Close reading Archives

Bleak House close reading

September 30, 2009 by Roy Johnson

reading skills in the critical analysis of a text

What is close reading?

1. Close reading is the most important skill you need for any form of literary studies. It means paying especially close attention to what is printed on the page. It is a much more subtle and complex process than the term might suggest.

2. Close reading means not only reading and understanding the meanings of the individual printed words; it also involves making yourself sensitive to all the nuances and connotations of language as it is used by skilled writers.

3. This can mean anything from a work’s particular vocabulary, sentence construction, and imagery, to the themes that are being dealt with, the way in which the story is being told, and the view of the world that it offers. It involves almost everything from the smallest linguistic items to the largest issues of literary understanding and judgement.

4. Close reading can be seen as four separate levels of attention which we can bring to the text. Most normal people read without being aware of them, and employ all four simultaneously. The four levels or types of reading become progressively more complex.

Linguistic
You pay especially close attention to the surface linguistic elements of the text – that is, to aspects of vocabulary, grammar, and syntax. You might also note such things as figures of speech or any other features which contribute to the writer’s individual style.

Semantic
You take account at a deeper level of what the words mean – that is, what information they yield up, what meanings they denote and connote.

Structural
You note the possible relationships between words within the text – and this might include items from either the linguistic or semantic types of reading.

Cultural
You note the relationship of any elements of the text to things outside it. These might be other pieces of writing by the same author, or other writings of the same type by different writers. They might be items of social or cultural history, or even other academic disciplines which might seem relevant, such as philosophy or psychology.

5. Close reading is not a skill which can be developed to a sophisticated extent overnight. It requires a lot of practice in the various linguistic and literary disciplines involved – and it requires that you do a lot of reading. The good news is that most people already possess the skills required. They have acquired them automatically through being able to read – even though they havn’t been conscious of doing so. This is rather like many other things which we learn unconsciously. After all, you don’t need to know the names of your leg muscles in order to walk down the street.

6. The four types of reading also represent increasingly complex and sophisticated phases in our scrutiny of the text.

Linguistic reading is largely descriptive. We are noting what is in the text and naming its parts for possible use in the next stage of reading.

Semantic reading is cognitive. That is, we need to understand what the words are telling us – both at a surface and maybe at an implicit level.

Structural reading is analytic. We must assess, examine, sift, and judge a large number of items from within the text in their relationships to each other.

Cultural reading is interpretive. We offer judgements on the work in its general relationship to a large body of cultural material outside it.

7. The first and second of these stages are the sorts of activity designated as ‘Beginners’ level; the third takes us to ‘Intermediate’; and the fourth to ‘Advanced’ and beyond.

8. One of the first things you need to acquire for serious literary study is a knowledge of the vocabulary, the technical language, indeed the jargon in which literature is discussed. You need to acquaint yourself with the technical vocabulary of the discipline and then go on to study how its parts work.

9. What follows is a short list of features you might keep in mind whilst reading. They should give you ideas of what to look for. It is just a prompt to help you get under way.

Close reading – Checklist

Grammar
The relationships of the words in sentences
Examples

Vocabulary
The author’s choice of individual words
Examples

Figures of speech
The rhetorical devices used to give decoration and imaginative expression to literature, such as simile or metaphor
Examples

Literary devices
The devices commonly used in literature to give added depth to the work, such as imagery or symbolism
Examples

Tone
The author’s attitude to the subject as revealed in the manner of the writing
Examples

Style
The author’s particular choice and combination of all these features of writing which creates a recognisable and distinctive manner of writing.
Examples

10. Now here’s an example of close reading in action. The short passage which follows comes from the famous opening to Charles Dickens’ Bleak House.

London. Michaelmas Term lately over, and the Lord Chancellor sitting in Lincoln’s Inn Hall. Implacable November weather. As much mud in the streets, as if the waters had but newly retired from the face of the earth, and it would not be wonderful to meet a Megalosaurus, forty feet long or so, waddling like an elephantine lizard up Holborn Hill. Smoke lowering down from chimney pots, making a soft black drizzle, with flakes of soot in it as big as full grown snowflakes – gone into mourning, one might imagine, for the death of the sun.

This is the sort of writing which many people, asked for their first impressions, would say was very ‘descriptive’. But if you looked at it closely enough you will have seen that it is imaginative rather than descriptive. It doesn’t ‘describe what is there’ – but it invents images and impressions. There is as much “it was as if …” material in the extract as there is anything descriptive. What follows is a close reading of the extract, with comments listed in the order that they appear in the extract.

London
This is an abrupt and astonishingly short ‘sentence’ with which to start a six hundred page novel. In fact technically, it is grammatically incomplete, because it does not have a verb or an object. It somehow implies the meaning ‘The scene is London.’

Sentence construction
In fact each of the first four sentences here are ‘incomplete’ in this sense. Dickens is taking liberties with conventional grammar – and obviously he is writing for a literate and fairly sophisticated readership.

Sentence length
These four sentences vary from one word to forty-three words in length. This helps to create entertaining variation and robust flexibility in his prose style.

Michaelmas Term
There are several names (proper nouns) in these sentences, all signalled by capital letters (London, Michaelmas Term, Lord Chancellor, Lincoln’s Inn Hall, November, Holborn Hill). This helps to create the very credible and realistic world Dickens presents in his fiction. We believe that this is the same London which we could visit today. The names also emphasise the very specific and concrete nature of the world he creates.

Michaelmas Term
This occurs in autumn. It comes from the language of the old universities (Oxford and Cambridge) which is shared by the legal profession and the Church.

Lord Chancellor sitting
Here ‘sitting’ is a present participle. The novel is being told in the present tense at this point, which is rather unusual. The effect is to give vividness and immediacy to the story. We are being persuaded that these events are taking place now.

