ERIC Number: ED214201
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
The Phenomenology of Composition: The Application of Certain Principles of Reader-Response Criticism to the Teaching of Composition.
Meyers, G. Douglas
An application of reader response criticism, with its abundance of ways of construing readers, permits writing teachers to identify sets of readers for students more effectively than simply exhorting them to remember their audience while writing. Composition teachers can employ the concept of "narratee" (the author's alter ego) as a heuristic device, having students articulate, as clearly and precisely as they can (1) the narratee they envision for each piece of writing they produce and (2) the changes and actualizations that readers of their papers must undergo in order to become that narratee and to derive from their own texts what they intend. After using the concept of narratee as an inventional tool, student writers can then proceed to create and produce the text itself, with the concept of the "implied reader." The implied reader embodies all of those predispositions laid down within and by the text itself whereas the narratee addresses the predispositions established by conditions outside of the text. Student writers need to act on the knowledge that writing means arranging linguistic cues to enable readers to form schema to make sense of textual features, and that effective writing lends itself to being apprehended as a series of gestalts. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Audience Awareness; Reader Response; Reading Writing Relationship
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (33rd, San Francisco, CA, March 18-20, 1982).