This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader. The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature. The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence. The model proves to be useful in focusing the teaching and learning of literature and the results indicate that teaching of literature by combining learning of epochs, genres, ideas and conceptions with personal reading is a valuable approach. Keywords: literary competence, literary teaching, literary reception, discussions of literature, reading logs, literary repertoire, text competence.

This is a study of the reactions of high school students in Sweden when reading A Modest proposal (Swift, 1729). If they get the chance to write whatever they want about the text, what do they find important? This study emanates from Rosenblatts (2002) view of reading out of two different stances: the aesthetical and the efferent. The aesthetical mode is reading for pleasure and experiencing the text, whilst in efferent reading the reader is primarily focused on what he or she will carry away as information from the text (Rosenblatt). To be able to categorize the material from the students more properly, a different set of ideas about reading modes, obtained from Tengberg (2011), is also presented and used in this essay.

<p>This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.</p><p>The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.</p><p>The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence. The model proves to be useful in focusing the teaching and learning of literature and the results indicate that teaching of literature by combining learning of epochs, genres, ideas and conceptions with personal reading is a valuable approach.</p><p>Keywords: literary competence, literary teaching, literary reception, discussions of literature, reading logs, literary repertoire, text competence.</p>

Η παρούσα διπλωματική εργασία επικεντρώνει το ενδιαφέρον της στη μελέτη του φαινομένου της αλληλεπίδρασης μεταξύ κειμένου-αναγνώστη υπό το φως της θεωρίας της Αισθητικής Ανταπόκρισης του Wolfgang Iser. Στο πλαίσιο της εργασίας καταβάλλεται μια προσπάθεια ανάδειξης των θεωρητικών αρχών του Iser, προκειμένου να προβληθεί η δυναμική τους και να ελεγχθεί ο βαθμός αλληλεπίδρασης μεταξύ κειμένου και αναγνώστη στα εφηβικά μυθιστορήματα του Βασίλη Παπαθεοδώρου που επιλέχθηκαν για την εφαρμογή της θεωρίας της Αισθητικής Ανταπόκρισης. Η εργασία χωρίζεται σε δύο μέρη. Στο πρώτο μέρος εκτίθεται η προβληματική της έρευνας, οι στόχοι, οι περιορισμοί του υλικού της μελέτης, η μέθοδος που ακολουθείται και οι επιρροές που δέχτηκε ο Iser για τη διαμόρφωση του θεωρητικού του μοντέλου. Στη συνέχεια παρουσιάζεται διεξοδικά η θεωρία της Αισθητικής Ανταπόκρισης του Iser, με έμφαση στους άξονες που τη διαρθρώνουν – δηλαδή: υπονοούμενος αναγνώστης, λογοτεχνικό ρεπερτόριο, λογοτεχνικές στρατηγικές – αλλά και στην έννοια της διάδρασης που συνιστά τον πυρήνα της. Στο δεύτερο μέρος της εργασίας παρουσιάζονται τα ευρήματα από την εφαρμογή της θεωρίας στα επιλεγμένα μυθιστορήματα και εξετάζεται, σύμφωνα με τους άξονες της θεωρίας του Iser, η επικοινωνία κειμένου- αναγνώστη κατά τη διάρκεια της λογοτεχνικής διαδικασίας. Στο τέλος της παρούσας διπλωματικής εργασίας συνοψίζονται τα συμπεράσματα από την εφαρμογή του θεωρητικού μοντέλου του Iser. / The present thesis focuses on the study of the phenomenon of 'interaction' between the text and the reader in the light of Wolfgang Iser's Theory of Aesthetic Response. An effort has been made to showcase the theoretical principles of Iser in order to highlight its dynamics, and examine the degree of 'interaction' between the text and the reader in the teenage novels of Vasilis Papatheodorou, which have been selected to apply the Theory of Aesthetic Response. The thesis consists of two parts; The first part analyzes research problems, objectives, limitations of the study, the used methodology and the influence that Iser had in order to form his theoretical model. Then Iser's Theory of Aesthetic Response is thoroughly presented focusing on its structuring axes such as the 'implied reader', 'literary repertoire', and 'literary strategies', as well as the 'interaction' which constitutes its core. In the second part of the thesis, the findings of the application of the Theory in the selected novels are presented, and the communication which develops between the text and the reader during the reading process is examined according to the main axes of Iser's Theory. Finally, the conclusions that are obtained from the study are stated in the last chapter.