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How to Read Slowly: Reading for Comprehension
Established in 1968, the Wheaton Literary Series provides insightful books for the thoughtful reader, inspiring imagination, and reflection. These beautifully produced volumes feature prose and poetry of high literary, academic, and artistic merit, written by and about Christian artists of significant stature.
192 pages, Paperback
First published January 1, 1978
80 people are currently reading
821 people want to read
About the author
James W. Sire
37 books72 followersJames W. Sire was a Christian author, speaker, and former editor for InterVarsity Press.
Sire was an officer in the Army, a college professor of English literature, philosophy and theology, the chief editor of InterVarsity Press, a lecturer at over two hundred universities around the world and the author of twenty books on literature, philosophy and the Christian faith. His book The Universe Next Door, published in 1976 has sold over 350,000 copies. He held a B.A. in chemistry and English from the University of Nebraska, an M.A. in English from Washington State and a Ph.D. in English from the University of Missouri.
Sire was an officer in the Army, a college professor of English literature, philosophy and theology, the chief editor of InterVarsity Press, a lecturer at over two hundred universities around the world and the author of twenty books on literature, philosophy and the Christian faith. His book The Universe Next Door, published in 1976 has sold over 350,000 copies. He held a B.A. in chemistry and English from the University of Nebraska, an M.A. in English from Washington State and a Ph.D. in English from the University of Missouri.
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Displaying 1 - 30 of 51 reviews
August 25, 2017
I love this book! What's not to love in a book about reading? The author's purpose is to help us read better for greater comprehension. He says "Our goal in reading carefully is not only to understand what is being said explicitly but to see why it is being said. We want to learn to recognize the world views of writers and speakers, and thus to know what their basic assumptions about life really are. It will help us decide what kind of attention to pay to their comments or proposals no matter how modest or immodest."
The second chapter deals with non-fiction, the next with poetry, then fiction and it wraps up with a chapter called "A Time To Read: Knowing What To Read and When". What I love about this book is that it leads you through reading exercises and explains point by point what to look for. Sire is a good teacher whose book, according to the publisher's blurb, "has been widely used in higher education classrooms to reach reading comprehension". I found myself underlining a lot of it because there is so much that is pertinent and helpful. I want to read it a few times and start applying its principles to my reading until it becomes second nature. Not that it's all new ideas; at one time or another you've probably heard most of it before, but if you're anything like me you've probably forgotten some of it too. This author has a clear and logical way of getting his ideas across that is both highly readable and very effective.
The chapter on poetry was fun. Sire quotes a few short poems and has us read them several times looking for specific things. As you follow his direction the poem begins to open up and you see more in it than you did on the previous reading. He compares understanding a poem to looking at blueprints to understand a building: "...and just as an architect or building engineers know what to look for when they examine the building, so do good readers." This is what he's teaching us: what to look for. He gets into metrical structure, image and sound structure, etc, but not deeply, just enough to help us unscramble the riddles poetry often presents. I found this the most interesting and practical chapter of the book.
In the chapter on fiction the topics of plot, character, theme, point of view, tone and style are looked at, again not in depth but enough to be helpful. He doesn't focus on any particular aspect of fiction but says "There is no point in paying close attention to details if we fail to experience the whole work and, as it were, to perceive it at a glance - to drink it in, savor it's succulent tastes and smells, feel its philosophy of life, see its vision of reality and come to grasp more fully what it means to be human.".
James Sire is a Christian and makes references to that throughout the book. He wants Christians to be better readers, more aware of what is going on in the world and what writers are saying about it. But whatever philosophy of life you hold to, this book is for any and all readers who want to get more out of what they read. As he puts it: "I don't expect any reader to imitate my own lifestyle nor to adopt point for point the precise values that I would at my best affirm. But I do want to announce at the beginning that I love reading and would like to help others love it too - and do it better."
I don't agree with everything Sire says and some of his comments seem a little stuffy but that's not hard to overlook when you consider how very useful his teaching is. I hope I haven't made it sound dry because it really isn't and at only 168 pages there isn't time to get too academic so it moves along and stays interesting. I expect this book to make a real difference in how I read. I recommend it to everyone.
The second chapter deals with non-fiction, the next with poetry, then fiction and it wraps up with a chapter called "A Time To Read: Knowing What To Read and When". What I love about this book is that it leads you through reading exercises and explains point by point what to look for. Sire is a good teacher whose book, according to the publisher's blurb, "has been widely used in higher education classrooms to reach reading comprehension". I found myself underlining a lot of it because there is so much that is pertinent and helpful. I want to read it a few times and start applying its principles to my reading until it becomes second nature. Not that it's all new ideas; at one time or another you've probably heard most of it before, but if you're anything like me you've probably forgotten some of it too. This author has a clear and logical way of getting his ideas across that is both highly readable and very effective.
