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Reestablishing Reader-Response Criti...

Vaswani, Romila M.

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Reestablishing Reader-Response Criticism in Composition Studies: The Respecting of Subjectivity, Indeterminacy, and the Rhetoric of Indirection in the Reading Experience of the Gospel of Mark.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reestablishing Reader-Response Criticism in Composition Studies: The Respecting of Subjectivity, Indeterminacy, and the Rhetoric of Indirection in the Reading Experience of the Gospel of Mark./
作者:	Vaswani, Romila M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	125 p.
附註:	Source: Masters Abstracts International, Volume: 82-06.
Contained By:	Masters Abstracts International82-06.
標題:	Pedagogy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28150842
ISBN:	9798691299742

Reestablishing Reader-Response Criticism in Composition Studies: The Respecting of Subjectivity, Indeterminacy, and the Rhetoric of Indirection in the Reading Experience of the Gospel of Mark.
Vaswani, Romila M.

Reestablishing Reader-Response Criticism in Composition Studies: The Respecting of Subjectivity, Indeterminacy, and the Rhetoric of Indirection in the Reading Experience of the Gospel of Mark. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 125 p.

Source: Masters Abstracts International, Volume: 82-06.

Thesis (M.A.)--Southern Connecticut State University, 2020.

This item must not be sold to any third party vendors.

While dismissing text-centered criticism's neglect of the reader's role in meaning determination currently practiced in most community college pedagogy, this study designs a meta-critical reading model to demonstrate how reading competence has a symbiotic relationship with writing competence, a precondition for research-based assignments. The study underscores the dialectical relationship between the text and the academically trained reader based on the principles of three reader-response theorists, Wolfgang Iser (Indeterminacies), Jonathan Culler (Literary Competence), and Stanley Fish (Interpretive Communities). The proposed reading model's methodological considerations are applied to the reading experience of a prototypical, theological text-The Gospel of Mark. Drawing additional support from the hermeneutical theories and first-hand reading experiences of Mark's Gospel by five renowned New Testament scholars: Frank Kermode, William Wrede, Paul Ricoeur, Robert M. Fowler, and John Dominic Crossan, the study explores how Mark's "indeterminacies" (unwritten parts) take on a new meaningful significance by the informed reader seeking to apply the preconditions of epistemological and cognitive hermeneutics. The thesis outlines a two-section structure: Chapter One describes how aesthetic response is initiated by the productive evocations (literary effects), during the dialectical mode of reading, and ends with the suggestion that the literary text methodologically guides, directs, and limits arbitrary responses. Chapter Two is a discussion of the unresolvable linguistic structures of Mark, which encourages this study to hypothesize that a lack of awareness of the interpretively unobliging structures in which the text does not logically lend itself to the constitutive acts of underprepared readers could lead to inappropriate reconstitutions.

ISBN: 9798691299742Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Biblical hermeneutics

Reestablishing Reader-Response Criticism in Composition Studies: The Respecting of Subjectivity, Indeterminacy, and the Rhetoric of Indirection in the Reading Experience of the Gospel of Mark.
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