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

Sandra Lee Tompkins

doi:10.58680/tetyc19973837

ISSN: 0098-6291
E-ISSN: 1943-2356

How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio
Author(s): Sandra Lee Tompkins
Source: Teaching English in the Two-Year College, Volume 24, Issue 4, Dec 1997, p. 317 - 325
DOI: https://doi.org/10.58680/tetyc19973837
- Published online: 01 Dec 1997

Previous Article
Table of Contents
Next Article

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.

Article metrics loading...

/content/journals/10.58680/tetyc19973837

1997-12-01

2026-06-14

Full text loading...

/content/journals/10.58680/tetyc19973837

Article Type: Research Article

Most Cited Most Cited RSS feed

- Building Racial Literacy in First-Year Composition
  
  Author(s): Yolanda Sealey-Ruiz
- Feature: The Two-Year College Teacher-Scholar-Activist
  
  Author(s): Patrick Sullivan
- Feature: Professional Autonomy and Teacher-Scholar-Activists in Two-Year Colleges: Preparing New Faculty to Think Institutionally
  
  Author(s): Brett Griffiths
- TYCA White Paper on Developmental Education Reforms
- Feature: Toward Local Teacher-Scholar Communities of Practice: Findings from a National TYCA Survey
  
  Author(s): Christie Toth and Patrick Sullivan
- Feature: “I Bought the Book and I Didn’t Need It”: What Reading Looks like at an Urban Community College
  
  Author(s): Annie Del Principe and Rachel Ihara
- Instructional Note: Meeting Student Writers Where They Are: Using Wikipedia to Teach Responsible Scholarship
  
  Author(s): Paula Patch
- Feature: A Critical Race Analysis of Transition-Level Writing Curriculum to Support the Racially Diverse Two-Year College
  
  Author(s): Jamila Kareem
- Feature: The Profession of Teaching English in the Two-Year College: Findings from the 2019 TYCA Workload Survey
  
  Author(s): Emily Suh, Joanne Baird Giordano, Brett Griffiths, Holly Hassel, Jeffrey Klausman, Kirsten Higgins, Leslie Roberts, Sarah Snyder, Patrick Sullivan, Lizbett Tinoco, Christie Toth and McKenna Wegner
- Feature: Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected by Trauma and Traumatic Stress
  
  Author(s): Melissa Tayles
More Less

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

Abstract

Most Read This Month

Most Cited Most Cited RSS feed