Implacable
This is an unusual and very strong term to describe the weather. It means ‘that which cannot be appeased’. What it reflects is Dickens’s genius for making almost everything in his writing original, striking, and dramatic.

as if
This is the start of his extended simile comparing the muddy streets with the primeval world.

the waters
There is a slight Biblical echo here, which also fits neatly with the idea of an ancient world he is summoning up.

but newly and wonderful
These are slightly archaic expressions. We might normally expect ‘recently’ and ‘astonishing’ but Dickens is selecting his vocabulary to suit the subject – the prehistoric world. ‘Wonderful’ is being used in its original sense of – ‘something we wonder at’.

forty feet long or so
After the very specific ‘forty feet long’, the addition of ‘or so’ introduces a slightly conversational tone and a casual, almost comic effect.

waddling
This reinforces the humorous manner in which Dickens is presenting this Megalosaurus – and note the breadth of his vocabulary in naming the beast with such scientific precision.

like an elephantine lizard
This is another simile, announced by the word ‘like’. Here is Dickens’s skill with language yet again. He converts a ‘large’ noun (‘elephant’) into an adjective (‘elephantine’) and couples it to something which is usually small (‘lizard’) to describe, very appropriately it seems, his Megalosaurus.

up Holborn Hill
There is a distinct contrast, almost a shock here, in this abrupt transition from an imagined prehistoric world and its monsters to the ‘real’ world of Holborn in London.

lowering
This is another present participle, and an unusual verb. It means ‘to sink, descend, or slope downwards’. It comes from a rather ‘poetic’ verbal register, and it has a softness (there are no sharp or harsh sounds in it) which makes it very suitable for describing the movement of smoke.

soft black drizzle
He is comparing the dense smoke (from coal fires) with another form of particularly depressing atmosphere – a drizzle of rain. Notice how he goes on to elaborate the comparison.

as big as full grown snow flakes
The comparison becomes another simile: ‘as big as’. And then ‘full grown’ almost suggests that the snowflakes are human. This is a device much favoured by Dickens: it is called ‘anthropomorphism’ – attributing human qualities or characteristics to things which are themselves inanimate. Then ‘snowflakes’ is a well-observed comparison for an enlarged flake of soot, because they are of similar size and texture. Notice next how Dickens immediately goes on to play with the notion that whilst soot is black, snowflakes are white.

gone into mourning
This reinforces the anthropomorphism. The inanimate world is being brought to life. And of course ‘mourning’ reinforces the atmospheric gloom he is trying to evoke. It also introduces blackness (the colour of mourning) to explain how these snowflakes (actually flakes of soot) might have changed from white to black.

the death of the sun
This is why the flakes have changed colour. And if the sun has died the light and life it brings to earth have also been extinguished – which reinforces the atmosphere of pre-historic darkness he is creating.

We will stop at this point. It would in fact be possible to say even more about the extract if we were to relate it to the novel as a whole – but almost everything listed was accessible even if you were reading the passage for the first time.

Literary studies are not conducted in such detail all the time, but it is very important that you try to develop the skill of reading as closely as possible. It really is the foundation on which everything else is based.

The next point to make about such close reading is that it becomes easier if you get used to the idea of reading and re-reading. The Russian novelist Vladimir Nabokov (famous for Lolita) once observed that “Curiously enough, one cannot read a book: one can only re-read it”.

What he meant by this apparently contradictory remark is that the first time we read a book we are busy absorbing information, and we cannot appreciate all the subtle connexions there may be between its parts – because we don’t yet have the complete picture before us. Only when we read it for a second time (or even better, a third or fourth) are we in a position to assemble and compare the nuances of meaning and the significance of its details in relation to each other.

Finally, let’s try to dispel a common misconception. Many people ask, when they first come into contact with close reading: “Doesn’t analysing a piece of work in such detail spoil your enjoyment of it?” The answer to this question is “No – on the contrary – it should enhance it.” The simple fact is that we get more out of a piece of writing if we can appreciate all the subtleties and the intricacies which exist within it. Nabokov also suggested that “In reading, one should notice and fondle the details”.

Studying Fiction is an introduction to the basic concepts and the language you will need for studying prose fiction. It explains the elements of literary analysis one at a time, then shows you how to apply them. The guidance starts off with simple issues of language, then progresses to more complex literary criticism.The volume contains stories by Arthur Conan Doyle, Katherine Mansfield, Thomas Hardy, Joseph Conrad, D.H. Lawrence, and Charles Dickens. All of them are excellent tales in their own right. The guidance on this site was written by the same author.
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Bleak House (1852-53) is a powerful critique of the legal system. Characters waiting to gain their inheritance from a will which is the subject of a long-running court case are ruined when the delays and costs of the case swallow up the whole estate. At the same time, Ester Summerson, one of Dickens’ most saintly heroines, is surrounded by mystery regarding her parentage and pressure to marry a man she respects but does not love. Unraveling the mystery results in scandal and deaths. Many memorable characters, including ace sleuth Inspector Bucket; Horace Skimpole a criminally irresponsible house guest; and Krook – the ‘chancellor’ of the rag and bone department, who dies from spontaneous combustion – something which Dickens actually believed could happen.

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More on Charles Dickens
More on literature
More on the novella
More on literary studies
More on short stories

Joseph Conrad close reading

March 18, 2014 by Roy Johnson

how to read and analyse a text

In literary studies there are various types of close reading. It is possible and rewarding to scrutinise a text closely, keeping any number of its features in mind. These can reveal various layers of significance in the work which might not be apparent on a superficial reading. You might focus attention on the text’s –

language
meaning
structure
philosophy

The most advanced forms of close reading combine all these features in an effort to reveal the full and even hidden meanings in a work. The following tutorial shows a very simple form of close reading. It pays attention to the first two of these approaches – looking at the language that Conrad uses and how it is closely linked to what we know about the text.

