Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507044
Title: The nature of the meaning-making activity taking place during reading events involving some Year 9 pupils and two literary and two nonliterary texts
Author: Taylor, Stephen
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2009
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Abstract:
After introducing the notion that meaning-making during reading includes both inter-personal and intra-personal meaning-making and exploring several issues raised by any attempt to research this activity, a number of gaps are identified in the current model of the reading transaction, arising largely from Rosenbla~t's only-partial adoption of concepts from Peirce. Wiley's re-focusing of Peirce's theories of meaning and the dialogical self is then used as a starting-point for the modification of the transactional model and a variety of disciplinary perspectives are drawn on to propose ways in which the transactional model might encompass multimodal intra- and inter-personal dialogical meaning-making activity. After an account of the case study, selected semiotic resources are analyzed as instances of multimodal intra-personal, dialogical meaning-making activity embedded in higher-scalar ecosocial systems of interpretance and constituted by ideational, interpersonal and textual metafunctions. An attempt is Ășthen made first to demonstrate the multimodality of intra-personal meaning-making activity through the exploration of descriptions of meaning-making activity involving sound, and then to examine the role of emotion in intra-personal meaning-making. After a consideration of the role of genre in readers' responses, differences in the same reader's responses to different texts, the generic and ideological nature of different readers' responses to the same texts and some issues n;lated to the development of response over time are explored. The findings of the case study are then outlined, its strengths and weaknesses assessed and directions for future research and practice explored.
Supervisor: Not available Sponsor: Not available
Qualification Name: Not available Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.507044  DOI: Not available
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