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ERIC Number: ED359512
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Reader-Response Techniques To Teach Multicultural Writings in the Composition Classroom.
Shaffer, Pamela K.
In a composition classroom with a multicultural emphasis, reader response techniques can give students the chance to consider their own positions in the dominant culture, to confront racist attitudes within themselves, and to try to empathize with minority views. These techniques lead to a more student-centered classroom where students not only read and discuss texts, but also create their own. Applying reader response criticism helps to refocus the activities of the classroom from the teacher and the text to the interaction of the text with the reader--and thus to encourage students to take a more active role in interpreting texts. Such techniques are adaptable to works that are not necessarily literary. One such text, "Rereading America: Cultural Contexts for Critical Thinking and Writing," which focuses on important cultural myths (i.e., success, progress, gender, the melting pot, the model family) suggests a range of reader response exercises students and teachers can use to investigate ideas about in-group and out-group identity. Reader response techniques can be a useful way to allow students a stronger voice in their own learning. (SAM)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A