Content analysis of 9 creative concepts Essays

Reader-response theory identifies the reader as an affective agent who imparts real exist-ence and life to the work, completing its meaning through interpretation. Reader- response criti-cism argues that literature should be viewed as art in which each reader creates his or her own-most likely unique, text-related performance. I am using Wolfgang Iser and Stanley Fish’s takes on Reader Response for my study.

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How do professors read? Do they read like average people, like students, like an adult? The daunting question, only answered by Thomas C. Foster through his book, How to Read Literature like a Professor. This novel is an informational text and each one of the chapters discusses a method in writing that will help readers to better comprehend literature. Readers learn from the novel about all sorts of different methods and devices that they can use to locate and interpret connections and ideas that are normally surpassed when reading. This novel teaches readers to look between the lines and open up a whole new world of understanding.

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When people read they often just skim through, “Although there are virtues to skimming, the vast majority of writing tasks you will encounter in college and in the workplace require your conversancy with material you have read.” (David Rosenwasser, of Home from Nowhere:Remaking Our Everyday World for the Twenty-first Century, as Rosenwasser defines, become conversant 107).

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Throughout the semester of TE 348, I was able to read many books of various genres, themes, messages and characters. Due to the variety of text I read, I used a range of lenses when engaging with the text in my responses. This has shown me how I tend to react to a text, and what lenses I don’t use as often. Also, I am able to reflect on the advantages and disadvantages that come with engaging with the text with certain lenses. All of this has led to my development of engaging with literature.

“There are days when I feel I have been able to grasp all there is to know in one single gaze, as if invisible branches suddenly spring out of nowhere, weaving together all the disparate strands of my reading-and then suddenly the meaning escapes, the essence evaporates, and no matter how often I reread the same lines, they seem to flee ever further with each subsequent reading, and I see myself as

Through metadiscourse awareness, readers will better understand the author’s intention and test organization (Crismore, 1990). Readers will know which section they are reading, that is, the introduction, the body or conclusion of a text; they will understand when the writer has introduced a different topic; they will understand how to follow the author, activate and hold schemas by connecting sentences, shift topics; they will recognize the author’s attitudes as being subjective or objective; they will know the relevant signals and circumstances that define the rhetorical situation of the text. Readers will be able to get independent readers and to represent and encode the discourse into their long-term memory (Crismore, 1990; Tavakoli, et al., 2010).

1. What types of decisions must Chad Thomas make daily for his company’s operations to run effectively? Over the long run?

Our main objective is to explore the mass media's effects on society and see how the media has affected out way of life. Not to mention, compare the life styles of

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