This reader-response study focuses on the influences that four readers relationships with families and friends have on their responses to several literary characters and the relationships among these characters as presented in six short stories. Four college students, two men and two women, read and responded to the stories in writing and in interviews with the researcher. The stories depict men and women confronting gender related family or individual crises concerning such topics as independence, autonomy, and the nature of the marriage commitment and male/female relationships. / Ed. D.

Previous research on the role that culture plays in reader response to literature generally has not been based on clear operational definitions of the term "culture." More often than not, researchers appear to be using the term synonymously with the reader's race, nationality, or social class, rather than including specific anthropological explanations. Moreover, there has been no research reported that isolates and then studies individual readers' cultural backgrounds as influences on their responses to American regional literature; and, while there have been some studies reported that use ethnographic methodology to examine how cultural context or setting affects response, there has been no reported ethnographic research that focuses on the influences of readers' cultural backgrounds and the cultures depicted in texts. / Ed. D.

Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.

This study focuses on meaning construction as it occurs in the reading act. It explores and challenges the view that the reader usually uses language to construct meaning in a referential way. This study envisages that the reader who engages in a literal reading of the text may encount~r serious epistemological and ontological problems which ensue from such a narrow reading of the text. In the context of the dynamics of meaning construction, this study subsequently problematizes the notion of language vis-avis the notion of subjectivity and representation. It challenges the taken for granted assumption that meaning is pre-ordained and which has to be extracted by a sovereign and authoritative reading subject. The question of precision and correctness of grasping textual content is addressed by exploring those views which seek to go beyond Cartesian representationalism. This study therefore critically explores an alternative reading theory by examining the pioneering dialogical views of earlier theorists to include, ultimately, those subversive attempts of radical theorists. The latter group clearly seeks to subvert and even displace the dialogical reading practices of their predecessors. This study ultimately proposes the notion of a differential reading discourse. Such an integrative theory postulates an alternative theory of reading which in fact provides a more expansive, yet inclusive, framework of reading. This would entail a form of reading which would combat the mere consumption of meanings and acquiescence into ideology-building. It would be a reading framework that is more in keeping with our socio-political reality in South Africa, in which people can enjoy a far more critical and comprehensive view of themselves and of the society in which they operate. / Information Science / D.Litt. et Phil. (Information Science)

No description available.

