When writing a reader-response write as an educated adult addressing other adults or fellow scholars.  As a beginning scholar, if you write that something has nothing to do with you or does not pass your “Who cares?” test, but many other people think that it is important and great, readers will probably not agree with you that the text is dull or boring.  Instead, they may conclude that you are dull and boring, that you are too immature or uneducated to understand what important things the author wrote.

In the beginning paragraph of your reader-response essay, be sure to mention the following:

• title of the work to which you are responding;
• the author; and
• the main thesis of the text.

Key Takeaways

• In reader-response, the reader is essential to the meaning of a text for they bring the text to life.
• The purpose of a reading response is examining, explaining, and defending your personal reaction to a text.
• When writing a reader-response, write as an educated adult addressing other adults or fellow scholars.
• As a beginning scholar, be cautious of criticizing any text as “boring,” “crazy,” or “dull.”  If you do criticize, base your criticism on the principles and form of the text itself.
• The challenge of a reader-response is to show how you connected with the text.

Examples

Reader-Response Essay Example

To Misread or to Rebel: A Woman’s Reading of “The Secret Life of Walter Mitty”

At its simplest, reading is “an activity that is guided by the text; this must be processed by the reader who is then, in turn, affected by what he has processed” (Iser 63). The text is the compass and map, the reader is the explorer. However, the explorer cannot disregard those unexpected boulders in the path which he or she encounters along the journey that are not written on the map. Likewise, the woman reader does not come to the text without outside influences. She comes with her experiences as a woman—a professional woman, a divorcée, a single mother. Her reading, then, is influenced by her experiences. So when she reads a piece of literature like “The Secret Life of Walter Mitty” by James Thurber, which paints a highly negative picture of Mitty’s wife, the woman reader is forced to either misread the story and accept Mrs. Mitty as a domineering, mothering wife, or rebel against that picture and become angry at the society which sees her that way.

Due to pre-existing sociosexual standards, women see characters, family structures, even societal structures from the bottom as an oppressed group rather than from a powerful position on the top, as men do. As Louise Rosenblatt states: a reader’s “tendency toward identification [with characters or events] will certainly be guided by our preoccupations at the time we read. Our problems and needs may lead us to focus on those characters and situations through which we may achieve the satisfactions, the balanced vision, or perhaps merely the unequivocal motives unattained in our own lives” (38). A woman reader who feels chained by her role as a housewife is more likely to identify with an individual who is oppressed or feels trapped than the reader’s executive husband is. Likewise, a woman who is unable to have children might respond to a story of a child’s death more emotionally than a woman who does not want children. However, if the perspective of a woman does not match that of the male author whose work she is reading, a woman reader who has been shaped by a male-dominated society is forced to misread the text, reacting to the “words on the page in one way rather than another because she operates according to the same set of rules that the author used to generate them” (Tompkins xvii). By accepting the author’s perspective and reading the text as he intended, the woman reader is forced to disregard her own, female perspective. This, in turn, leads to a concept called “asymmetrical contingency,” described by Iser as that which occurs “when Partner A gives up trying to implement his own behavioral plan and without resistance follows that of Partner B. He adapts himself to and is absorbed by the behavioral strategy of B” (164). Using this argument, it becomes clear that a woman reader (Partner A) when faced with a text written by a man (Partner B) will most likely succumb to the perspective of the writer and she is thus forced to misread the text. Or, she could rebel against the text and raise an angry, feminist voice in protest.

James Thurber, in the eyes of most literary critics, is one of the foremost American humorists of the 20th century, and his short story “The Secret Life of Walter Mitty” is believed to have “ushered in a major [literary] period … where the individual can maintain his self … an appropriate way of assaulting rigid forms” (Elias 432). The rigid form in Thurber’s story is Mrs. Mitty, the main character’s wife. She is portrayed by Walter Mitty as a horrible, mothering nag. As a way of escaping her constant griping, he imagines fantastic daydreams which carry him away from Mrs. Mitty’s voice. Yet she repeatedly interrupts his reveries and Mitty responds to her as though she is “grossly unfamiliar, like a strange woman who had yelled at him in the crowd” (286). Not only is his wife annoying to him, but she is also distant and removed from what he cares about, like a stranger. When she does speak to him, it seems reflective of the way a mother would speak to a child. For example, Mrs. Mitty asks, “‘Why don’t you wear your gloves? Have you lost your gloves?’ Walter Mitty reached in a pocket and brought out the gloves. He put them on, but after she had turned and gone into the building and he had driven on to a red light, he took them off again” (286). Mrs. Mitty’s care for her husband’s health is seen as nagging to Walter Mitty, and the audience is amused that he responds like a child and does the opposite of what Mrs. Mitty asked of him. Finally, the clearest way in which Mrs. Mitty is portrayed as a burdensome wife is at the end of the piece when Walter, waiting for his wife to exit the store, imagines that he is facing “the firing squad; erect and motionless, proud and disdainful, Walter Mitty the Undefeated, inscrutable to the last” (289). Not only is Mrs. Mitty portrayed as a mothering, bothersome hen, but she is ultimately described as that which will be the death of Walter Mitty.