This type of exercise can only be successful once the text has been read in its entirety. You need a grasp of the events and the story as a whole before it is possible to see how its meaning(s) are built up from small linguistic features of the narrative.

The Russian novelist Vladimir Nabokov once observed ‘Curiously enough, one cannot read a book: one can only re-read it’. What he meant by this apparently contradictory remark is that the first time we read a text we are busy absorbing information, and we cannot appreciate all the subtle connections there may be between its parts – because we don’t yet have the complete picture before us. Only when we read it for a second time (or even better, a third or fourth) are we in a position to assemble and compare the nuances of meaning and the significance of its details in relation to each other.

This is why the activity is called ‘close reading’. You should try to get used to the notion of reading and re-reading very carefully, scrupulously, and in great detail.

The extract which follows is the opening of Conrad’s early story An Outpost of Progress, first published in 1897. It deals with two European characters who have recently arrived at a trading station somewhere in central Africa. If you wish to read the complete story in conjunction with these tutorial notes, it is available free at Project Gutenberg.

An Outpost of Progress

An Outpost of Progress – the opening lines

There were two white men in charge of the trading station. Kayerts, the chief, was short and fat; Carlier, the assistant, was tall, with a large head and a very broad trunk perched upon a long pair of thin legs. The third man on the staff was a Sierra Leone nigger, who maintained that his name was Henry Price. However, for some reason or other, the natives down the river had given him the name of Makola, and it stuck to him through all his wanderings about the country. He spoke English and French with a warbling accent, wrote a beautiful hand, understood bookkeeping, and cherished in his innermost heart the worship of evil spirits. His wife was a negress from Loanda, very large and very noisy. Three children rolled about in sunshine before the door of his low, shed-like dwelling. Makola, taciturn and impenetrable, despised the two white men. He had charge of a small clay storehouse with a dried-grass roof, and pretended to keep a correct account of beads, cotton cloth, red kerchiefs, brass wire, and other trade goods it contained. Besides the storehouse and Makola’s hut, there was only one large building in the cleared ground of the station. It was built neatly of reeds, with a verandah on all the four sides. There were three rooms in it. The one in the middle was the living-room, and had two rough tables and a few stools in it. The other two were the bedrooms for the white men. Each had a bedstead and a mosquito net for all furniture. The plank floor was littered with the belongings of the white men; open half-empty boxes, torn wearing apparel, old boots; all the things dirty, and all the things broken, that accumulate mysteriously round untidy men. There was also another dwelling-place some distance away from the buildings. In it, under a tall cross much out of the perpendicular, slept the man who had seen the beginning of all this; who had planned and had watched the construction of this outpost of progress.

Close reading

01. ‘White men’ is significant because the story is about the exploitation of black Africans by white Europeans. And ‘in charge’ is mildly ironic because we rapidly learn that they are only nominally in charge. It is their African assistant Makola who really determines what goes on, whilst they are hopelessly incompetent.

02. The names ‘Kayerts’ and ‘Carlier’ tell us that the setting of the story is the Belgian Congo. Carlier is a French name, Kayerts is Flemish, and these are the two linguistic groups which comprise Belgium. The physical descriptions contrast the two men in a way that makes them slightly ridiculous, rather like the fat and thin man of comedy stereotypes. The term ‘perched’ reinforces this.

03. ‘Maintained’ suggests just the opposite – that Makola has given himself the name Henry Price because he wants to identify his interests with those of his European employers. Conrad’s use of the racist term ‘nigger’ would have been considered unremarkable in 1897 when he wrote the story.

04. The natives call him ‘Makola’ — and so does Conrad, which reinforces our interpretation of the previous sentence. His ‘wanderings’ suggest that he is experienced.

05. Makola speaks two foreign languages in addition to his own native African language and his wife’s, which would be different. He is also a skilled clerk. Thus he has absorbed European culture, in contrast to the two Europeans, who are completely incapable of absorbing his culture. Yet he still worships evil spirits. He has a foot in both cultures.

06. Loanda is on the coast of Angola, close to what was once called the ‘Slave Coast’. This is why it is ‘Mrs Price’ who understands what the slave traders are saying later in the story.

07. ‘Rolled about’ suggests that the children are at ease in their natural environment. ‘Shed-like’ tells us how poor their accommodation is.

08. ‘Impenetrable’ (a typically Conradian term) suggests that he keeps his feelings and motivation well hidden. It is a similar term to those which Conrad uses later to describe the topographical surroundings – ‘hopeless’ and ‘irresistible’. Such details contribute to why Africa in a moral sense defeats Europe in the story. ‘Despised’ however is a key insight into Makola’s judgement and feelings: this points to the element of racial conflict in the story.

09. We notice that the ‘trade goods’ are an assortment of cheap rubbish. They are being traded for ivory, which is a precious commodity in Europe. The Africans are therefore being cheated by the Europeans. But ‘pretended’ tells us that Makola might be engaged in a little cooking-of-the-books on his own account.

10. ‘Only one large building’: this is a very undeveloped trading station, and its isolation is emphasised.

11. ‘Neatly’ and ‘verandah’ contrast sharply with Makola’s ‘shed-like’ dwelling. In other words, the Europeans have the better accommodation.

12. The furniture is sparse, but the two men have a room each.

13. The mosquito net would be very important: they are close to the equator , and therefore a long way from their European homeland.

14. Notice how the two men do not know how to look after themselves. The floor is ‘littered’ with their ‘broken’ and ‘dirty’ goods. And how inappropriate some of those goods are: they have brought ‘town wearing apparel’ when they are in the tropics.

15. ‘Dwelling place’ is another irony of Conrad’s as the narrator of the story. What he is referring to is the grave of the first station chief who has died of fever. So, Africa has already killed off one representative of Europe when the story opens.

