Robert Crosman’s Do Readers Make Meaning is a powerful rebuke of New Criticism and the idea of a close reading of the text.  Crosman is clearly denouncing the idea that a text as a universal meaning that an educated reader can eventually uncover.  He favors the idea that the reader brings at least as much meaning to the text as the actual writing itself.  In a sense, Crosman is challenging the idea of a universal truth although he expressly limits that debate to the field of literary studies.  From my experience as a reader and a teacher, a middle ground between the text and the reader must be reached for meaning to be valuable.

I remember studying New Criticism as an undergraduate.  I was immediately drawn to the appeal of a “close reading”.  After all, my years in high school consisted of readings and bizarre interpretations.  It was a world where every interpretation is valid.  That seemed a bit far-fetched to me, so the idea of uncovering truth was instantly appealing.  However, it becomes immediately apparent that meaning does not exist in the text alone.  Once a reader begins discussing literature with other learners, several different interpretations appear.  In a purely New Critical model, only one of those interpretations would be valid.  This is where Crosman makes a point in denouncing the idea of a single meaning.  How can we possibly decide which “meaning” is the universal truth?

I notice this issue first hand when I read Othello.  Most essays, teachers, and readers immediately jump on the themes of love and pride.  In truth, these are central to the context of the play and its appeal.  However, I have always been fascinated by Othello’s refusal to promote his trusted lieutenant, Iago.  Othello trusts him completely, yet the promotion is given to another person.  He never explains the rationale to Iago or provides compensation.  Some have argued that Othello had suspicions about Iago, but I see no evidence in the text.  Consequently, my reading of the play always takes on a slightly different approach.  I do not view Othello as the great and noble hero from the play’s outset.  He already has a flaw. Is my reading unjustified and false?

This is where evidence and textual support come into play.  As long as the reader can cite several examples and build a coherent case, then the interpretation must be accepted as valid.  This is an essential part of meaning.  If evidence is allowed to be weak and flimsy, then my high school experiences of free-for-all meaning will resurface.  It is a half-truth to say that a text means something.  It is also a half-truth to say that a reader creates meaning.  Both the reader and text are necessary.  Evidence is the key to determining validity.

–Francois Guidry