Abstract
Abstract The purpose of this study was to examine the effects of efferent and aesthetic teaching approaches on undergraduate students’ responses to literature. Two classes received intensive instruction on Rosenblatt's concept of efferent and aesthetic stances throughout one semester and had multiple opportunities both in class and on assignments to respond both efferently and aesthetically to numerous literary works. However, one class was introduced to and responded to four works of Black literature aesthetically and the other class efferently. Subjects were involved in either written or oral activities and then rated the books to indicate their preference. At the end of the study, all subjects read a short story, completed free responses, and rated the story. Qualitative investigations of oral and written responses revealed differences in the nature of responses as well as a preference of treatment approaches. Analysis of the effect of instructional approach on story rating revealed a significant main ...
Published Version
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