My Experience with Reading Ambiguous Texts

Paul Lindholt was the first professor I ever had who told me that two opinions of a piece of writing could be fully correct and that every reading of a story could be different and yet never untrue. This was in stark contrast with several high school English teachers I had had who would commonly tell me that my interpretation of a text or a line was simply incorrect and move on with class. Though it is possible to read a scene of a play or a moment in a story incorrectly, it should always be recognized that if ambiguity exists at all, then the piece is open to interpretation.

            Judith Langer presents a brilliant framework for analyzing texts in class without the dangers of devaluing a student’s opinion or ability to openly share. She sets out the guidelines for accepting a student’s background as a part of their interpretation and facilitating those perspectives rather than restricting them. The framework also encourages the acceptance of initial understandings. It is valuable to dwell in a moment that a student has just caught hold of a concept or idea in a story and stay with their train of thought. This can further the students ability to reach the full understandings from their own perspective if they are given the time to dwell on their initial reaction.

            My students recently had their first moment of disagreement in class over a story. Since we were studying ambiguity in the short story I jumped at the chance to ensure my students would not throw away an interpretation. When I explained that they could both be right, they rolled their eyes as if they wished I could have sided with one of them. With any luck however, they realized that stories can be interpreted many ways and that even more ideas can exist that the two of theirs.