Close reading - is a focused and disciplined approach to reading that goes beyond obtaining a general sense of a piece of

writing. The term "close" emphasizes the need for meticulous attention to details, including individual words, patterns of
vocabulary and expression, connections between words or phrases, and the overall structure of a text. Close reading aims
to uncover meanings and nuances that may not be immediately apparent, requiring a thorough examination of the text.
Close reading is described as a complex intellectual process that necessitates time, effort, and practice. It involves a
deliberate and careful engagement with the material, often requiring re-reading to check and deepen initial impressions.
The process is not accomplished at a glance, and it plays a crucial role in the overall process of making meaning from a
text.
Furthermore, close reading is not limited to textual analysis alone; it can also be metaphorically applied to other objects or
phenomena such as flags, candles, pieces of music, and ritual actions. The passages emphasize the broad applicability of
close reading, stating that virtually anything can be subjected to this method. In the context of the study of religion, close
reading is identified as a key skill and foundational to developing a deeper understanding of various subjects. The more
one practices close reading, the easier it becomes to navigate and comprehend different aspects of academic courses, both
in religious studies and beyond.

Box 4.1 Close reading

What is entailed in close reading?

On the level of language, close reading involves the ability
 to recognize the meaning of individual words
 to find out the meaning of unfamiliar words
 to identify the meaning of foreign words and phrases
 to recognize and understand technical vocabulary, such as vocabulary specific to a particular discipline
 to recognize or be able to find out the meaning of various textual conventions, including
 abbreviations (such as, i.e, e.g., cf.),
 textual effects (such as, italics, underlining, bold print, superscript numbers)
 phrases from languages other than English (such as, from Latin,sic, mutatis mutandis)
 footnotes, endnotes, or other forms of citation.

On the level of structure, close reading involves the ability

 to recognize the relationships among (Words, sentences, paragraphs)
 to understand the meaning and implications of headings and subheadings and other ways of breaking a
text into sections
 to recognize how material is introduced and arranged
 to form hypotheses about what the structure of the material at hand might indicate
 to distinguish, for example, expository prose from poetic language.

On the level of making meaning, close reading involves the ability

 to distinguish what is central from what is peripheral
 to identify the central point or argument
 to identify the ways in which the central point or argument is supported, deepened, extended, defended
 to identify assumptions and presuppositions
 to summarize the reading in one’s own words
 to formulate analytical questions about the reading
 to formulate a tentative interpretation of the reading.

Reference: Gallagher, E. V., & Maguire, J. (2019). The Religious Studies Skills Book: Close Reading, Critical Thinking,
and Comparison (pp. 71-73).