16. Conrad piles on more grim humour with the expression that the first director ‘slept’ under the cross – an ironic euphemism given that the director is dead. There is also a neat structural link here – because this is also the location of the story’s ending, where Kayerts will commit suicide, hanging himself on the cross.

Joseph Conrad’s writing table

Joseph Conrad – video biography

Other writing by Joseph Conrad

Lord Jim (1900) is the earliest of Conrad’s big and serious novels, and it explores one of his favourite subjects – cowardice and moral redemption. Jim is a ship’s captain who in youthful ignorance commits the worst offence – abandoning his ship. He spends the remainder of his adult life in shameful obscurity in the South Seas, trying to re-build his confidence and his character. What makes the novel fascinating is not only the tragic but redemptive outcome, but the manner in which it is told. The narrator Marlowe recounts the events in a time scheme which shifts between past and present in an amazingly complex manner. This is one of the features which makes Conrad (born in the nineteenth century) considered one of the fathers of twentieth century modernism.
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Heart of Darkness (1902) is a tightly controlled novella which has assumed classic status as an account of the process of Imperialism. It documents the search for a mysterious Kurtz, who has ‘gone too far’ in his exploitation of Africans in the ivory trade. The reader is plunged deeper and deeper into the ‘horrors’ of what happened when Europeans invaded the continent. This might well go down in literary history as Conrad’s finest and most insightful achievement, and it is based on his own experiences as a sea captain. This volume also contains ‘An Outpost of Progress’ – the magnificent study in shabby cowardice which prefigures ‘Heart of Darkness’.
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Joseph Conrad web links

Joseph Conrad at Mantex
Biography, tutorials, book reviews, study guides, videos, web links.

Joseph Conrad – his greatest novels and novellas
Brief notes introducing his major works in recommended editions.

Joseph Conrad at Project Gutenberg
A major collection of free eTexts in a variety of formats.

Joseph Conrad at Wikipedia
Biography, major works, literary career, style, politics, and further reading.

Joseph Conrad at the Internet Movie Database
Adaptations for the cinema and television – in various languages. Full details of directors and actors, production notes, box office, trivia, and quizzes.

Works by Joseph Conrad
Large online database of free HTML texts, digital scans, and eText versions of novels, stories, and occasional writings.

The Joseph Conrad Society (UK)
Conradian journal, reviews. and scholarly resources.

The Joseph Conrad Society of America
American-based – recent publications, journal, awards, conferences.

Hyper-Concordance of Conrad’s works
Locate a word or phrase – in the context of the novel or story.

More on Joseph Conrad
Twentieth century literature
More on Joseph Conrad tales

Joseph Conrad prose style

March 18, 2014 by Roy Johnson

how to start analysing prose style

Joseph Conrad was famous for his prose style – yet English was his third language, the first two being Polish and French. He was not unlike the novelist Vladimir Nabokov, who began writing in his native Russian, then switched to French, and finally started writing in English when he emigrated to America in 1940. Both of these authors are widely regarded as great prose stylists and masters of the English language.

Nevertheless, it is not unusual for some readers to complain about the difficulties they feel in grappling with Conrad’s style when encountering his writing for the first time. It’s true that his writing is not the clearest and easiest to understand: in fact a liking for his style is something of an acquired taste. But it is possible to come to terms with the difficulties he presents (the long, complex sentences and abstract language) with concentration, thoughtful reflection, and practice.

The tutorial notes that follow are one way of diffusing these problems by analysing some technical aspects of Conrad’s prose style. They are in no way rigorous or systematic: there are other types of close reading and analysis which can throw light on aspects of a writer’s prose style (see the examples listed below).

The extract which follows is from the opening pages of Conrad’s early story An Outpost of Progress, first published in 1897. It deals with two European characters who have recently arrived at a trading station somewhere in central Africa. If you wish to read the complete story in conjunction with these tutorial notes, it is available free at Project Gutenberg.

An Outpost of Progress

First edition – J.M.Dent & Sons 1912

Sample text

The two men watched the steamer round the bend, then, ascending arm in arm the slope of the bank, returned to the station. They had been in this vast and dark country only a very short time, and as yet always in the midst of other white men, under the eye and guidance of their superiors. And now, dull as they were to the subtle influences of surroundings, they felt themselves very much alone, when suddenly left unassisted to face the wilderness; a wilderness rendered more strange, more incomprehensible by the mysterious glimpses of the vigorous life it contained. They were two perfectly insignificant and incapable individuals, whose existence is only rendered possible through the high organization of civilized crowds. Few men realize that their life, the very essence of their character, their capabilities and their audacities, are only the expression of their belief in the safety of their surroundings. The courage, the composure, the confidence; the emotions and principles; every great and every insignificant thought belongs not to the individual but to the crowd: to the crowd that believes blindly in the irresistible force of its institutions and of its morals, in the power of its police and of its opinion. But the contact with pure unmitigated savagery, with primitive nature and primitive man, brings sudden and profound trouble into the heart. To the sentiment of being alone of one’s kind, to the clear perception of the loneliness of one’s thoughts, of one’s sensations—to the negation of the habitual, which is safe, there is added the affirmation of the unusual, which is dangerous; a suggestion of things vague, uncontrollable, and repulsive, whose discomposing intrusion excites the imagination and tries the civilized nerves of the foolish and the wise alike.

Joseph Conrad prose style – analysis

Sentence length
Some of the sentences here are quite long – particularly the last. This is because he is expressing quite complex ideas or generating a very charged atmosphere. But they are not all long: the first, which deals with an action by characters, is much shorter.

