▁arg ues ▁that ▁there ▁must ▁be ▁a ▁structure ▁in ▁every ▁text , ▁which ▁explains ▁why ▁it ▁is ▁easier ▁for ▁experienced ▁readers ▁than ▁for ▁non - ex per ien ced ▁readers ▁to ▁interpret ▁a ▁text . ▁Hence , ▁everything ▁that ▁is ▁written ▁seems ▁to ▁be ▁govern ed ▁by ▁specific ▁rules , ▁or ▁a ▁" gram mar ▁of ▁literature ", ▁that ▁one ▁lear ns ▁in ▁educational ▁institutions ▁and ▁that ▁are ▁to ▁be ▁un mask ed . ▁ ▁A ▁potential ▁problem ▁of ▁struct ural ist ▁interpretation ▁is ▁that ▁it ▁can ▁be ▁highly ▁re duct ive , ▁as ▁scholar ▁Catherine ▁B else y ▁puts ▁it : ▁" the ▁struct ural ist ▁danger ▁of ▁col laps ing ▁all ▁difference ." ▁An ▁example ▁of ▁such ▁a ▁reading ▁might ▁be ▁if ▁a ▁student ▁con cludes ▁the ▁authors ▁of ▁West ▁Side ▁Story ▁did ▁not ▁write ▁anything ▁" re ally " ▁new , ▁because ▁their ▁work ▁has ▁the ▁same ▁structure ▁as ▁Shakespeare ' s ▁Rome o ▁and ▁Jul iet . ▁In ▁both ▁texts ▁a ▁girl ▁and ▁a ▁boy ▁fall ▁in ▁love ▁( a ▁" form ula " ▁with ▁a ▁symbol ic ▁operator ▁between ▁them ▁would ▁be ▁" Bo y ▁+ ▁Girl ") ▁despite ▁the ▁fact ▁that ▁they ▁belong ▁to ▁two ▁groups ▁that ▁hate ▁each ▁other ▁(" Bo y ' s ▁Group ▁- ▁Girl ' s ▁Group " ▁or ▁" O pp osing ▁forces ") ▁and ▁conflict ▁is ▁resolved ▁by ▁their ▁death . ▁Struct ural ist ▁read ings ▁focus ▁on ▁how ▁the ▁structures ▁of ▁the ▁single ▁text ▁resolve ▁inher ent ▁narr ative ▁t