A Response-Based Approach to Reading Literature

The article A Response-Based Approach to Reading Literature by Judith A. Langer opened my eyes to different ideas on how to better educate students when teaching them literature. Langer helped make it clear what is to be done in the classroom to make students be able to: negotiate their own meanings by exploring possibilities, consider understandings from multiple perspectives, sharpen their own interpretations, and learn about features of literary style and analysis through the insights of their own responses. She wants students to have an experience in the classroom--that teaches literature--in such a way that compels the student to learn in freedom. Many of us have had classes that taught literature through the eyes of the teacher. We knew what the teacher viewed as "right" and "wrong". Langer helps her reader understand: we need to allow room for the students to develop their own ideas and interpretations of the literature. I think this is a great idea. 

When we allow students to interpret literature from their own personal and cultural experiences, they can make a connection. This connection--in essences-- excites them. Literature then comes ALIVE! I know from personal experience: literature—most certainly—comes alive when I connect my readings with my own personal experience. When I connect with the literature, I learn more.  In addition, Langer offered a great guideline for instruction concerning the teaching of literature. She suggested class meetings should be a time when students explore possibilities and develop understanding instead of recounting acquired meanings. This tip—I believe—is one I think that resonates with me the most. I know I learn best when I’m challenged to explore possibilities and develop my own understanding of literature.. All in all, this article helps the reader understand how a teacher can help their students achieve maximum success in a literature class by offering sound advice.