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Peer reviewed Peer reviewed
ERIC Number: EJ560788
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0098-6291
How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio.
Tompkins, Sandra Lee
Teaching English in the Two-Year College, v24 n4 p317-25 Dec 1997
Describes how a reader-response approach can help students construct a portfolio of readings that reflects their development as poetry readers. Describes using a reader-response journal, communal learning activities, and a portfolio to create a recursive process through which students develop a better understanding of how poetry works. Discusses evaluation of the portfolio. (SR)
Descriptors: Class Activities, Higher Education, Poetry, Portfolio Assessment, Portfolios (Background Materials), Reader Response, Reader Text Relationship, Student Evaluation
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A