-back-to-the-book
-sharing-what-we-read/#:~:text=Reader%20response%20compels%20readers%2
0to,thinking%20and%20unlocking%20the%20text

Take online courses. earn college credit. Research Schools, Degrees & Careers. Study.com |
Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers.
(2022, September 14). Retrieved November 7, 2022, from
https://study.com/academy/lesson/reading-response-examples-overview.html

Take online courses. earn college credit. Research Schools, Degrees & Careers. Study.com.
(n.d.). Retrieved November 7, 2022, from
https://homework.study.com/explanation/what-is-the-purpose-of-reader-respo
nse-criticism.html
Class Management Grid

Objective Activity Time Facilitator Materials


Allotment

1. Play a game Introductory 5-10 minutes Alexis Asalil, Charles 1. Ready-made


called Activity: Pacis, Aldrich Alvarez, script
“CINEMOTO” CINEMOTO Group 5 Representatives 2. Costume
using the
ready-made
script related to
the chosen
literature.

2. Participate in Lively 15-30 Alexis Asalil, Charles 1. Visual aids


the discussion discussion of minutes Pacis, Aldrich Alvarez 2. Board
about the prepared 3. Television
different Powerpoint
reader’s presentation
response
including the
example.

Participate in the Class exchange 5-10 minutes Alexis Asalil, Charles 1. Chosen literary
critique of Pacis, Aldrich Alvarez works
chosen literary
works

Answer the Post-evaluation 1-5 minutes Alexis Asalil, Charles 1. Handouts


questions “What Pacis, Aldrich Alvarez
do you think is
the importance
of the reader's
response to the
authors? And
how do those
reader’s
responses affect
their literary
work?”

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