How to Read a Difficult Text

Over the past year, I’ve written several posts that explore how to read difficult texts. In this post, I have pulled together some of the key points in those posts to help you here at the beginning of your studies this semester.

Journal-Blank-Page-676pxMost of the reading we do during the day is desultory. Most of what we consume on the Internet, or during times we want to unwind, reading at the beach…these are usually done without any serious effort put into understanding what we’re reading. But some reading that we do needs to done with a more critical eye because we need to work to understand what the author says, or there’s something important that we need to grasp, or we just need to think about what the author is saying. Because so much of the reading you need to do in your hardest college courses, especially in the humanities and liberal arts, requires serious effort to “get it,” I encourage you to develop skills in close reading. As a philosopher, this is the kind of reading I have to do all the time in my line of work. What is close reading and why do you need to read your assigned texts this particular way?

Close Reading

By the time you enter college, you have probably developed reading habits from email, texting, chatting, and web-based content that cripple your ability to read books and texts that require sustained, careful, reflective reading to be understood. That’s why it’s not enough for your teacher to tell you to “read the book.” You need to know the kind of reading that you’ll need to do–close, or studious, reading–and how to develop techniques or new habits to do this kind of reading well. Here’s the logic:

  • You are assigned books or selections from books of lasting value to “digest,” so you need to study what you read.
  • And if you are going to study what you have read, you need to annotate the text or take notes.
  • And if you annotate or take notes, you should organize and assemble them into some sort of coherent commentary.

Here’s another way to put it:

  • The point of close reading is to be able to critically evaluate what you read.
  • Critical evaluation of what you read must be done by careful analysis of the material until you understand the author’s claims or point.
  • Once you understand, then you are prepared to weigh its merits and demerits more objectively.
  • Objectivity requires you to suspend, or put out of play temporarily, your own private point of view and beliefs, as far as possible.
  • This won’t occur from desultory reading, or when your encounter with an author is on the terms of your own unquestioned, subjective authority, but only by your active engagement with the material and response to the author as a fellow rational being and critical thinker.
  • The best way to do this is by writing up your own take on it: annotations in the text and journaled commentary.

You will need the right tools to do close reading well. A comfortable chair and desk. Accessories such as pens of various colors for different sorts of annotations and underlinings, notebooks. Water, tea, a cup of coffee. Atmospherics and location that will encourage your focus on studious reading, be it a particular playlist or silence, indoors or outdoors, in a library, a study room, a park, your dorm room.

Use a good dictionary to look up any words that are unfamiliar. Look up characters, places, or events that are unfamiliar in an encyclopedia (here Wikipedia may be a helpful resource, but use it cautiously). Find a system of annotations that works for you. Marginal notes are essential. Transpose and arrange your marginalia into more developed thought and commentary. I recommend having a journal for this purpose.

Your learning style might lend itself to making categories and lists, or nonlinear notetaking like maps or trees. If you are taking notes in preparation for a quiz or exam, you will save yourself a lot of trouble if you take the time at the time you read the work to impose a linear, sequential arrangement to your ideas. So apply some systematic method, such as SQ3R or the Cornell system, to organize and structure your notes.

What is Analysis?

So far, I’ve referred to this notion of analysis a lot. So what does analysis have to do with close reading? Everything!

Analysis requires that you first understand the author, to see or hear what the author has to say in his or her own terms. This requires you to enter into a system, that is, accept the worldview and presuppositions of the author as given. Next, your critical analysis begins by looking to the internal logic of that system and to the logical implications of the ideas and arguments contained within it. In other words, once you understand the author’s perspective and argument, look for logical consequences, consistencies, inconsistencies, etc. If you haven’t first understood (listened to) the author within the world in which he or she has written, your response will usually be little more than ideologically motivated fault-finding or anachronistic interpretations. For example, if you simply dismiss Plato’s metaphysics in the Republic and other dialogues, what are you really saying beyond “I don’t care for philosophical idealism” or “Plato annoys me?” What’s the argument contained in such statements? The works of Plato have survived many centuries of uninformed hostility; they’ll outlast another biased reading! You’ll have to push yourself outside your comfort zone to tackle difficult texts.

