How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio

Teaching English in the Two-Year College Dec 1997

How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio

Sandra Lee Tompkins

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
Open Access: Closed
Topics: multilingual writers

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (0)

No references match articles in this index.

CrossRef global citation count: 0 View in citation network →