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-08-15T13:51:11Z No. of bitstreams: 1 marcelagomesdesouza.pdf: 34762692 bytes, checksum: 710cb8ca5b0af8f835660003433475ea (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-08-15T14:19:41Z (GMT) No. of bitstreams: 1 marcelagomesdesouza.pdf: 34762692 bytes, checksum: 710cb8ca5b0af8f835660003433475ea (MD5) / Made available in DSpace on 2018-08-15T14:19:41Z (GMT). No. of bitstreams: 1 marcelagomesdesouza.pdf: 34762692 bytes, checksum: 710cb8ca5b0af8f835660003433475ea (MD5) Previous issue date: 2018-04-13 / Esta pesquisa teve como objetivo desenvolver e analisar uma estratégia de ampliação do repertório literário de alunos do 7o ano do Ensino Fundamental de uma escola pública estadual de Juiz de Fora: a criação de uma comunidade de leitores em sala de aula através da leitura compartilhada de uma obra de referência para os alunos – no caso a Bíblia, mais especificamente narrativas relacionadas aos Heróis Moisés e Jesus – usando como chave de leitura a Jornada do Herói, a qual permitiria estabelecer uma relação intertextual entre a obra já conhecida e uma rede de novas obras pertencentes a sistemas diferentes do polissistema literário. A hipótese era a de que a leitura das histórias dos Heróis bíblicos Moisés e Jesus permitiria aos alunos expandirem seu repertório através da apropriação de estratégias literárias mobilizadas pela Jornada do Herói, presentes tanto nessas histórias quanto nas histórias dos Heróis gregos e do Herói celta Rei Arthur. Além disso, tinha-se a intenção de verificar se era possível promover uma ativação do repertório recém-adquirido numa leitura de partes da série contemporânea Harry Potter que levasse em consideração o intenso diálogo intertextual que ela mantém com as narrativas tradicionais. Os pressupostos teóricos que embasaram esta pesquisa foram: repertório literário (Iser, 1996),comunidade de leitores (Chartier, 1994), Jornada do Herói (Campbell, 1997) e polissistema literário (Zohar, 2013). Além disso, foi adotada a estratégia de leitura compartilhada (Colomer, 2007). A metodologia usada foi a pesquisa-ação e, como instrumentos de coleta de dados, foram usados questionários diagnósticos, diário de campo do professor e diário de leitura dos alunos. A partir da leitura compartilhada das obras anteriormente mencionadas, conseguimos construir uma comunidade de leitores partindo da Bíblia para outras obras intertextualmente relacionadas. Os alunos conseguiram estabelecer relações entre as histórias lidas tendo como referência a Jornada do Herói elaborada por Campbell. / This research aims to test a strategy to expand the literary repertoire of students of the 7th grade of Elementary School in a public school in Juiz de Fora: the creation of a community of readers in the classroom through shared reading of a reference work for students - in this case the Bible, more specifically narratives related to the heroes Moses and Jesus - using as a key reading the Hero's Journey, which will establish an intertextual relationship between the already known work and a network of new works belonging to systems different from the literary polysystem. The hypothesisis that reading the stories of the biblical heroes Moses and Jesus will allow students to expand their repertoire by appropriating literary strategies mobilized by the Hero's Journey, both in these stories and in the stories of the Greek heroes and the Celtic hero King Arthur . In addition, it is intended to check if it is possible to promote a newly acquired repertoire activation in a reading of parts of the contemporary Harry Potter series that takes in to account the intense intertextual dialogue it maintains with traditional narratives. The theoretical assumptions underlying this research were: literary repertoire (Iser, 1996), community of readers (Chartier, 1994), Hero's Journey (Campbell, 1997) and literary polysystem (Zohar, 2013). In addition, the shared reading strategy was adopted (Colomer, 2007). The methodology use disaction research and the instruments of data collection are diagnostic questionnaires, teacher's field diary and student reading diary. From the shared reading of the works mentioned above, we were able to build a community of readers from the Bible to other intertextually related works. The students were able to establish relationships between the stories read with reference to the Hero's Journey elaborated by Campbell.