Mrs. Mitty is a direct literary descendant of the first woman to be stereotyped as a nagging wife, Dame Van Winkle, the creation of the American writer, Washington Irving. Likewise, Walter Mitty is a reflection of his dreaming predecessor, Rip Van Winkle, who falls into a deep sleep for a hundred years and awakes to the relief of finding out that his nagging wife has died. Judith Fetterley explains in her book, The Resisting Reader, how such a portrayal of women forces a woman who reads “Rip Van Winkle” and other such stories “to find herself excluded from the experience of the story” so that she “cannot read the story without being assaulted by the negative images of women it presents” (10). The result, it seems, is for a woman reader of a story like “Rip Van Winkle” or “The Secret Life of Walter Mitty” to either be excluded from the text, or accept the negative images of women the story puts forth. As Fetterley points out, “The consequence for the female reader is a divided self. She is asked to identify with Rip and against herself, to scorn the amiable sex and act just like it, to laugh at Dame Van Winkle and accept that she represents ‘woman,’ to be at once both repressor and repressed, and ultimately to realize that she is neither” (11). Thus, a woman is forced to misread the text and accept “woman as villain.” as Fetterley names it, or rebel against both the story and its message.

So how does a woman reader respond to this portrayal of Mrs. Mitty? If she were to follow Iser’s claim, she would defer to the male point of view presented by the author. She would sympathize with Mitty, as Thurber wants us to do, and see domineering women in her own life that resemble Mrs. Mitty. She may see her mother and remember all the times that she nagged her about zipping up her coat against the bitter winter wind. Or the female reader might identify Mrs. Mitty with her controlling mother-in-law and chuckle at Mitty’s attempts to escape her control, just as her husband tries to escape the criticism and control of his own mother. Iser’s ideal female reader would undoubtedly look at her own position as mother and wife and would vow to never become such a domineering person. This reader would probably also agree with a critic who says that “Mitty has a wife who embodies the authority of a society in which the husband cannot function” (Lindner 440). She could see the faults in a relationship that is too controlled by a woman and recognize that a man needs to feel important and dominant in his relationship with his wife. It could be said that the female reader would agree completely with Thurber’s portrayal of the domineering wife. The female reader could simply misread the text.

Or, the female reader could rebel against the text. She could see Mrs. Mitty as a woman who is trying to do her best to keep her husband well and cared for. She could see Walter as a man with a fleeting grip on reality who daydreams that he is a fighter pilot, a brilliant surgeon, a gun expert, or a military hero, when he actually is a poor driver with a slow reaction time to a green traffic light. The female reader could read critics of Thurber who say that by allowing his wife to dominate him, Mitty becomes a “non-hero in a civilization in which women are winning the battle of the sexes” (Hasley 533) and become angry that a woman’s fight for equality is seen merely as a battle between the sexes. She could read Walter’s daydreams as his attempt to dominate his wife, since all of his fantasies center on him in traditional roles of power. This, for most women, would cause anger at Mitty (and indirectly Thurber) for creating and promoting a society which believes that women need to stay subservient to men. From a male point of view, it becomes a battle of the sexes. In a woman’s eyes, her reading is simply a struggle for equality within the text and in the world outside that the text reflects.

It is certain that women misread “The Secret Life of Walter Mitty.” I did. I found myself initially wishing that Mrs. Mitty would just let Walter daydream in peace. But after reading the story again and paying attention to the portrayal of Mrs. Mitty, I realized that it is imperative that women rebel against the texts that would oppress them. By misreading a text, the woman reader understands it in a way that is conventional and acceptable to the literary world. But in so doing, she is also distancing herself from the text, not fully embracing it or its meaning in her life. By rebelling against the text, the female reader not only has to understand the point of view of the author and the male audience, but she also has to formulate her own opinions and create a sort of dialogue between the text and herself. Rebelling against the text and the stereotypes encourages an active dialogue between the woman and the text which, in turn, guarantees an active and (most likely) angry reader response. I became a resisting reader.

Works Cited

Elias, Robert H. “James Thurber: The Primitive, the Innocent, and the Individual.” Contemporary Literary Criticism. Vol. 5. Ed. Dedria Bryfonski. Detroit: Gale Research, 1980. 431–32. Print.

Fetterley, Judith. The Resisting Reader. Bloomington: Indiana UP, 1978. Print.

Hasley, Louis. “James Thurber: Artist in Humor.” Contemporary Literary Criticism. Vol. 11. Ed. Dedria Bryfonski. Detroit: Gale Research, 1980. 532–34. Print.

Iser, Wolfgang. The Act of Reading: A Theory of Aesthetic Response. Baltimore: Johns Hopkins UP, 1981. Print.

Lindner, Carl M. “Thurber’s Walter Mitty—The Underground American Hero.” Contemporary Literary Criticism. Vol. 5. Ed. Dedria Bryfonski. Detroit: Gale Research, 1980. 440–41. Print.

Rosenblatt, Louise M. Literature as Exploration. New York: MLA, 1976. Print.

Thurber, James. “The Secret Life of Walter Mitty.” Literature: An Introduction to Critical Reading. Ed. William Vesterman. Fort Worth: Harcourt Brace, 1993. 286–89. Print.

Tompkins, Jane P. “An Introduction to Reader-Response Criticism.” Reader Response Criticism: From Formalism to Post-Structuralism. Ed. Jane P. Tompkins. Baltimore: Johns Hopkins UP, 1980. ix-xxvi. Print.