Narrative mode
Conrad adopts the common third person omniscient narrative mode. That is, he tells us what his characters do, how they feel, and what they think. But you might notice that statements such as the one begriming ‘Few men realise’ is of a different kind than, say, ‘The two men watched’. Conrad stops telling the story for a moment and is offering us his opinion. In fact everything else up to the end of the paragraph is Conrad’s own general view of the world. He suddenly becomes what is called an ‘intrusive narrator’ at this point. He intervenes in his own narrative to comment on the story and offer his philosophic reflections on life in general.

It’s easy to overlook this distinction when engaged with the drama of the narrative, but it has an important bearing on our interpretation of the story. That’s because these intrusions into the story help him to project a particular view of the world – which add up to an ideology.

Language
You will probably notice that he uses a number of terms which will cause most people to think ‘Now what exactly does he mean by that?’ These are expressions such as ‘irresistible force’, ‘unmitigated savagery’, ‘negation of the habitual’, and ‘discomposing intrusion’. What make these difficult to grasp at first is that he is switching from the very concrete and specific descriptions of the two men and the trading station to an abstract and very general consideration of their moral condition.

This is almost the language of philosophy. The terms ‘force’, ‘savagery’, ‘habitual’, and ‘intrusion’ are all abstract nouns. We are not necessarily conscious of this whilst reading the text, but they take us away from the ‘story’ and force us to consider rather large scale social reflections.

In fact the combination of rather unusual and powerful adjective qualifying an abstract noun – ‘unmitigated savagery, ‘profound trouble’ – is a ‘trade mark’ of Conrad’s prose style. You will see many other examples in almost all his stories and novels.

Prose rhythm
In prose writing, rhythm is easier to feel than to define. You do not need to go into all the technical detail of stress analysis as you might with poetry, but it should be possible to sense that Conrad puts a lot of rhythmic emphasis into what he writes, using a number of literary devices more commonly found in poetry:

alliteration
repetition
balanced clauses

Alliteration
‘The courage, the composure, the confidence’ is a fairly obvious example of alliteration, with an insistent stress falling on the initial letter c in each of these words. Notice too that they are all abstract nouns.

Repetition
The expression ‘with primitive nature and primitive man’ combines both alliteration (in the initial letter p) with repetition of the word ‘primitive’ itself. You might also note that his use of the second ‘primitive’ here throws the emphasis onto the word that follows it – ‘man’. There are plenty of other examples of the same thing in this paragraph: ‘more strange, more incomprehensible’ and ‘every great and every insignificant’ are just two.

Repetition is just one of the rhetorical devices at work here: and rhetoric is ‘the art of speakers or writers to persuade, inform, or motivate their audience’.

Balanced clauses
The rather long sentences in this passage also contain a different kind of repetition – that is, clauses which are similar to each other in grammatical construction. These are sometimes called ‘balanced clauses’. The final sentence begins with the phrase ‘To the sentiment of being alone’, and in order to ‘tug’ us through the fairly lengthy reflection that follows Conrad repeats the initial ‘to’ and the construction of the clause of which it is a part. So we have, ‘To the sentiment of being … to the clear perception … to the negation of the habitual’.

Finally, look at the construction of the sentence that begins ‘Few men realise that their life’. Conrad wants to explain what he has in mind by using the term ‘life’, so he inserts two clauses which expand the notion. But in doing so, and whilst we are so to speak ‘waiting’ for the end of the sentence, his terms of expansion are nicely balanced: ‘the very essence of their character’ (with its emphasis falling on ‘essence’ and ‘character’, is paralleled by the following clause ‘their capabilities and their audacities’ with the emphasis falling again on two abstract nouns.

The abstraction forces readers into a quasi-philosophical mode of thinking about ‘life’. What exactly does he mean by people’s ‘capabilities’ and ‘audacities’? His answers will come from the events of the narrative itself – which show his two characters to be lazy, stupid, and moral cowards. This appears to ‘prove’ or at least justify his judgements about human beings and society in general – which is part of any writer’s conscious or unconscious objective.

Studying Fiction is an introduction to the basic concepts and the language you will need for studying prose fiction. It explains the elements of literary analysis one at a time, then shows you how to apply them. The guidance is carefully graded, starting from simple issues of language then progressing to more complex issues. The single volume contains stories by Arthur Conan Doyle, Katherine Mansfield, Thomas Hardy, Joseph Conrad, D.H. Lawrence, and Charles Dickens. All of them are excellent tales in their own right. The guidance notes on this page were written by the same author.
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Close reading exercises

Sample close reading of Charles Dickens’ Bleak House

Sample close reading of Katherine Mansfield’s The Voyage

Sample close reading of Virginia Woolf’s Monday or Tuesday

Other novels by Joseph Conrad

Joseph Conrad links

Joseph Conrad at Mantex
Biography, tutorials, book reviews, study guides, videos, web links.

Joseph Conrad – his greatest novels and novellas
Brief notes introducing his major works in recommended editions.

Joseph Conrad at Project Gutenberg
A major collection of free eTexts in a variety of formats.

Joseph Conrad at Wikipedia
Biography, major works, literary career, style, politics, and further reading.

Works by Joseph Conrad
Large online database of free HTML texts, digital scans, and eText versions of novels, stories, and occasional writings.

The Joseph Conrad Society (UK)
Conradian journal, reviews. and scholarly resources.

The Joseph Conrad Society of America
American-based – recent publications, journal, awards, conferences.

Hyper-Concordance of Conrad’s works
Locate a word or phrase – in the context of the novel or story.

More on Joseph Conrad
Twentieth century literature
More on Joseph Conrad tales

The Voyage a close reading

September 19, 2009 by Roy Johnson

how to analyse prose fiction

Close reading is the most important skill you need for any form of literary studies. It means paying especially close attention to what is printed on the page. It is a much more subtle and complex process than the term might suggest. Close reading means not only reading and understanding the meanings of the individual printed words; it also involves being sensitive to all the subtle uses of language in the hands of skilled writers.