Thesis (MPhil)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The purpose of the study was to investigate the controlled transfer of meaning that could be facilitated by the application of knowledge of sense-making theory. An object of communication, an advertisement, was consciously constructed on the basis of sense-making principles. An application of knowledge of sense making was then employed to assess the reception of the advertisement by a selected sample of respondents. The decision to select advertising as the choice of medium for the study stemmed from the increasing levels of criticism directed at this form of communication as a result of its frequent failure to deliver intended benefits for its sponsors. The intended benefits relate to the transfer of meaning that would prompt recipients of advertising messages to take an action that would be of value to the advertiser. More specific criticisms have centred on the failure of a growing number of advertising messages to deliver meaningful benefits as a result of their lack of relevance for the intended recipients of these communications. A call for a shift in mind-set away from traditional linear models currently employed to facilitate the design of advertising messages has prompted a growing recognition of the need to employ a more empathetic approach that would facilitate a positive interaction between an advertiser and a target audience. The emergence of what has been termed experiential marketing communications has advocated a view that advertising communications can promote stronger allegiances between organisations and their customers by the inclusion of meaningful sensory associations for recipients. This view, together with the insights revealed by those working in the field of sense making, suggested that the incorporation of sense-making theory could well accommodate the paradigm shift that has been called for in the design of advertising communications. The views and insights outlined above prompted the development of an advertisement that sought to incorporate sense-making theory into its construction. The requirement to allow for the transfer of intended meaning in the advertisement was facilitated by incorporating frames and cues, the design of which sought to assist in the resolution of equivocality and enable respondents to bridge cognitive gaps. The investigation took the form of an exploratory case study. The advertisement, constructed on the basis of sense-making theory, represented the control element of the study. In-depth interviews were conducted amongst grade 12 learners selected on the basis of their matching the target audience for which the advertisement had been designed. The semi-structured nature of the interviews followed a format that allowed for a comparison to be made between the intended input of meaning and the decoding of responses relating to the advertisement. Results indicated that there was a transfer of intended meanings incorporated into the advertisement as indicated in the decoded responses of respondents. These positive findings tend to indicate that a conscious application of sense-making theory to the construction of advertising messages could enhance their effectiveness. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die beheerde oordrag van betekenis, gefassiliteer deur die bepassing van kennis van die “sense-making” teorie, te ondersoek. ‘n Voorwerp van kommunikasie, ‘n advertensie, is doelbewus geskep op grond van die beginsels van die “sense-making” teorie. ‘n Toepassing van kennis van dié teorie is aangewend om die impak van die advertensie op ‘n steekproef van reagente te assesseer. Weens die voortdurende mislukking van die advertensie medium om beplande voordele aan die borge te lewer, styg vlakke van kritiek gerig tot hierdie medium. Juis hierdie statistiek het die besluit om die advertensie medium as voorwerp van studie te gebruik, laat ontwikkel. Die beplande voordele vir die borge hou direk verband met die oordrag van die betekenis wat die ontvanger van die advertensie boodskap sal aanpar om op te tree, en sodoende tot voordeel van die adverteerder sal strek. Kritiek is spesifiek gerig op die mislukking van al hoe meer advertensies wat nie betekenisvolle voordele lewer nie as gevolg van die irrelevansie van die vorm van kommunikasie vir die ontvanger. Die herkenning van die groeiende behoefde het ‘n beroep gemaak om ‘n paradigma skuif te maak, weg van die huidige, tradisionele, linêre model wat die ontwerp van advertensie boodskappe fassiliteer. Hierdie behoefte is om ‘n meer empatiese benadering in te stel, wat ‘n positiewe interaksie tussen die adverteerder en teiken gehoor sal fassiliteer. Die ontstaan van die sogenaamde “experietial marketing communications” het voorgestel dat die advertensie medium sterker getrouheid tussen organisasies en hul klante kan adverteer. Hierdie oogpunt, saam met die insig van dié gene wat in die veld van “sense making” werk, stel voor dat die inkorporasie van die “sense-making” teorie, wel die paradigma skuif, beroep op die ontwerp van die advertensie, kan akkommodeer. Dit het die ontwikkeling van ‘n advertensie met die “sense-making” teorie in sy konstruksie geïnkorporeer, aangewaldeer. Die vereiste om die oordrag van die beplande betekenis van ‘n advertensie te bewerkstellig, is gefassiliteer deur sketse en aanwysings te inkorporeer. Hierdie sketse en aanwysings is ontwerp om die voorkoming/oplossing van dubbelsinnigheid te ondersteun en om reagente te help om kognitiewe gapings te oorbrug. Die ondersoek het die vorm van ‘n ontdekkings gevallestudie aangeneem. Die advertensie, gebaseer op die “sense-making” teorie, het die kontrole element van die studie verteenwoordig. Onderhoude is indiepte gevoer met graad 12 leerders wat gekeur is op grond van die feit dat hulle in die teikengroep van die ontwerpte advertensie val. Die semigestruktureerde aard van die onderhoude het toegelaat dat die voorafbeplande blootstelling aan die betekenis vergelyk word met die dekodering van die terugvoering in verband met die advertensie. Resultate het gewys dat daar wel ‘n oordrag van die beplande, geïnkorporeerde betekenis in die advertensie plaas gevind het, wat bewys is in as ‘n dekodeerde reaksie van die reagent. Hierdie positiewe bevindings neig om te bewys dat ‘n bewuste aanwending van die “sensemaking” teorie tot die konstruksie van die advertensie wese die effektiewiteit van boodskappe verbeter.

