This essay considers the assumption that the study of English involves engaging students' imaginations to explore a range of interpretations and hypothesise about meaning. It goes on to explore the reading positions of two students in a Year 10 class, who were studying "A Christmas Carol" at GCSE (General Certificate of Secondary Education). While one of the students exemplifies the dominant assumptions about reading, this essay argues that the other student challenges them, by seeking certainties from the novella. Finally, the essay considers the ways in which progression is framed with relation to reading practices, and the implications for my practice.