Comment by sametmax
6 years ago
Some are, but I think many don't.
Text analysis is a lot like wine tasting: there is something to it, but it's way over the top. And if you put a brand new text and put 10 experts on it, they will come up with different interpretations. They will even claim terrible wine is good because of the bottle.
There is also a huge mentality implication. See for example your reaction: you assume my understanding is bad while knowing nothing about me.
And I just criticized people drawing definitive conclusions about other people so distant we know little about them. The example in the article supports this and beyond, and while a few data point is not evidence, it calls for a debate.
I think it's perfectly ok for kids to be wrong about their text interpretation if they produce a personal constructed analysis. First because it's pretty hard to prove there is only one right analysis and you got it. Second because the process is as important as the result. Good teachers target that, but few do.
There's wine tasting and than there's blind wine tasting. The latter has some things going for it as a proper endeavour. The former is just a pastime that's more about finding nice words than actually tasting wine.
Except your comment was about refusing to engage in the activity, analysis of the themes and subtext.
The whole point is that of a subjective analysis, with infinite interpretations which aren't objective views of the text, but a product of the interrelationship between: the text, the context of the text's writing (inc authorial intent), the analyser, their context, and the context of the academia around the text pre existing. These aren't objective measures, but the aim is to have something to say, to have enough insight into the world to link ideas up and make something up that sounds convincing.
Saying the book isn't as good as other people said it was isn't that, and it isn't really very useful, even as a personal opinion, and is completely missing the point of the exercise.