Fostering comprehension through critical theory

In their 2009 book, Fostering Comprehension in English Classes, authors Raymond Philippot and Michael F. Graves consider how multiple theories can help foster responses to, and comprehension of, literature in ELA classes. Although it may seem challenging to incorporate deconstructionism and other critical theories in a high school classroom, the authors maintain that it can be done successfully. They write, "regardless of which theories you choose to use in your classroom, you will find that students can grasp the concepts and will be able to look at texts from various vantage points" (p. 88).
As a result of this part of chapter 4, I have created this matrix for the four main types of critical theory Philippot and Graves address in their book.

Theory	Definition	Strengths	Weaknesses	In the classroom
Reader-Response Theory	Response to “New Critics”. Asserts that the reader will bring his own experiences to interpret a text (Philippot & Graves, 2009)	Encourages students to share and engage with ideas in the text on a personal level (p. 80)	Discourages a close reading or encourages a superficial reading. Does not foster an understanding in the lives of others (p. 81).	Use as a “springboard” to engage students with text.
Marxist (Class) Theory	Concerned with the, “political and historical  contexts shaping a piece of literature” (Philippot & Graves, 2009).	Has students identify the author and intended audience of a text and what worldview it favors.	May cause concern or outrage with administrators, parents, or students when using term “Marxist” or “Marxism”.	Ask questions to help students consider power dynamics in text and society. Use charts to divide characters by powerful/powerless, rich/poor, etc.
Feminist (Gender) Theory	“[…] allows us to examine a text in terms of how women and girls are represented, explicitly and implicitly” (Philippot & Graves, 2009).	Helps students examine the way society dictates gender roles, specifically for women. Students question power relationships in texts.	Some students may be resistant to the idea of feminism or feminist theory and struggle to apply it to readings (Appleman, 2009).	Give students magazines intended for men and women and have them consider the magazine’s message and its implications for gender roles in society.
Deconstructionist Theory	“[…] deconstruction is a process by which readers examine language for its fluid and shifting nature, as opposed to the assumption that language is static and fixed”( Philippot & Graves, 2009).	Encourages students towards a more flexible way of thinking about words, authorial intent and, “the very nature of reality” (p. 88).	Is a challenge to present to students, particularly so they do not think that “anything goes” in deconstruction but to actually examine a text with a critical eye (p. 87).	Begin by asking students to deconstruct metaphors and look for multiple meanings. Once students have mastered this, you may move on to larger texts.