This can mean anything from a work’s particular vocabulary, sentence construction, and imagery, to the themes that are being explored. It also includes the way in which the story is being told, and the view of the world that it offers. It involves almost everything from the smallest linguistic items to the largest issues of literary understanding and judgement.

One of the first things you need to acquire for serious literary study is a knowledge of the vocabulary, the technical language, indeed the jargon in which literature is discussed. You need to acquaint yourself with the technical vocabulary of the discipline and then go on to study how its parts work.

What follows is a short list of features you might keep in mind whilst reading. They should give you ideas of what to look for. It is just a prompt to help you get under way.

Close reading – Checklist

Vocabulary
The author’s choice of individual words – which might vary from plain and simple to complex and ‘literary’.

Syntax
The arrangement of words in sentences. Often used for emphasis or dramatic effect.

Figures of speech
The rhetorical devices used to give decoration and imaginative expression to literature, such as simile, metaphor, puns, alliteration, and irony.

Literary devices
The devices commonly used in literature to give added depth to the work, such as imagery or symbolism.

Rhythm
The cadence or flow of words and phrases – including stress and repetition.

Narrator
Ask yourself, who is telling the story.

Narrative mode
First or third person narrator. (‘I am going to tell you …’ or ‘He left the room in a hurry’)

Point of view
The perspective from which the events of the story are related.

Characterisation
How a character is created or depicted.

Dramatisation
How any dramatic elements of a piece of work are created and arranged.

Plot
How the elements of the story are arranged.

Tone
The author’s attitude to the subject as revealed in the manner of the writing

Structure
The shape of the piece of work, or the connection between its parts.

Theme
The underlying topic or issue, as distinct from the overt story.

How to read closely

Close reading can be seen as a form of special attention which we bring to a piece of writing. It involves thinking more deeply than usual about the implications of the words on the page. Most normal people do this automatically, without being specially conscious of the fact. The academic study of literature brings the process more to the surface and makes it explicit. There are four levels or types of reading which become progressively more complex.

Language – You pay especially close attention to the surface elements of the text – that is, to aspects of vocabulary, grammar, and syntax. You might also note such things as figures of speech or any other features which contribute to the writer’s individual style.

Meaning – You take account at a deeper level of what the words mean – that is, what information they contain, plus any further meanings they might suggest.

Structural – You note the possible relationships between words within the text – and this might include items from either the language or the meanings.

Cultural – You note the relationship of any elements of the text to things outside it. These might be other pieces of writing by the same author,
or other writings of the same type by different writers. They might be items of social or cultural history, or even other academic disciplines which might seem relevant, such as philosophy or psychology.

Close reading is not a skill which can be developed to a sophisticated extent overnight. It requires a lot of practice in the various linguistic and literary disciplines involved – and it requires that you do a lot of reading.

The good news is that most people already possess the basic skills required. They have acquired them automatically through being able to read – even though they haven’t been conscious of doing so. This is rather like many other things which we learn unconsciously. After all, you don’t need to know the names of your leg muscles in order to walk down the street.

Now here’s an example of close reading in action. The short passage which follows comes from Katherine Mansfield’s short story The Voyage. This concerns the journey made by a young girl at night on a ferry with her grandma. If you wish to read the complete story in conjunction with these tutorial notes, it is available free at Project Gutenberg.

The Voyage

If you would like to treat this as an interactive exercise, read the passage through a number of times. Make notes, and write down all you can say about what goes to make up its literary ‘quality’. That is, you should scrutinise the passage as closely as possible, name its parts, and say what devices the author is using. Don’t be afraid to list even the most obvious points.

Don’t worry if you are not sure what name to give to any feature you notice. You will see the technical vocabulary being used in the discussion notes which follow, and this should help you pick up this skill as we go along.

Fenella’s father pushed on with quick, nervous strides. Beside him her grandma bustled along in her crackling black ulster; they went so fast she had now and again to give an undignified little skip to keep up with them. As well as her luggage strapped into a neat sausage, Fenella carried clasped to her grandma’s umbrella, and the handle, which was a swan’s head, kept giving her shoulder a sharp little peck as if it too wanted her to hurry. … Men, their caps pulled down, their collars turned up, swung by; a few women all muffled scurried along; and one tiny boy, only his little black arms and legs showing out of a white wooly shawl, was jerked along angrily between his father and mother; he looked like a baby fly that had fallen into the cream.

Here are some comments, using the checklist as a guide. The objective is not to be totally exhaustive, mulling over every single word and punctuation mark in the paragraph. Rather, it’s to develop the skill of being sensitive to language, and to notice special effects when they are offered.

It’s also true that a really in depth close reading is much easier if you know the author’s work well – so that you can see regular patterns of language use and recurrent effects and themes.

Vocabulary
The language of the passage is fairly plain and simple. Apart from the term ulster (an overcoat) which might not be familiar to readers today, most of the terms used would be known even to a reasonably well-educated child. And this is entirely appropriate since Mansfield is relating the story to us largely from a child’s point of view. Her use of terms such as ‘>little skip’, ‘ neat sausage’, ‘tiny boy’, and baby fly reinforce this effect.

Syntax
The word order and grammar is that of normal written English. The only feature I can observe here under this heading is that in some clauses she separates the subject from its verb by interposing dependent clauses – ‘Men, their caps pulled down, their collars turned up, swung by’. But this is just giving variety to her construction of sentences.

Rhythm
She creates a briskness and liveliness in her prose to match the business of what is going on in the scene. This is done by the variation of sentence length. The first is quite short, the second is longer, but it is split into two which have a similar construction to the first.

It’s also done by her use of a form of repetition called parallelism. Notice how ‘quick, nervous strides’ is echoed by ‘crackling black ulster’: the construction is ‘adjective + adjective + noun’.

