Name

: Ahmad Azhari

Student number

: 1104782

Class

:7

Subject

: Literary Research

1. Theoretical statements
1. Literature as a work of art that seeks to please the person who made it and the
person who attends to it (Purves, 1990:p.11)
2. The central point here is the reader or literary experiencer the importance
of literature is what the reader feels important; its meaning is in what feelings
are evoked and associations that can be made by the reader as the result of
literary encounter (Bleich, 1975)
3. Reader plays a very active role in making sense of (or, perhaps more accurately,
assignment meaning to) the literary work being experienced. Literary experience
is both personal as well as social (Bleic, 1975)
4. In comprehending a text, the reader actively creates meaning, and in so doing
she brings into the text her background knowledge about the topic, about
sociolinguistic conventions (e.g. genre, scheme, discourse structure, and story
grammar, as appropriate etc), and her intentions, expectations and purpose of
reading, her values and beliefs that she already has in mind (Smith, 1988: de Fina
et al, 1991)
5. The meaning does not reside ready made in the text or in the reader; it is derived
from the interaction between the content and the structure of the authors
message and the experiences and prior knowledge of the reader (Rosenblatt,
1989)

6. Reading is not a one-way process, but a two-way transaction between the mind
of the reader and the language of the text (Weaver, 1988)
7. Literary experience is fundamentally an unmediated private exchange between
a text and a reader (Probs,1988:p.7)

8. Every interpretation of literary work is an idiosyncratic reconstruction of the

original work as a result of dialectic interaction between the message in the

text and an individual reader in a particular internal-state and reading context

(Clifford, 1991)
9. All human beings constructs of reality are in fact stories that we tell ourselves
about how the world works (Hardy, 1968)
10. Human brain is essentially a narrative device. It runs on stories ( Smith,
1988;p.178)
11. Reading process is a constant search for meaning (Goodman, 1970)

12. When students are led to see that they have a role in determining meaning, they
become more actively involved in reading (Brozo, 1988)
13. Reading literature encourages children to imagine and picture story in their
minds, extend a story and hypothesize about it while reading the work and
making literary responses (Cox & Many, 1990)

14. The most valuable advantage of using literature as a basis for reading-writing
activities is the literary experience that learners go through pleasant
experience in reading that might in turn make them hooked on the book (Huck,
1990; p.127)
15. Literary experience can result in five types of literary knowing: knowledge of
self, knowledge of others, knowledge of texts, knowledge of contexts, and
knowledge of processes (Probs,1990)
2. Research findings
1. Some research studies have suggested that experiences in which children engage
in meaningful communication are critical in the childrens awareness of the
usefulness of literacy and a desire to become literate (Kawakami-Arkaki et al,
1989)
2. Children as young as ten could participate in discussing works of literature that
indicated the cognitive processes of (1) articulating the process of constructing
simple meaning, (2) creating and sharing personal stories that are in some ways
related with the reading or discussion, (3) participating as active readers
making predictions, hypotheses, and finding their confirmations or
disconfirmations as they read, and (4) gaining insights about how the author had
communicated her message to the readers and supporting with relevant
interpretations from the text evaluations of the rhetorical strategies of the
author.