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<https://discovery.ucl.ac.uk/id/eprint/10178511> <http://purl.org/ontology/bibo/abstract> "Reader response has tended to be presented as one\r\namong a range of different literary theories – and often as part of\r\nthe theoretical turn in the 1960s and 1970s. What is meant by\r\nreader response theory, however, is so hugely variable as to call into\r\nquestion its usefulness as a category, while its roots can be traced\r\nback to the origins of literary study as a modern discipline. And yet\r\nthere is a sense in which reader response presents the most\r\nfundamental challenge to common-sense assumptions about the\r\nreading process, in that it directs our attention not to the text as the\r\nrepository of (more or less stable) meaning but rather to the activity\r\nand agency of readers. Because of this, reader response has had,\r\nfrom the start, a pedagogic orientation: transcending the merely\r\nliterary, it offers teachers the possibility of a theoretically-informed\r\npraxis and raises vital questions about the assessment of reading."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10178511> <http://purl.org/dc/terms/date> "2020-10-15" .
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