Close Reading-Is it really that “Close!”
“There is no such thing as an innocent reading; we must ask what reading we are guilty of”
Louis Althusser
Close Reading is a world in itself
· Understanding the concept of Reading and Close Reading
Q: What “Reading” is not then what Reading is!”
To read is not to extract a use-value or commodity from the text, or to treat the text as a commodity, parts of which can be used up, leaving only waste (Wolfrey’s 5). The more general assumption is that “Reading” is mere words and sentences connected with each other that propagate a specific meaning and lack interpretation and depth. But according to Paulo Friere, “Reading” is not decoding the written word or language. Reading is understanding the word with the help of world surrounding us; it is preceded by and intertwined with knowledge of the world because language and reality are dynamically interconnected (Friere 20). The texts, the words, the letters of any context are incarnated in a series of things, objects, and signs.
When we begin to perceive the world around us, decoding the word flows naturally from reading our particular world. Example we understand the concept of age and death by observing different life phases of a person. A new born, a child, an adolescent, a middle aged, an old person, the relationship between these stages like in terms of bodily functions and ultimately we learn the meaning of the process death.
We can also say that secondary discourse is understood by first understanding the primary discourse.
· Criticism to the Act of Reading gave birth to Close Reading
Rhetorical critics see text as critical object-powerful and extremely complex.These critics analyse each and every literary element of novels / poems like images, language which gave birth to Close Reading. So, in Close reading the text, speech, essay, pamphlet, and so on is positioned at the very center of critical activity. When this is done we will see that the text is an embody of texture, integrity and density, the words there are a site of action, and they are constituted by an internal dynamic (Jasinski 92)
Texture: So, while Close Reading, we will realize that texts are not just an assemblage of words, sentences, and paragraphs but diverse ideas, images, perceptions, memories experiences, and arguments combine and give birth to a text.
Integrity: recognises the wholeness of text. Texts are not mere incoherent scraps of discourse but rather unified or completed discursive products (Jasinski 92).
Density: In Close Reading we acknowledge the wealth of material that is packed within its borders. We come to know that text is neither transparent nor an empty shell but contain endless insights(Jasinski 92).
Site of Action: Here in the interior of text, we see the interaction among various elements and forces that constitute and shape the text. The interaction of these forces leads us to see that numerous events are unfolding one after another (Jasinski 92).
Close readings of this sort reveal how art ( grammar, style, structure) and strategy ( purpose, explicit argument) interact in the realization of an instrumental effect (Jasinski 93). By seeing all these elements, we try to visualize many phenomenon in text like multiple meanings, paradoxes, world plays, ironies, puns and of course rhetorical figures connected with overall text.
One of the scholars Condit argues that certain readers take Close Reading as “Just meaning of the text.” To negotiate this problem, Leff provides 3 step solution:
1. We need to comprehend the relationship between text and ideology. This is Iconicity. lconicity gives us the concept to grasp how ideologies are inscribed into the texture of texts (Jasinski 95).
2. We need to pay attention to controversy. Eg, Communal Violence, Abortion. In this way, the texts become connected with other texts forming an inter-textual network that inform the whole development of the controversy (Jasinski 95).
3. We need to reform the relationship between the processes of interpretation and the functions of textual production, (theory of textual invention). This is called Hermeneutical Rhetoric. Hermeneutical rhetoric insists that texts are not created in a vacuum rather hermeneutical rhetoric understands invention as a complex process that allows historical texts to serve as an archive/ knowledge/ evidence for future rhetorical production (Jasinski 95)..
Case Study 1: Close Reading of Barack Obama’s speech- a perfect play of Rhetorical Resources
On May 2, 2011, Osama Bin Laden was killed and Obama announced his death. He appeared 25 minutes just before midnight on the same day. First why he came so late on Television to announce the news-may be to pass a message something significant has happened(Moesslang 2011).
This speech was delivered at a time when Americans were fed up with the engagement of America with War situations and the desire for war had waned in them, merely considering it as wastage of resources because they were the ones who paid taxes which funded the air strikes in Afghanistan and he leveraged the public opinion (Thomas 7). So this speech is rhetorical in the sense that war engagement was completely justified.
When Obama starts off speech, he is calm which is evident by his serious and formal tone, there are no facial expressions, no gestures, no body movements, no people of the white House with him when he comes for the speech, but he is calm and maintaining a sharp eye contact with the audience. This all is communicating the seriousness of situation.
It was the day Osama bin Laden was killed and we hear Obama starts his speech by “Tonight” emphasizing the importance of the day. He goes on to make a reference to past that is 9/11. He uses the imagery by painting the pictures of planes that cut through the September sky communicating the fact that the hurt is still fresh in our minds. The contrasts of light and dark also create here a sense of good and evil (Murray 11). He makes use of deep pathos element by not directly saying that people who died left void in the world but addresses as, “The empty seat at the dinner table” and “Children who are forced to grow up with their mother or father” and “Parents who would never feel their child’s embrace.” In this way, Obama leaves his Presidential role and talks to the Americans as a common citizen (Mirallas, Natalia 502). His intention might have been to lower his position to show himself as their trustworthy partner and not a ruler. He also compares their absence by using metaphor, “gaping hole in our hearts.”
