Using Reader Responses and Discovery Responses with Tertiary Students in Three Countries

This article describes a teaching and learning activity in which reader responses and discovery responses were used by students in three countries as they read a canonical work of America literature, Hemingway’s A Day’s Wait. Through careful section of the text, the activity successfully negotiated challenges faced by students whose primary language is not English. In premising the activity in reader response theory, the problematic of teaching a set of values deemed to be American was evaded, yet the activity still aroused students’ interest in American literature as well as how peers in other countries engaged with the text