This study focuses on meaning construction as it occurs in the reading act. It explores and challenges the view that the reader usually uses language to construct meaning in a referential way. This study envisages that the reader who engages in a literal reading of the text may encount~r serious epistemological and ontological problems which ensue from such a narrow reading of the text. In the context of the dynamics of meaning construction, this study subsequently problematizes the notion of language vis-avis the notion of subjectivity and representation. It challenges the taken for granted assumption that meaning is pre-ordained and which has to be extracted by a sovereign and authoritative reading subject. The question of precision and correctness of grasping textual content is addressed by exploring those views which seek to go beyond Cartesian representationalism. This study therefore critically explores an alternative reading theory by examining the pioneering dialogical views of earlier theorists to include, ultimately, those subversive attempts of radical theorists. The latter group clearly seeks to subvert and even displace the dialogical reading practices of their predecessors. This study ultimately proposes the notion of a differential reading discourse. Such an integrative theory postulates an alternative theory of reading which in fact provides a more expansive, yet inclusive, framework of reading. This would entail a form of reading which would combat the mere consumption of meanings and acquiescence into ideology-building. It would be a reading framework that is more in keeping with our socio-political reality in South Africa, in which people can enjoy a far more critical and comprehensive view of themselves and of the society in which they operate. / Information Science / D.Litt. et Phil. (Information Science)

M.A. (Library & Information Science) / Please refer to full text to view abstract

When youth novels were first written, Afrikaans speaking adolescents spent their time reading the original and absorbing youth novels then available. These suited their psychological and environmental development and they could identify with the language and style used in these novels. The contents were a representation of a world which they knew and in which they could feel secure. Although authors often dealt with issues relevant to the adolescent world, the plot reflected a secure and nurturing world where the readers and their life experiences were taken into account. In recent years the adolescent world has changed dramatically from a secure environment to a more exposed one, posing the question whether contemporary Afrikaans youth novels have retained the same traits mentioned earlier and answer to the same norms. The value of literature should never be underestimated; it can develop the imaginative skills and moral values of adolescent readers. Also, it has become clear that adolescents have a great need for reading material that deals with relevant issues. The main focus of this study is characterization and development of identity in selected youth novels by Barrie Hough, viz. My kat word herfs, Vlerkdans and Skilpoppe as revealed in textual analysis and empirical research. The literature study focuses on developmental psychology and the reading expectations of the adolescent, character development according to some narrative theories, e.g. reader response criticism and intertextuality theories. The main objective of this study is to analyze, interpret and evaluate the above three youth novels in order to establish whether or not the contemporary adolescent can identify with these specific stories. It has been found that the adolescent reader in the early years of the twenty first century is able to identify with the contemporary youth novels such as those by Barrie Hough. Although young readers do not want to steer clear of contentious themes and issues in youth novels, it seems that they still prefer evergreen classical topics and themes. This suggests that the modern adolescent is still positive about life and aspires to attain goodness and moral strength. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2006

Um dos últimos textos a ser publicado em vida pelo autor, Le Voyage d\'hiver, de Georges Perec, teve um destino diverso no âmbito da crítica literária perecquiana e do OuLiPo. Essa disparidade de tratamento parece estar vinculada ao tipo de análise que o papel do leitor suscitou na crítica até então. O objetivo dessa dissertação é realizar uma análise alternativa deste papel de modo a explicar a diferença apontada. Tentando evitar as aporias que a crítica perecquiana enfrenta na compreensão da obra do autor, esta dissertação traz também a análise de alguns aspectos do manuscrito preparatório de Le Voyage d\'hiver. / Le voyage d\'hiver - one of the last texts to be written and published by Georges Perec- has drawn different levels of attention to itself. Not having been frequently analysed by the critics, it has been used by the literary group known as the OuLiPo as a springboard for the production of a series of texts that repeated and expanded the themes dealt in Perec\'s text. This difference of approach seems to be related to the way the role of the reader is viewed by the critics. Therefore, the aim of this dissertation is to propose an alternative approach to the study of the role of the reader in Le Voyage d\'hiver. Moreover, in order to deal with some of the problems that the critics face when studying the work of Georges Perec, this dissertation analyses certain aspects of the Le Voyage d\'hiver manuscript.