Reader-Response Criticism - Written Report
Reader-Response Criticism - Written Report
Names:
Topic: Reader-Response
Section: Pascal
I. Objective/s
II. Discussion
A. Introductory Activity
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)
● 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:
● 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
● 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:
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
If you did not like a text, that is fine, but criticize it either from:
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:
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
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
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/
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
Participate in the Class exchange 5-10 minutes Alexis Asalil, Charles 1. Chosen literary
critique of Pacis, Aldrich Alvarez works
chosen literary
works