Professional Documents
Culture Documents
Brown 1
One skill we should be practicing and developing in this course is called close reading. You are being
asked to begin from a very small amount of textual information, to scrutinize it slowly, and to extrapolate from it
all the meaning you can. This will be difficult at first, but you will improve with practice. For our purposes, a
close reading is a type of short paper you will write. This kind of paper will be the evidence, and the result, of
your careful re-reading of short portion of a literary text. This re-reading paper should be hyper-attentive to the
language-choices of the author, and it will try to explain what these choices mean and why they might have been
made.
In your close reading, you do not need to give historical context. The exception to this is when a general
historical fact is directly relevant to a specific language-choice that you can point out in the passage you are
close-reading. You should avoid speculation of any form, unless it is grounded in a specific language-choice you
can point out. Theoretical comments drawn from secondary literature should be minimal, and always tied
directly to the specific wording in your passage.
For short papers like this, its usually best to omit a classic opening paragraph altogether, since typical
opening paragraphs contain generalized information and dont do the work of close reading. But you do need to
put an evidence-based interpretative statement, or thesis, at the beginning of your paper in order to orient your
entire discussion. It should be about the theme, plot, style, setting, verse form, characterization, aesthetic, or
some other literary element in the text. It does not have to address the meaning of the work as a whole. The
thesis should be composed after youve done the majority of your analysis, but it should be placed at the
beginning of the paper. It should be concretely and directly supported by the language-choices you discuss;
every sentence of your papers analysis and interpretation should relate to it.
In such a paper, you might analyze a certain passage and then begin your paper by writing something
like this: Beowulf is not only a poem about a heros battles; a comparison of the poets account of Hrothgars
actions at lines 67-73 with Wiglafs rebuke in lines 2884-90 shows that it is also about proper land-management
in an early pagan society. Your close reading would then try to support this statement by carefully explaining
your analysis of the passage in terms of what its specific details of language can tell us about land-management.
The process of close reading can be broken down into several steps:
1) Read the entire assignment.
2) Choose a passage or two from the text, about the size of a paragraph (no longer than a page).
3) Re-read this passage AT LEAST three times, for the purpose of:
a) gathering information
b) making an analysis
c) interpreting the results of your analysis
4) Write up the results of your interpretation (omitting much of your written work on a and b) in clear,
polished prose with your thesis statement at (or near) the beginning.
Some further explanation of steps a, b, and c:
Information: Start by making sure you understand the literal meaning of all the words and sentences in the
passage straighten out difficult syntax, and look up all unknown vocabulary. Then, write down what
information the passage gives you (only the information thats actually contained in the words of the passage).
Things like: What time of day is it? Where is the setting? What characters are there? What are their names? their
relationships? What sort of activity are they engaged in? Who is speaking? Not all of this information will be
given, of course. (Note that an absence of information is still a kind of information.) This is information that you
need to consider when writing the version of the paper you will turn in, but mere information (plot summary)
should be avoided as much as possible of your final draft.
Analysis: This is where we try to noticewithout yet trying to interpret!all the choices made by the writer in
composing the passage, or as many as we can. What can we say about the way the information is (or is not)
given? Try noting down some analytical comments or questions about figurative language, word-patterns, style,
order, context, chronology, ambiguity, word-choice, etc. Wow, this sentence is 14 lines long! is an analytical
comment. Why does the writer keep repeating the word white? is an analytical question. Why does the verb
come at the end of the sentence? is another. Here are some more examples:
Brown 2