"A reader makes a poem as he reads.  He does not see an unalterable meaning that lies within the text.  He creates meaning from the confrontation." (p.39)

How do we understand the role of authorial intent from the perspective reader-response theory?  It seems that some texts are inextricably linked to the historical context in which it as written, as such, how much credence should we give to the social context of the text?  

Also, one of the most unique aspects of the study of literature is its ability to introduce us to the personality of history; instead of dry facts we give stories, fiction and non-fiction, that give insight to the human experience that is often lost in dry history books.  How does a reader-response theorist justify not giving students access to history contained within a text? Or how would we incorporate implementing history into a reader-response discussion?  

How would a reader-response theorist view assessment? If there are an infinite number of readings of a text, how do we assess each reading? It seems we position ourselves to evaluate the quality of the reading as opposed to the substance. What are the demarcations of a quality reading from a reader-reponse perspective? 

Politics, again?

"The aim of many progressive educators is to use literature as a vehicle for self-exploration and expression." (p.6)

When children begin to learn about their world, do they use books? Why have books been given a privileged place in the institution as a means for discovery?

"It is at [his] intersection of text and social context that the explicit study of contemporary literary theory can help adolescent readers make meaning of the text" (p.7)

It seems that contemporary literary theory wishes to withdraw the "funds of knowledge" students bring to the text as a means to understand the text.  Every experience the student has is valuable for understanding their reality and also the writer's reality.  Once that bridge is crossed, teachers can show how textual analysis, say Marxism, can be used to understand a text; moreover, students can decode their reality, with the tools we've given them, from a Marxist's view; thus, cultivating cultural change or a deep-seated distrust for all things bourgeois.  

So by removing a privileged interpretation of the text from the center of the reading and replacing it with adolescent experiences:

we arrive at a place where the lions can tell their story, right?  

and hopefully give us a deeper understanding of the world our students live in.