Teaching English in the Two-Year College
Dec 1997
How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio
Abstract
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.
- Journal
- Teaching English in the Two-Year College
- Published
- 1997-12-01
- DOI
- 10.58680/tetyc19973837
- CompPile
- Open Access
- Closed
- Topics
-
- Export
- BibTeX RIS
Citation context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related articles
-
Computers and Composition Sep 2024Hossein Bozorgian; Maryam Kazemi; Kimia Deylami; Musa Nushi
-
IEEE Transactions on Professional Communication Jun 2024Julie Dyke Ford; Destiny Crawford
-
Pedagogy Jan 2022modern rhetorical theory rhetorical criticism genre theory discourse analysis african american rhetorics decolonial rhetorics first-year composition writing pedagogy basic writing writing across the curriculum graduate education teacher development argument collaborative writing transfer assessment portfolios writing program administration writing centers peer tutoring technical communication professional writing archival research digital rhetoric social media grammar and mechanics literacy studies race and writing gender and writing disability studies public rhetoric community literacy literary studies editorial matter
-
Business and Professional Communication Quarterly Dec 2019Eportfolios on the Job: The Use of Assessment Eportfolios in the Business and Technical Communication Job Market ↗Ashley Clayson
-
Journal of Business and Technical Communication Apr 2017Tiffany Bourelle; Andrew Bourelle; Stephanie Spong; Brian Hendrickson