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"Sometimes text is just text": Engaging students in meaning making in English language arts

This paper explores the teaching of close reading and theme in a high school literature class, analyzing student and teacher evidence to reflect on how best to help students engage in different dimensions of meaning making with literary text. The author reflects on the close reading experience she created for students, and ultimately re-conceptualizes the concept of close reading to promote more a full, holistic, and exploratory experience with text.