picturing reading as a process laurence musgrove associate professor of english department of...
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Picturing Reading as a Process
Laurence Musgrove
Associate Professor of EnglishDepartment of English and Foreign Languages
Saint Xavier University, Chicago
Picturing Reading as a Process
Purpose
To reflect on the ways we picture reading literature for ourselves and our students, and how we might provide students a more productive and
responsible way to envision reading and responding to literature as a process.
Identifying Problems
List the most common problems your students have in reading and
responding to literature
Identifying Problems
•Reading comprehension.
•Student resistance to reading and responding to literature.
• Blaming texts for reading difficulties.
• First impressions or undeveloped responses.
• Looking for the one right answer.
• Confused about the best way to respond.
• Waiting to someone else to decide what a text means.
Picturing Reading for Yourself
Draw a picture of what happens
when you read literature
Picturing Reading for Yourself
Explain in writing how that picture depicts
what happens when you read literature
Picturing Reading for Your Students
Draw a picture of how you would depict
reading literature for your students
Picturing Reading for Your Students
Explain in writing how that picture depicts
reading literaturefor your students
How Students Might Picture Reading
How would you imagine students picture what happens
when they read literature?
How Students Might Picture Reading
Samples of Student Drawings and Explanations
With the exception of the newspaper, this drawing accurately represents my attitude and habits of reading. I have whatever assignment out and ready to be read. But, I’ll find any excuse not to read. My picture shows me asleep on my bed at 2:30am with the TV only showing fuzz and the book I was supposed to read sitting on top of it. I generally don’t read, but pay extra attention in class, when I feel the assigned reading will be unenjoyable.
I love reading and enjoy the places that books can take me. I feel free and feel that I can become anything or anyone.
My drawing represents my brain, and knowledge expanding. Reading helps by showing how things are supposed to sound and be written, also it gives you a good perspective on difference issues, no matter [what] they are. Reading helps the brain and you become more social, smarter, and objective.
No matter what the reading material is, I like to place myself within the book. I try to feel what the characters are feeling. My drawing depicts how I place myself in the book, by diving in. The book must be something of interest in order for me to engage in it fully.
A Proposal: Graphic Support
Picturing reading as a process can offer students a better approach, because they will be reminded visually of four things:
1. What they contribute to the act of reading
2. What the world of the text has to offer 3. What types of response are possible4. What they can do to make sure they have
responded as thoughtfully as possible
Picturing Reading as a Process
RESPONSE
READER TEXT
REVIEW
Picturing Reading as a Process
READER
The Reader
AttitudesKnowledgeExperience
Reader Attitudes toward the World
+
Hope
-
Despair
Courage Fear
Honesty Dishonesty
Humility Arrogance
Open-mindedness
Narrow-mindedness
Persistence Procrastination
Reader Knowledge of the World
Reader Experience in the World
Influence of Cultural Perspectives
GenderRaceReligionNationalityAgePoliticsEconomic classRelationships
The Reader
AttitudesKnowledgeExperience
My Papa’s Waltz
Picturing Reading as a Process
TEXT
What the World of the Text Offers
Form
Reader
Topic
Author
Focusing on the Author
• What can we learn about the author’s life?
• What is the author’s purpose?
• What relationship exists between the world of author and the events in text?
• How is the author’s life and art shaped by history?
• How is the author’s life and art shaped by specific cultural influences?
• Are there other authors who have influenced this author?
Focusing on the Topic
• What topics does the author address?
• Has the author written other texts about these topics?
• Why has the author chosen these topics?
• What other authors have addressed the same topics?
• Which of these topics are most interesting to us?
Focusing on the Form
• How has the author used narrative or poetic form?
• How has the author used form to fulfill his or her intentions?
• Has the author used this form in other texts?
• What other authors have used this same form?
• Who is the narrator and why has the author chosen this perspective?
Focusing on the Reader
• Who might be the intended reader?
• How are we different from the intended reader?
• To what degree can we identify with or become the intended reader?
• How might readers respond differently?
• How has the author attempted to meet or thwart what readers generally expect from this kind of text?
What the World of the Text Offers
Form
Reader
Topic
Author
The Eclipse
Picturing Reading as a Process
RESPONSE
What Kinds of Responses are Possible
PersonalBiographical
FormalReaderTopical
InterpretiveCreativeEthical
Personal Response
When we focus on how the literary experiences remind us of people we know or experiences we’ve had, we respond in a personal way.
Biographical Response
When we focus on the life of the author, we respond biographically to literature.
Formal Response
When we focus on how the literary experiences are crafted, shaped, and presented, we respond formally.
Reader Response
When we imagine the reader the author might have been writing the story, poem, or drama for, we create a reader response.
When we imagine how readers might respond differently to the same text, we are also involved in reader response criticism.
Topical Response
When we focus on the topics or subject matter in literature, we respond topically.
Interpretive Response
When we imagine what the author intended us to believe or feel about the topics in the text, we generate interpretive responses.
Creative Response
When we imagine ourselves as authors and use another author’s language, style, or forms to create our own story, poem, or play, we are responding creatively to literature.
Ethical Response
When we imagine the value of the literary work to potential readers, we respond ethically to literature.
What Kinds of Responses are Possible
PersonalBiographical
FormalReaderTopical
InterpretiveCreativeEthical
Art
Picturing Reading as a Process
REVIEW
How Readers Review their Responses
Checking Other Resources
Checking with Ourselves
Checking with the Text
Checking with Others
Checking Other Resources
What information in resourcessuch as dictionaries, the internet,
and critical texts can help usdevelop a fuller understanding
and response?
Checking with Ourselves
How have our attitudes, knowledge,
and experiences played a role
in shaping our response?
Checking with the Text
What evidence in the textsupports or conflicts with our response?
Checking with Others
How do other readers agree, disagree,
modify, or enlarge ourresponse to the text?
How Readers Review their Responses
Checking Other Resources
Checking with Ourselves
Checking with the Text
Checking with Others
My Papa’s Waltz
Picturing Reading as a Process
RESPONSE
READER TEXT
REVIEW
The Results
Changing AttitudesChanging KnowledgeChanging Experience
The Character of the Reader
YOU ARE UNABLE TO READ UP TO A STANDARD GREATER THAN THE STANDARD OF YOURSELF. YOU MAY FEEL A GOOD DEAL OF GUSTO ABOUT A GREAT POEM, BUT THAT’S BECAUSE YOU’RE WORTHY OF IT. YOU JUST CANNOT FEEL THAT GUSTO IF YOU’RE NOT WORTHY. SO, IF YOU REALLY DO FEEL THAT A CERTAIN POEM IS THAT GOOD, YOU ARE JUST ABOUT THERE YOURSELF. I MEAN, YOU’RE THAT KIND OF PERSON.
“FINDING WHAT THE WORLD IS TRYING TO BE,’ WILLIAM STAFFORD
Teaching Strategies
1. Collect student pictures of reading to evaluate attitudes toward and conceptions of reading literature
2. Explore various analogies for reading
3. Discuss readers’ responsibilities when reading and responding to literature
4. Demonstrate “Picturing Reading as a Process” Model