ERIC Number: ED266461
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
What Reader-Oriented Literary and Cognitive Theories Have to Give to Composing Theory.
In developing an interactive model of composing, this paper discusses three groups of reader-oriented theories, each of which provides composing theorists with some research and theory to use in developing such a model. First the paper discusses the main principle of the literary reader-response theorists--that the meaning and value of texts do not exist until readers read and respond to them. Second, the paper explores cognitive reader theories--how writers consider and interact with their readers--and explains how readers draw upon schemata to help fill in the gaps and how writers draw upon audience schemata gained from experiences as writers and readers. The paper then focuses on context-oriented reading theory--the belief that schemata are products of the environment in which language occurs. The paper concludes that developing an interactive model of composing moves beyond the constraints of one discipline, helps to patch up the current composition/literature split, and shows the necessity of using writing in the literary classroom. (EL)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (36th, Minneapolis, MN, March 21-23, 1985).