On Close Reading

John Guillory considers close reading within the larger history of reading and writing as cultural techniques.

At a time of debate about the future of "English" as a discipline and the fundamental methods of literary study, few terms appear more frequently than "close reading," now widely regarded as the core practice of literary study. But what exactly is close reading, and where did it come from? Here John Guillory, author of the acclaimed Professing Criticism, takes up two puzzles. First, why did the New Critics--who supposedly made close reading central to literary study--so seldom use the term? And second, why have scholars not been better able to define close reading?

For Guillory, these puzzles are intertwined. The literary critics of the interwar period, he argues, weren't aiming to devise a method of reading at all. These critics were most urgently concerned with establishing the judgment of literature on more rigorous grounds than previously obtained in criticism. Guillory understands close reading as a technique, a particular kind of methodical procedure that can be described but not prescribed, and that is transmitted largely by demonstration and imitation.

Guillory's short book will be essential reading for all college teachers of literature. An annotated bibliography, curated by Scott Newstok, provides a guide to key documents in the history of close reading along with valuable suggestions for further research.

Author: John Guillory
Publisher: University of Chicago Press
Published: 01/03/2025
Pages: 144
Binding Type: Paperback
ISBN: 9780226837437


Review Citation(s):
Publishers Weekly 10/21/2024

About the Author
John Guillory is the Julius Silver Professor of English at New York University. He is the author of Cultural Capital: The Problem of Literary Canon Formation and Professing Criticism: Essays on the Organization of Literary Study, both also published by the University of Chicago Press. Scott Newstok is professor of English and Founding Director of the Pearce Shakespeare Endowment at Rhodes College in Memphis, Tennessee. He is the author of How to Think like Shakespeare and the editor of several books, including the forthcoming How to Teach Children, a volume of Montaigne's essays on education. His closereadingarchive.org preserves over 400,000 words of commentary, documenting what scholars have written about close reading from the prehistory of the modern humanities to the present.