READER

RESPONSE
By Group #6
 OBJECTIVES
By the end of this lesson, student should be able to:
Understand the role of the Reader Response.
Recognized the importance of the lesson
Explired how individual experiences shape literary
interpretation
Expressed personal reactions and insight to literature
Engaged in discussion about diverse reader
perspective
DISCUSSION
DEFINITION OF READER
RESPONSE APPROACH
The Reader - Response Approach is a way of analyzing
literature that focuses on how readers interpret a text
based on their personal experiences, emotions, and
perspectives. Instead of focusing only on the author's
intent or the structure of the text, this theory sees
reading as an active process where the meaning of a work
is shaped by the reader's response.
DEFINITION OF READER
RESPONSE APPROACH
Additional knowledge: The Reader-Response Approach
analyzes literature by focusing on how readers interpret a
text based on their personal experiences, emotions, and
perspectives. Emerging in the 1960s and 1970s through
scholars like Norman Holland, Stanley Fish, and Wolfgang
Iser, this theory argues that meaning is not fixed but
shaped by individual readers.
DEFINITION OF READER
RESPONSE APPROACH
It views reading as an active process, likening it to a
performance where each reader brings a unique
interpretation. Opposing Formalism and New Criticism,
Reader-Response Theory asserts that meaning is dynamic
and created through interaction between the text and its
audience.
 HISTORY
The Reader Response Approach emerged as a reaction
to formalist and structuralist theories, which
emphasized the text itself rather than the reader’s
interpretation. This literary theory gained prominence
in the mid-20th century and significantly influenced
the study of English literature.
 HISTORY
Early Foundations (1930s–1940s)
The roots of Reader Response can be traced to
Louise Rosenblatt, who introduced the idea that
readers play an active role in interpreting texts.
Her work Literature as Exploration (1938)
emphasized that meaning is not fixed but shaped
by individual readers.
 HISTORY
Rise in Popularity (1960s–1980s)
During this period, scholars like Stanley Fish,
Wolfgang Iser, and Norman Holland expanded
Reader Response Theory.
Fish’s concept of "interpretive communities" (1980)
suggested that readers from different
backgrounds interpret texts differently.
 HISTORY
Rise in Popularity (1960s–1980s)
Iser’s "implied reader" theory (1978) argued that
authors create gaps in texts, allowing readers to
engage in meaning-making. Holland’s psychological
approach (1968) focused on how personal identity
influences interpretation.
 HISTORY
Rise in Popularity (1960s–1980s)
Holland’s psychological approach (1968) focused on
how personal identity influences interpretation.
 HISTORY
Integration into English Studies (1990s–Present)
Reader Response became widely accepted in English
classrooms, allowing students to engage with texts
personally rather than focusing solely on authorial intent or
textual structure.
It became a key approach in literary criticism, creative
writing, and education, encouraging diverse interpretations
and discussions.
 HISTORY
Integration into English Studies (1990s–Present)
Today, it remains a fundamental method in teaching
literature, helping students develop critical thinking
skills and personal engagement with texts.
PROPONENTS OF THE APPROACH
Louise Rosenblatt (1904–2005)
• Developed the Transactional Theory of Reading,
which suggests that meaning arises from the
interaction between the reader and the text.
• Distinguished between efferent reading (focused on
extracting information) and aesthetic reading (focused
on experiencing the text emotionally and imaginatively).
PROPONENTS OF THE APPROACH
Stanley Fish (b. 1938)
• Proposed the concept of interpretive communities,
arguing that readers’ interpretations are shaped by the
social and institutional groups they belong to.
• Suggested that meaning is not inherent in the text
but is created by readers who bring their own
perspectives to it.
PROPONENTS OF THE APPROACH
Wolfgang Iser (1926–2007)
• Known for the theory of the implied reader, which
suggests that texts contain gaps or blanks that readers
must fill in based on their imagination and
understanding.
• Stressed the active role of the reader in
constructing meaning rather than simply receiving it.
PROPONENTS OF THE APPROACH
Norman Holland (1927–2017)
• Focused on psychological reader-response criticism,
examining how readers’ personal identities and
subconscious desires influence their interpretations.
• Introduced the idea that readers project their
emotions, experiences, and psychological states onto a
text.
PROPONENTS OF THE APPROACH
Norman Holland (1927–2017)
• Focused on psychological reader-response criticism,
examining how readers’ personal identities and
subconscious desires influence their interpretations.
• Introduced the idea that readers project their
emotions, experiences, and psychological states onto a
text.
PROPONENTS OF THE APPROACH
David Bleich (b. 1940s)
• Advocated for subjective criticism, which emphasizes
the reader’s personal responses and interpretations
over objective meanings.
• Believed that meaning is entirely subjective and
depends on the reader’s emotions, background, and
beliefs.
STORY ANALYSIS OF “TO BUILD A FIRE“ USING
READER’S RESPONSE
“To Build a Fire” by Jack London is the tragic tale of a man
who decides to travel alone through the harsh environment
of the Yukon to reach the Henderson Creak in a freezing
temperature below -60 degrees. The man decides to travel
alone with his dog despite the advice from the other
travelers not to travel alone in a hostile environment.
STORY ANALYSIS OF “TO BUILD A FIRE“ USING
READER’S RESPONSE
As we reached the resolution of the story, Jack
London's “To Build a Fire” is a form of naturalism. It
shows that nature takes no exception to any people
when it comes to facing its brutal environment. As the
story shows, the place he was traveling to was too
much for him to handle, as his fingers, feet, legs, and
even his face could no longer feel anything.
 STORY ANALYSIS OF “TO BUILD A FIRE“ USING
READER’S RESPONSE
On the other hand, some readers may view “To Build a Fire”
as a cautionary tale about the dangers of venturing out
alone. The protagonist demonstrates the consequences of
ignoring warnings and advice from others. Although he is
"keenly observant," he lacks the imagination to grasp the
severity of the harsh environment, ultimately leading to
his tragic and cold demise
 STORY ANALYSIS OF “TO BUILD A FIRE“ USING
READER’S RESPONSE
Additionally, the dog was also a fascinating choice to serve
as a foil for our protagonist, the man. The dog, driven by
instinct, understands the dangers of the extreme cold and
seeks warmth and safety. In contrast, the man, relying on his
judgment, underestimates the severity of the weather
conditions he faces. The inclusion of the dog was a
deliberate choice by Jack London to emphasize the contrast
between human arrogance and animal intuition.
STORY ANALYSIS OF “TO BUILD A FIRE“ USING
READER’S RESPONSE
Overall, reader-response criticism of “To Build a Fire”
emphasizes how readers react to the story's pacing and
interpret its moral. This approach highlights the
importance of individual perspective in shaping the
overall lesson of the narrative. By considering readers'
responses and interpretations, we can deepen our
understanding of the tragic themes and implications
present in Jack London’s short story.
THANK YOU