Figures of Speech
Under figures of speech you might have noticed the simile – ‘like a baby fly that had fallen into the cream’. That is, the small baby boy is directly compared to a fly. Then there is an example of onomatopoeia in the phrase ‘crackling black Ulster‘ – because the words themselves sound like the thing they are describing.

There is also an example of anthropomorphism in the swan’s-head-handled umbrella giving Fenella a ‘sharp little peck’ on the shoulder. That is, the inanimate object is spoken of as if it were alive – and once again this is entirely appropriate given that the story is being told from the child’s point of view.

Mansfield also uses alliteration more than once. In ‘crackling black Ulster’ there is repetition of the ‘a’, ‘ck’, and ‘l’ sounds; and in ‘white wooly shawl’ there is repetition of the ‘w’ and the ‘l’ sounds.

Tone
This can be quite a difficult feature to pin down accurately, but I think in this passage you could say that there was a light, brisk and somewhat playful attitude to what is going on. That’s the safest way of defining tone – describing the author’s attitude to the subject as briefly as possible. The tone here is entirely appropriate – because we are being invited to see the world from a child’s point of view.

Narrative mode
This is the traditional manner of story-telling using the third person and omniscient narrator. That is, Fenella is referred to as ‘she’ and Katherine Mansfield, as the person telling the story, does not intrude as an ‘I’ speaking directly to the reader. Moreover, as narrator, she knows what is going on in her characters’ heads and their feelings. She is ‘all-knowing’, which is what ‘omniscient’ means.

Narrator
This must be Katherine Mansfield, because she does not invent another person who stands between herself and the reader, telling the story. This might seem rather obvious, but some authors invent a fictional narrator who tells the story, and might even be a character in it.

Characterisation
It’s not easy to say a lot, based on such a short extract. But you might observe that ‘grandma bustled along’, which gives the impression of a lively older woman. (This is confirmed by events later in the story). And the observations about the umbrella and the little boy, as well as the ‘little skip’ Fenella is forced to make, help to establish her as a young girl.

Notice that Mansfield as narrator does not tell us that Fenella is a young girl: we work this out from the few details we have been given. Notice too that this information about the characters is being given piecemeal as the story progresses. We are being left to put together these pieces ourselves.

Point of view
Many of these small details – the peck from the swan’s head umbrella, the little boy looking like a fly – help to establish that the story is being told from Fenella’s point of view. That is, the events of the story are being shown as she would experience and see them. This is quite an important feature of prose fiction.

Drama
It’s not easy to say much about this based on such a short extract – or if we were reading the story for the first time. But most of the tension in the story is created by the fact that we are not quite sure what is going on. But returning with more knowledge of the story, we might note that the father is ‘nervous’ because he is due to be separated from his mother and his daughter. The grandmother ‘bustles’ along because she has the task of conveying Fenella to her new life.

Meanwhile Fenella is busy observing the world around her. Notice a small (and dramatic) detail of the world she sees. The little boy is being ‘jerked along angrily between his father and mother’ [my emphasis]: that is, the way some adults treat their children is not so pleasant.

We’ll stop at this point. It’s not really possible to say anything about plot, structure, or theme unless you’ve read the whole story. But almost everything listed was accessible even if you were reading the passage for the first time.

The next point to make about such close reading is that it becomes easier if you get used to the idea of reading and re-reading a piece of work. The Russian novelist Vladimir Nabokov (famous for Lolita) once observed that “Curiously enough, one cannot read a book: one can only re-read it”.

What he meant by this apparently contradictory remark is that the first time we read a book we are busy absorbing information, and we cannot appreciate all the subtle connections there may be between its parts – because we don’t yet have the complete picture before us. Only when we read it for a second time (or even better, a third or fourth) are we in a position to assemble and compare the nuances of meaning and the significance of its details in relation to each other.

That’s why the activity is called ‘close reading’. You should try to get used to the notion of reading and re-reading very carefully, scrupulously, and in great detail.

More on Katherine Mansfield
Twentieth century literature
More on the Bloomsbury Group
More on short stories

What is close reading?

September 14, 2009 by Roy Johnson

a brief guide to advanced reading skills

Close reading – explained

Linguistic
You pay especially close attention to the surface linguistic elements of the text – that is, to aspects of vocabulary, grammar, and syntax. You might also note such things as figures of speech or any other features which contribute to the writer’s individual style.
Semantic
You take account at a deeper level of what the words mean – that is, what information they yield up, what meanings they denote and connote.
Structural
You note the possible relationships between words within the text – and this might include items from either the linguistic or semantic types of reading.
Cultural
You note the relationship of any elements of the text to things outside it. These might be other pieces of writing by the same author, or other writings of the same type by different writers. They might be items of social or cultural history, or even other academic disciplines which might seem relevant, such as philosophy or psychology.

This is rather like many other things which we learn unconsciously. After all, you don’t need to know the names of your leg muscles in order to walk down the street.

Studying Fiction is an introduction to the basic concepts and technical terms you need when making a study of stories and novels. It shows you how to understand literary analysis by explaining its elements one at a time, then showing them at work in short stories which are reproduced as part of the book. Topics covered include – setting, characters, story, point of view, symbolism, narrators, theme, construction, metaphors, irony, prose style, tone, close reading, and interpretation. The book also contains self-assessment exercises, so you can check your understanding of each topic. It was written by the same author as the guidance notes on this page that you are reading right now.

Buy the book at Amazon UK
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6. The four types of reading also represent increasingly complex and sophisticated phases in our scrutiny of the text.

Linguistic reading is largely descriptive. We are noting what is in the text and naming its parts for possible use in the next stage of reading.
Semantic reading is cognitive. That is, we need to understand what the words are telling us – both at a surface and maybe at an implicit level.
Structural reading is analytic. We must assess, examine, sift, and judge a large number of items from within the text in their relationships to each other.
Cultural reading is interpretive. We offer judgements on the work in its general relationship to a large body of cultural material outside it.