He builds the ethos element by saying that Americans united irrespective of ethnicity, race or religion and acted as a “Family.”
He creates Imagery like how we united to give blood to wounded, then how we united to prevent further attack and then how we united to bring to justice the committers of this act. The repetition of word united is not only catching the attraction of audience but also creates an image creates an image how US as a morally pure entity will continue “War on Terror.”
He here spreads the message that America is not only concerned with its interests only but is the main builder of peaceful world (Murray 10).
“In Afghanistan, “we removed the Taliban Government” gives a sense America being a powerful and important decision-maker (Antari 32). He is giving the credit to his government by humbly saying, “I made sure that capturing Osama was top priority.” He also uses words like, “take action”, “tireless and heroic work,” “disrupted terrorist attacks,” to describe the war on terror and here we see he uses alliteration when he speaks of Afghanistan: “Disrupt, dismantle and defeat.” These words actually are synonymous but the repetition shows how important the position is and grabs the attention of listener.
Some analysts argue that Obama accusingly refers to the attack by Bin Laden as, “Mass Murder” and while in his speech he says, “Civilian causalities were avoided” (this although creates an ethos part) when the number itself was above 300. In this way the murder of civilians by US drones is omitted and the dark side isn’t being shown to Americans.
When he uses the word “Today we launched” which shows how urgent the situation was and impresses his listeners and humbly calls it “A significant achievement” rather than “Mission accomplished.” and gives credit to his previous George Bush administration, NS members and to the people of his nation.
He is making clear that “They are not at war with Islam” and proves it by two reasons:
a) Osama killed many Muslims. He had ordered attacks against Pakistan (Antari 31).
b) He cooperated with Pakistan in facilitating Osama’s killing and both countries call it a “Good and Historic Day.”
In this way he is trying to minimize the retaliation that some might predict in the world.
By using the “Service, struggle and sacrifice” in one go, he makes use of alliteration to create ethos . In the same way, use of alliteration in Professionalism, patriotism and unparalleled courage shows the importance of American Security (Antari 35).
Time and gain he uses tonight to carve out a Historical Date from this day-that this night is different from other nights because on this night Justice has been done (Mirallas, Natalia 504). Also, his use of word, “We” and “Us” (like 3000 citizens taken from us) is giving a complete sense of belonging to not only his inner circle if Cabinet but to all Americans who are listening his speech (Murray 6).
Here he shifts from a pacific tone to a strict tone and then to an emotional tone. When he says, “We know well the cost of war,” he slows down and gives listener time to think upon this serious situation, but then his tone becomes strict again when he says, “We will be relentless.” He becomes emotional- “We will be true to the values that make us who we are.” “We will be relentless in defense of our citizens and our friends and allies,” he here stresses that the scope of his security extends beyond America that is at Global level (Bui 12).
His unity element is directly or indirectly embedded in every statement and at one time we see he also makes people to remember God when he says, Americans are innocent under God.
At the end of his speech, Obama says “Let’s remember who we are: one nation under God indivisible but Liberty and Justice for all?” He is basically referring to the American Pledge “I pledge allegiance to my flag, and to the Republic for which it stands; One nation, indivisible with Liberty and Justice for all.” He may also be here referring to American Ontology like “we stand for our values.” There is no cheering just silence at the end of his speech. There is no one else at the podium which shows the seriousness of situation.
We saw how Obama played with Rhetorical resources in his speech. He uses claims, arguments, evidences, stories, resolutions, reports the vents, plans warnings etc. This speech was indeed Historical because it paved the way for him to win the prestige of people, and influenced his electoral chances for his second run. This speech also motives people to bind together and fight for justice and freedom. He therefore, proves the art of Rhetoric, the right choice of words and the non-verbal communication is must for any win.
Case study 2: Close Reading “Juidth Slaying Holofernes” from two different artists
These are two paintings from two different artists. The one at left side is by male artist, Caravaggio and the one on right side is by female artist, Artemesia Gentileshi. The context of these paintings is inspired from the Biblical story where Judith, a young Jewish woman is trying to save Israelites from the Assyrian army led by Holofernes. She is supposed to have seduced and drugged Holofernes and amid this play kills Holofernes and save her people from his wrath.
In Caravaggio painting, the background is immersed in dark and actionable part is brightly lit. This painting is a mixture of light and dark, youth and old-age, life and death and strength and frailty. Although Judith seems to be taking all the matter in her own hands, she is shown physically weak, and very less determined which is evident from her facial gestures as she distastefully draws back while decapitating Holofernes therefore her repulsion for the job. On the other hand, Holofernes is shown powerful but drunk and helplessly screaming and struggling with the death in his last moment. The maidservant of Judith is old-grey hair is peeking out beneath her cap and she is waiting to take decapitated head of Holofernes in her bag.
