Reading Horizons, Volume 36College of Education of Western Michigan University and the Homer L. J. Carter Reading Council, 1995 |
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Pagina 168
... approach ( N = 25 ) and the other an aesthetic literary experience approach ( N = 31 ) . Students in each section shared a common syllabus and were introduced to the concepts of aesthetic approaches to literature and transactional ...
... approach ( N = 25 ) and the other an aesthetic literary experience approach ( N = 31 ) . Students in each section shared a common syllabus and were introduced to the concepts of aesthetic approaches to literature and transactional ...
Pagina 172
... approach group wrote re- sponses with a higher percentage of statements focusing solely on their aesthetic literary experience ( 68 % ) than did the trans- actional criticism approach students ( 44 % ) , F ( 1,55 ) = 5.65 , p..02 . All ...
... approach group wrote re- sponses with a higher percentage of statements focusing solely on their aesthetic literary experience ( 68 % ) than did the trans- actional criticism approach students ( 44 % ) , F ( 1,55 ) = 5.65 , p..02 . All ...
Pagina 178
... approach wrote aesthetic responses of the same levels of aesthetic complexity as students in the purely aesthetic approach group . However , they also were more likely to include literary analysis in their responses . Thus the ...
... approach wrote aesthetic responses of the same levels of aesthetic complexity as students in the purely aesthetic approach group . However , they also were more likely to include literary analysis in their responses . Thus the ...
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