7. The first and second of these stages are the sorts of activity designated as ‘Beginners’ level; the third takes us to ‘Intermediate’; and the fourth to ‘Advanced’ and beyond.

9. What follows is a short list of features you might keep in mind whilst reading. They should give you ideas of what to look for. It is just a prompt to help you get under way.

Close reading – Checklist

Grammar
The relationships of the words in sentences
Vocabulary
The author’s choice of individual words
Figures of speech
The rhetorical devices used to give decoration and imaginative expression to literature, such as simile or metaphor
Literary devices
The devices commonly used in literature to give added depth to the work, such as imagery or symbolism
Tone
The author’s attitude to the subject as revealed in the manner of the writing
Style
The author’s particular choice and combination of all these features of writing which creates a recognisable and distinctive manner of writing

Close reading – Example

10. Now here’s an example of close reading in action. The short passage which follows comes from the famous opening to Charles Dickens‘ Bleak House.

11. If you would like to treat this as an interactive exercise, read the passage through a number of times. Make notes, and write down all you can say about what goes to make up its literary ‘quality’. That is, you should scrutinise the passage as closely as possible, name its parts, and say what devices the author is using. Don’t be afraid to list even the most obvious points.

12. If you are not really sure what all this means however, allow yourself a brief glance ahead at the first couple of discussion notes which follow, and then come back to carry on making notes of your own.

13. Don’t worry if you are not sure what name to give to any feature you notice. You will see the technical vocabulary being used in the discussion notes which follow, and this should help you pick up this skill as we go along.

Bleak House

London. Michaelmas Term lately over, and the Lord Chancellor sitting in Lincoln’s Inn Hall. Implacable November weather. As much mud in the streets, as if the waters had but newly retired from the face of the earth, and it would not be wonderful to meet a Megalosaurus, forty feet long or so, waddling like an elephantine lizard up Holborn Hill. Smoke lowering down from chimney pots, making a soft black drizzle, with flakes of soot in it as big as full grown snowflakes – gone into mourning, one might imagine, for the death of the sun.

Close reading

14. This is the sort of writing which many people, asked for their first impressions, would say was very ‘descriptive’. But if you looked at it closely enough you will have seen that it is imaginative rather than descriptive. It doesn’t ‘describe what is there’ – but it invents images and impressions. There is as much “it was as if …” material in the extract as there is anything descriptive. What follows is a close reading of the extract, with comments listed in the order that they appear in the extract.

Sentence length
These four sentences vary from one word to forty-three words in length. This helps to create entertaining variation and robust flexibility in his prose style.

Michaelmas Term
This occurs in autumn. It comes from the language of the old universities (Oxford and Cambridge) which is shared by the legal profession and the Church.

as if
This is the start of his extended simile comparing the muddy streets with the primeval world.

the waters
There is a slight Biblical echo here, which also fits neatly with the idea of an ancient world he is summoning up.

forty feet long or so
After the very specific ‘forty feet long’, the addition of ‘or so’ introduces a slightly conversational tone and a casual, almost comic effect.

waddling
This reinforces the humorous manner in which Dickens is presenting this Megalosaurus – and note the breadth of his vocabulary in naming the beast with such scientific precision.

up Holborn Hill
There is a distinct contrast, almost a shock here, in this abrupt transition from an imagined prehistoric world and its monsters to the ‘real’ world of Holborn in London.

15. We will stop at this point. It would in fact be possible to say even more about the extract if we were to relate it to the novel as a whole – but almost everything listed was accessible even if you were reading the passage for the first time.

16. Literary studies are not conducted in such detail all the time, but it is very important that you try to develop the skill of reading as closely as possible. It really is the foundation on which everything else is based.

17. The next point to make about such close reading is that it becomes easier if you get used to the idea of reading and re-reading. The Russian novelist Vladimir Nabokov (famous for Lolita) once observed that “Curiously enough, one cannot read a book: one can only re-read it”.

18. What he meant by this apparently contradictory remark is that the first time we read a book we are busy absorbing information, and we cannot appreciate all the subtle connexions there may be between its parts – because we don’t yet have the complete picture before us. Only when we read it for a second time (or even better, a third or fourth) are we in a position to assemble and compare the nuances of meaning and the significance of its details in relation to each other.

19. This is why the activity is called ‘close reading’. You should try to get used to the notion of reading and re-reading very carefully, scrupulously, and in great detail.

20. Finally, let’s try to dispel a common misconception. Many people ask, when they first come into contact with close reading: “Doesn’t analysing a piece of work in such detail spoil your enjoyment of it?” The answer to this question is “No – on the contrary – it should enhance it.” The simple fact is that we get more out of a piece of writing if we can appreciate all the subtleties and the intricacies which exist within it. Nabokov also suggested that “In reading, one should notice and fondle the details”.

Sample close reading of Katherine Mansfield’s The Voyage

Sample close reading of Virginia Woolf’s Monday or Tuesday

More on How-To
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Bleak House close reading

reading skills in the critical analysis of a text

What is close reading?

Close reading – Checklist

Joseph Conrad close reading

how to read and analyse a text

An Outpost of Progress – the opening lines

Close reading

Further reading

Joseph Conrad – video biography

Other writing by Joseph Conrad

Joseph Conrad web links

Joseph Conrad prose style

how to start analysing prose style

Sample text

Joseph Conrad prose style – analysis

Close reading exercises

Other novels by Joseph Conrad

Joseph Conrad links

The Voyage a close reading

how to analyse prose fiction

What is close reading?

a brief guide to advanced reading skills

Close reading – explained

Close reading – Checklist

Close reading – Example

Close reading

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