Reader Identity
and Close Reading
AN IN-DEPTH LOOK AT A PASSAGE OF TEXT
Reader Identity

Each person has interests towards which he or she is more likely
engage. Unfortunately, our content areas aren’t usually high on
those lists of interests.

Unfortunately, you probably read differently depending on what
you are reading.

It is important, therefore, to acknowledge these interests (and when
possible/appropriate accommodate these interests)

But really, our goal is to create additions to their reader identity.
Reader Identity (cont.)

Reader identity can be structured via guiding questions.

Most students have never viewed themselves as a historian, or a
scientist, or a mathematician, etc.

Simply prompting students with phrases such as: How might a
scientist interpret this information? It can take little more than this to
prompt students to think like a scientist.

It can also be useful to introduce them to how you think. For
example, as I historian, I noticed that one of the greatest ironies of
The Declaration of Independence is that in the long term, England
has been one of the United State’s staunchest allies.
Reader Identity (cont.)

Sometimes it’s a good idea to have students identify their own reader
identity.

It’s pretty easy.

Get out a sheet of paper.

Think about the things you read and the things that describe your
interests. Be thorough.
- Medieval History
- Pie
- Medicine
- Shakespeare
- Motorcycles
- Technology
- Owls
- Science Fiction
- Marine Biology
Whatever…it doesn’t matter. It’s about them figure out what they are
interested in. And if you know, you can redirect some of your assignments.
Close Reading

A close reading is designed to look “closely” at a selected passage
to help analyze and interpret a specific element of a piece. The
trick here is to adopt the appropriate reader identity.
a) Select an appropriate and efficient excerpt
b) Analyze and interpret through careful observation and detailed
explanation
c) Look at the excerpt as a microcosm of the larger
picture/statement the author presents
What is the focus of a close read?

Really, pretty much anything…

Examples:

Structure/Form

Inconsistencies of arguments

Implications of assertions

Thematic Elements

Author Bias/Opinion

Point of View

Literary Terms

Relevance to current events
*This is not remotely an exhaustive list.
Focus (cont.)

So, let’s say that I have student conduct a close read of The
Declaration of Independence.

Prior to reading, I might ask them to read the text from the
perspective of the British (point of view). I might ask them to read
the text with a focus on identifying key points (argumentation). I
might have them read simply for understanding (comprehension). It
could read as for parallelism. It could be read for themes. It could
be read to identify specific injuries that could then become
research projects.

The point is, you, the teacher, establish the focus.
Text Selection

It needs to be at least a very solid paragraph, but it should be more
than a chapter. Keep it short enough to allow for intensive focus.

These texts will be read at least twice. This means that close reading
can be a slow process. That’s okay, but keep this in mind when you
select your text.

You also want your text to be more than an easy read. It should be
something that has a solid meaning. This isn’t about simply
comprehension, but also about deeper meanings and analytical
thinking.
After the student has read the
text…

SLOW down
S…Surface
On the surface, what is the passage about?
L…Lost or hidden information
Look for what is lost to the casual observer. Go deeper.
O…Observe the details
Reread and find what you missed the first time around.
W…Widen the lens
What are the broader implications of what you read?
Helpful things to consider…

Mark any word you don’t know the first time through the text.

Close read with a partner or two to help you with understanding
and to bounce ideas off of.

Students will notice thing you don’t.

Sometimes, no matter what you’ve done to preload the session,
they’ll miss the point.
Your turn…

Go to Blackboard, this course, then course documents.

Read the document entitled ‘Close Reading’.

All you need to look for is this: what, if any, are the implications of
this document as they apply to your own personal life?
Homework…this one goes in the
gradebook.

Select a text relevant to your content area. (Make sure you bring at
least one copy to class with you for your lesson.)

Create a mini-lesson plan centered around using close reading to
extract specific information from the text.

Be prepared to share this mini-lesson in class upon your return. Try to
keep your presentation under 5 minutes. (You aren’t actually
teaching this mini-lesson, you are presenting it, talking us through
what you intend.)
How this assignment will be graded:

First off, it’s worth 10 points (10% of your class grade). Those points are
pretty evenly split between 1) text selection 2) identifying specific focal
points 3) presentation.

I will grade your mini-lesson/presentation holistically, on a continuum
from 10 to 0. The only way to get a zero is to blow this assignment off all
together.

Following the conclusion of all presentations you will write a 1 page
analysis of yourself, your efforts on this assignment, and how you
perceive your own use and/or understanding of close reading. Within
this document, you should also grade yourself from 1-10 indicating what
you think you deserve and why you think you deserve it.