Prompt 7: Ambiguity in the Classroom


Ambiguity is central to a reader’s experience because it leaves the text open for discussion and imaginative deciphering. No two people will have the same past experiences in life, literature, and art thus creating infinite possibilities of perspectives. The function of ambiguity is recognized by Thomas Foster in two opposing lights. In the introduction, he loosely describes ambiguity when discussing symbolic imagination of readers as the ability “to distance oneself from the story, to look beyond the purely affective level of plot, drama, characters” (Foster xvii). There is a fluidity to interpretation. There is a liberty granted in intellectual discussion to bring about light to new ideas, concepts, and perspectives. Ambiguity opens the door to such thoughtful debate. In conflict with this idea of imaginative fluidity, Foster discredits ambiguity when speaking on behalf of clarity. Specifically, in chapter 11, he cites Animal Farm by George Orwell for having clear symbolism that does not interfere with the message of the novel . If the symbolism is unclear and unusual, can it ever be said for certain what the message of a piece is? Both functions hold merit.

            Ambiguity is a difficulty in English classes because of this back and forth between imagination and clarity. Teachers demand there is one true answer and swear by literature professionals. Lively discussions are always redirected to what is thought to be the “most” correct. Students are left grasping for explanations and justifications to why symbolism functions the way it does. Why do the red curtains in the child’s room indicate their inner anger? Why can’t the red curtains indicate the mother’s love for the color? Ambiguity should be embraced for the dynamic conversations sparked by symbolically controversial texts.


Comments

  1. Sophia HaddoxJuly 27, 2017 at 11:05 AM

    "Ambiguity should be embraced for the dynamic conversations sparked by symbolically controversial texts" is the perfect explanation as to why a reader should embrace an ambiguous article. Your explanation is so concise because many readers fail to embrace a murky piece of literature as opposed to an obvious one. Readers, especially young ones, hunger for a right answer. The article they are reading must have one true meaning or it is a waste of time. It is sad that it takes students until the High School level to appreciate the different interpretations a body of work may hold. You are absolutely right that no two people share the same background and experiences. Every piece of literature can hold hundreds of meanings, whether the author wanted it to be read that way or not. An author can not hold the readers hand and explain what they meant with every word. It is the readers job to take what the author writes and apply it in a way that makes sense to them.

    ReplyDelete

Post a Comment

Popular posts from this blog

Writer Reader Connection (Prompt Four)

Selecting a book written by an author, who is unknown to the reader, is much like attending a blind date. The reader gains a first impression after methodically studying the cover of the novel, much like two individuals who meet for the first time. Both parties are aware that there is a chance the hours of preparation before the date were for naught, and no lasting connection will be created. The chemistry will be quickly noticed wither within the first ten minutes or one hundred pages. Once a connection is sparked it will be difficult to suppress and the first date will turn into dozens, in turn creating a metaphorical series. Then two series later and a shelf or drawer, must be cleared to place the newly collected items brought by a partner the reader never expected to have. This hypothetical situation of a blind date proves that the link between the reader and writer is necessary, and intimate. It is one that cannot be explained to another individual without car...
Read more

One Big Story

When Thomas C. Foster says, "writing and telling belong to one big story", he means that writers are influenced by what they have read and experienced and their works are reflections of that. There are many patterns in reading such as same settings throughout different stories or same plot with different characters. Foster also says, "stories grow out of other stories, poems out of other poems" (Foster 28), meaning that writers just add onto this one big story with their own twist. There are no original works because it is all one story. This idea adds to the richness of reading because if all stories are a part of one big story, then the connections between texts are easier to see once the concept is understood. The story has a new, deeper meaning if this idea is applied because it allows the reader to dig deeper into connecting stories to other stories. The plot of one story may connect to the reader more if the reader starts to look at the little things in the p...
Read more

Prompt two: King Solomon

Foster is exactly right when he says that all the writing is one big story. It's just like what king Solomon said, but why then, is it possible for us to keep revisiting the older texts year after year? The answer is two-fold and is present in the first chapter of this book. His students are all flabbergasted by his suggestion about the devil. This shows that all writings are connected through different allusions and references which he draws upon when he refers to the various Faust stories. A similar trope is present in books by J.R. Tolkien or C.S.Lewis. They both were devout Christians who included religious themes in their books. Additionally, the old texts can be repeatedly drawn upon and viewed in new ways. These different interpretations are the result of different experiences and lifestyles that cast some characters in different lights for different people. Considering that the prompt asks about art in general, I feel like the album cover for the Coldplay song Viva ...
Read more