The Oxford English Dictionary gives helpful definitions of “analysis” and its cognates. Two of the entries are germane to what you’ll need to do in close reading:

Analyze, v. (General): “To differentiate or ascertain the elements of (something complex) in order to determine its structure or nature, and hence to explain or understand it; to examine closely and methodically for the purpose of interpretation; to subject to critical or computational analysis.” (Specialized—Literary): “To examine a text critically to bring out its meaning; to give a critical description of a work especially with regard to its style, structure, or composition.”

Analysis, n. (Specialized—Philosophical): “The investigation of complex ideas, concepts, etc., so as to determine their constituent elements and their structure.”

To analyze a text you examine the specific details you find in the sentences, paragraphs, and chapters of the text, as well as the context. Analysis has a clear direction: it proceeds from the complex to the simple. A relevant and substantive selection does not speak for itself. You must “break it down” by differentiating its elements (words, phrases, sentences, ideas, concepts, and so on) and examining these elements methodically, how they relate to each other, and in their proper context. This comprehensive approach to textual analysis occurs in your thinking about the text. You need to be able to differentiate between the relevant and irrelevant details in the text, and then focus on the relevant ones. Paraphrase your relevant findings from this effort and transpose them into your written notes and commentary.

This is where your thoughts encounter the author’s thoughts. Organizing the ideas of the text into relevant and irrelevant categories assumes that you have some framework, some model, some structure for sorting through those distinctions. This is often the most difficult step–being aware of the conceptual tools that you’ve been using to unlock the meaning of the text in your commentary. If you’ve written down what you think about the reading, then you’ve been using some criteria to justify why you take particular terms, ideas, and claims of the author as relevant or not. As you organize your annotations and write out some commentary, these concepts around which you are expressing your thoughts and discussing the text should become clearer. Eventually, you’ll be able to identify those concepts and figure out if they’re related to each other in some sort of organized, structured way. If you’re required to write an essay or long reflection piece on a reading assignment, this conceptual framework is what you will need to have a strong, insightful, original “take” on the text. And it will all have come about by the careful analysis you did through close reading.

Let’s Do It!

Not long ago I wrote a three-part mini-series on doing close reading and annotations–

Part I

Part II

Part III

RP-3411I used an excerpt from Harry Potter and the Sorcerer’s Stone that I had used to develop an essay for a philosophy conference and later into a published article. I encourage students to practice alongside my example and use my annotation system. Once you’ve tried it on your own, find an annotation system that works for you. If you’re annotating a text that you are going to write an essay on, then that system might look different than annotations that you are going to use to study for a quiz or test. Make up your own annotation system, adapt mine or another one you find, and use one of the notetaking systems linked above to help you get the most out of the time you spend doing your close reading and understanding difficult texts.

In the comments, I’d like to hear about your annotation system. What has worked for you? What hasn’t worked for you?

 

 

Socratic Method in Teaching and Learning

socratesYesterday NPR ran a good story on schools and teachers using the Socratic method in their classes in a variety of subjects. My own kids are fortunate to attend a public school that incorporates Socratic teaching in middle and high school.

The story quotes John Caelstrom making the crucial point about the aim of Socratic teaching: “Let’s not make this all about learning to gain information but to learn how to learn.”

In a good Socratic seminar you do “gain information” about the history, culture, author, and any number of facts, but the point isn’t merely to acquire the kind of information you can regurgitate on a short answer test or multiple-choice exam. It is instead to sharpen your mental acuity so that you can think through difficult problems and important questions, sift evidence, weigh propositions, and evaluate answers and solutions, all on your own. To encourage an awareness of what you don’t know together with an inquisitiveness and mental toolkit to seek out knowledge. As I emphasized in my tutorial, it is to gain new and healthy habits of mind, intellectual dispositions, that empower you to participate and lead in a democratic society.

In my upcoming posts, I’ll be starting a new series about the specific texts that one often finds on “Great Books” or “Great Ideas” courses. These will be very brief posts, very opinionated, and if given due consideration, I hope very helpful to you. Gilgamesh will be coming to your browser very soon.