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AWEJ for Translation & Literary Studies, Volume 8, Number 2 May 2024 Pp.18-29

Multilinguals’ Iserian Reading of the Marilyn Monroe Poem by Judy Grahn

Legacy Learning Center. Inc
Indianapolis, Indiana, USA

Legacy Learning Center. Inc
Indianapolis, Indiana, USA
Corresponding Author: Ismatkrajput@gmail.com

Abstract:

This study examines Judy Grahn (1940-  )’s poem “Marilyn Monroe” through the lens of the Iserian reading theory (1972), using two multilingual perspectives. The results indicate that instructors should pay close attention to the gap-filling stage when implementing the Iserian reading stages in their literature classes. While the paper includes two responses from the author and co-author, representing multilingual students, it highlights the significance of the implied reader’s background knowledge in navigating the various identities that arise during the reading process. A future article will delve into students’ responses to the Marilyn Monroe poem in detail and will be published in the upcoming volumes.

Cite as:

Mechraoui, S., & Rajput, I. (2024). Multilinguals’ Iserian Reading of the Marilyn Monroe Poem by Judy Grahn. Arab World English Journal for Translation & Literary Studies 8 (1), 18-29.

References:

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Vuletich, K  J. J. (2015).  What Makes: Marilyn Monroe And Representations of Femininity In Early Cold War Era America . Regis University Theses. Paper 654.    DOI: 10.13140/RG.2.1.4375.0800

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Dr. Sara Mechraoui is a recent Indiana University East Graduate (IUE); she earned the Graduate Certificate in Composition Studies in 2020. Sara got her Doctorate in English Literature in 2017 from Abou AlKacem SaadAllah University, Algiers, Algeria. Her Master’s concentration was English for Specific Purposes. She worked as an associate professor of English at the Teacher’s Training College (ENSL), Laghouat, Algeria, for three years and at Ammar Thelidji University for three years. She is an ELA, composition, and US Government instructor at Legacy Learning Center. Sara wrote many articles on cognitive poetics and multicultural education and sought to explore the effects of implementing a cognitive-linguistics approach to teaching literature in multicultural contexts. ORCID: https://orcid.org/0000-0002-6843-2155

Ismat Rajput is a girl who seemingly entered the world with a curious mind. There isn’t a single hobby she hasn’t yet tried or a “dumb” question yet asked; and if there is, she is all the more eager to learn all about it! She’s a dreamer, but more important than that she is a doer. If you would like to reach her, just know you might find her in quite a determined state, her schedule remains booked with filling out internship applications, or worse, working on her novel. ORCID: https://orcid.org/0009-0005-9395-2338