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dc.contributor.advisorIrizarry-Rodríguez, José M.
dc.contributor.authorGómez-Álvarez, Jennifer
dc.description.abstractThis study examines the use of reader-response theory and Freirian pedagogy in the teaching of selected poems from William Blake’s The Songs of Innocence and of Experience to university ESL students in Mayagüez, Puerto Rico. It explores whether reader-response is useful in helping students understand Blake’s poems. It determines if the students were able to understand the poems from the Romantic poet by working in a student-centered environment created by reader-response. In order to determine the value of reader-response, students’ written responses during a six day teaching plan of small group discussions were collected and studied. The results indicated that the cultural background and personal experiences of the students have an influence on their comprehension of the poems as students found the poems to be of critical importance to life issues and Christian faith.en_US
dc.subjectReader response theoryen_US
dc.subjectBlake, Williamen_US
dc.subjectFreirian pedagogyen_US
dc.subject.lcshBlake, William, 1757-1827. Songs of innocence and of experience.en_US
dc.subject.lcshFreire, Paulo, 1921-1997.en_US
dc.subject.lcshReader-response criticism.en_US
dc.subject.lcshEnglish language -- Study and teaching.en_US
dc.titleTeaching William Blake's The Songs of Innocence and of Experience to university ESL students with reader-response and Freirian pedagogyen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2006 Jennifer Gómez Álvarezen_US
dc.contributor.committeeBlau, Eileen K.
dc.contributor.committeeFlores, Leonardo
dc.contributor.committeeMorales, Betsy
dc.contributor.representativePowers, Christopher Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US

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    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a graduate degree at UPR-Mayagüez.

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