The other painting by Artemesia Gentileshi is more lively and active. Judith and her maidservant are clothed in their finest garments. Her maid is young and the two strong women are performing the action in unison with complete concentration and determination with Judith’s sword-clenching fist at the centre of composition. Holofernes is static, weak making no efforts to scream or struggle for his life showing that Judith is strong and Holofernes in frail.
Is Close Reading really important! Tell me how?
a) I wanna be a best student and Educator, i am sure you too want this-here is the balm.
This topic was extremely significant for me. While looking for the entries in Jaisinkis books, the caption of close reading caught my attention. I thought I need to explore this topic because while in school I read books without any careful analysis and deeper understanding and I am sure this happens in most of the schools. I never knew there are treasures hidden inside the books. But when I came to YIF, Close Reading happened in class lectures and sometimes even contrasting narratives got constructed during close reading. I think the way we deconstructed Foreign Policies was a perfect example of Close Reading and Art Appreciation was no exception.
So, we all not only can apply this close-reading concept in our lives, for qualifying exams, for finding the solutions to life-problems but if someone of us is interested particularly in Ed Sector we can take this idea to the broader audience to bring some positive change. This strategy will provide students a reading that will have students build knowledge, gain insights, explore possibilities, broaden their perspectives and provide them with higher order thinking skills. It applies to pictures, pamphlets, letters, manifestos, essays, speeches, news, captions etc.
b) Have you fallen prey to fears and stereotypes-then here is the antidote in Close Reading
Paulo Friere says, “As I became familiar with my world, I then understood it better by reading it, and my terrors diminished.”
Explanation: In childhood he was terrified by ghostly pranks as his peers and elders told him. He shares his experience by saying, “I waited for time to pass, for the night to end, for dawn’s light to arrive, bringing with it the song of the morning birds. In morning’s light my night fears sharpened my perception of numerous noises, which were lost in the brightness and bustle of daytime but mysteriously underscored in the night’s deep silence (Freire 21).
I know you are a bit skeptical about how to go for it. Here is the way.
While reading, there are two different types of comprehension, literal and inferential. Literal comprehension is what we gain from the information that is stated in detail by the author. But what doesn’t happen usually is “Inferential comprehension” which is directly linked to abstract thinking. We need to linger over words, verbal images, elements of style, sentences, argument patterns, and entire paragraphs and larger discursive units within the text to explore their significance on multiple levels. It also involves seeing historical or cultural or whatever context information, provide analysis, making connections and evaluations and drawing meanings conclusions.In this way, the subject becomes the object for reflection and contemplation.Also, the job of critical close reader is to take the hidden and articulated meanings and insights to teach and enlighten those who cannot do close reading.
Citations:
1. Freire, Paulo, and Donaldo P. Macedo. Literacy: Reading the Word and the World. London: Routledge, 2016. Print.
2. Jasinski, James L. Sourcebook on Rhetoric. Thousand Oaks: SAGE Publications, 2001. Print.
3. Moesslang, Michael. “Rhetorical Expert Analyzes Obama’s Speech on the Death of Osama Bin Laden: A Speech with Terror Potential.” Berufebilder.de. N.p., 3 May 2011. Web.
4. Murray, Steven. We Got ’Em: War, Rhetoric, and Ontology in Barack Obama’s Announcement of Osama Bin Laden’s Death. Academia.edu, We Got ’Em: War, Rhetoric, and Ontology in Barack Obama’s Announcement of Osama Bin Laden’s Death.
5. Mirallas, Carolina, and Natalia Rius. CDA and SFL Approaches to the Analysis of Obama’s Speech on the Killing of Osama Bin Laden. Rep. N.p.: Academia.edu, n.d. Print.
6. Antari, Irna. Van Dijk’s Analysis on Barack Obama’s Speech. Thesis. State Islamic University Sy Ari Hidaytullah Jakarta, 2015. N.p.: n.p., n.d. Print.
7. Thomas, Whitney Y. Content Analysis: U.S. Newspaper and Social Media Portrayal of President Obama in Association with the Killing of Osama Bin Laden during the 2012 Presidential Election Year. Thesis. East Tennessee State University, USA, 2013. N.p.: Digital Commons @ East Tennessee State U, n.d. Print.
8. Wolfreys, Julian. Readings: Acts of Close Reading in Literary Theory. Edinburgh: Edinburgh UP, 2000. Print.
10. Jan van Looy and Jan Baetens, “Introduction: Close Reading Electronic Literature.” Close Reading New Media: Analyzing Electronic Literature. Leuven University Press, 2003)
11. Bui, Nga. “A Critical Discourse Analysis of Obama’s Speech on Bin Laden’s Death.” N.p.: n.p., n.d. N. pag. Print.