The chapter on poetry was fun. Sire quotes a few short poems and has us read them several times looking for specific things. As you follow his direction the poem begins to open up and you see more in it than you did on the previous reading. He compares understanding a poem to looking at blueprints to understand a building: "...and just as an architect or building engineers know what to look for when they examine the building, so do good readers." This is what he's teaching us: what to look for. He gets into metrical structure, image and sound structure, etc, but not deeply, just enough to help us unscramble the riddles poetry often presents. I found this the most interesting and practical chapter of the book.
In the chapter on fiction the topics of plot, character, theme, point of view, tone and style are looked at, again not in depth but enough to be helpful. He doesn't focus on any particular aspect of fiction but says "There is no point in paying close attention to details if we fail to experience the whole work and, as it were, to perceive it at a glance - to drink it in, savor it's succulent tastes and smells, feel its philosophy of life, see its vision of reality and come to grasp more fully what it means to be human.".
James Sire is a Christian and makes references to that throughout the book. He wants Christians to be better readers, more aware of what is going on in the world and what writers are saying about it. But whatever philosophy of life you hold to, this book is for any and all readers who want to get more out of what they read. As he puts it: "I don't expect any reader to imitate my own lifestyle nor to adopt point for point the precise values that I would at my best affirm. But I do want to announce at the beginning that I love reading and would like to help others love it too - and do it better."
I don't agree with everything Sire says and some of his comments seem a little stuffy but that's not hard to overlook when you consider how very useful his teaching is. I hope I haven't made it sound dry because it really isn't and at only 168 pages there isn't time to get too academic so it moves along and stays interesting. I expect this book to make a real difference in how I read. I recommend it to everyone.
June 3, 2014
I would have finished this book sooner if not for three things that all contribute to why I read this book in the first place: I want to get better at helping my students understand what they can do to read, what happens when they read, why intelligent people choose to value reading on an individual and cultural level, and how to make reading a skill and an adventure not a task or an obligation.
The First Thing: My Daughters (or, No Man is That Desert Island Where You are Marooned with Only the Book of Your Choice and Endless Quiet, Save for the Steady Rhythm of the Waves, Which Do Not Need Your Attention to Continue On and On and On)
It is difficult to read in a household that functions as headquarters for a family with three children ages six, four, and one. They are balls of energy. They are songs perpetually on repeat. They are constant fluctuation between giggles and tears. They are messes and questions and hunger and conflicts. They are dance performances and knock-knock jokes and so many drawings of flowers and princesses and our family. They are reading three lines and attending to someone in the bathroom. They are reading two words and resolving who plays with what. They are reading those three lines again and realizing that you just read those three lines again.
I love my daughters and I love reading. I know that every student I ask to read has their own orbit in the solar system of their family, whatever that may look like. I know that reading doesn't always fit in nicely with the lives their families ask them to read. It does not fit nicely into mine. So why do I do it? Because: worlds. One of the concepts in How to Read Slowly fits with the game+class concept I'm working on for the books I ask students to erad: When you read you enter a world. It is its own, not yours. Secondary, not Primary. You can escape and explore. You become a time traveler and a teleporter through words + mind. You leave your own orbit and find yourself circling some other star than your own. It is good to do this. It is worth finding time and quiet when time and quiet are not bestowed upon you. What you find in the Secondary World you can bring back with you into your Primary World and make it a better, deeper place.
The Second Thing: FIFA14's Ultimate Team World Cup Downloadable Content Update (It is a Truth Universally Acknolwedged that a Man in Possession of the Good Fortune of Cristiano Ronaldo in His FUTWC Starter Pack Must Be in Want of an Online Virtual World Cup Trophy)
At Kyle's graduation party, Ben told me he stayed up until 2:00 am the previous night playing video games, and then woke up at 6:00 am that morning to play GameCube. Earlier this week, I texted Ben to tell him that I stayed up until 2:00 am playing the new World Cup version of Ultimate Team, a game mode that combines the beautiful chance of opening packs of cards, the slow and steady tinkering of owning a winning fantasy team, and the high-resolution incarnation of sports heroes of video games. The basic process works like this: I play, I collect, I combine, and I continue to play.
It's the collection concept that makes it the most interesting. You have to keep going to collect players and items. Collect is a key verb in my game+class concept, so I'm trying to pay attention to how that action functions in the heart of this game. There is the idea of completeness. I keep getting Greek and Australian players, so one thought that has entered my mind is, "Will I eventually get the entire Greek or Australian team?" I have no allegiance or interest in them aside from the fact that they are piling up in my XBOX, so the power of the verb "collect" is somehow making them more interesting to me than they originally seemed.
When I used "collect" as a verb for reading Crime and Punishment in the fourth quarter last school year, I noticed that the action changed the way my sophomores engaged with the book. It seemed like their attention zoomed in further, their eyes for detail were keener, and their sense of anticipation was heightened because they didn't know when or where a particular item would appear in the book. I've been spending hours playing a soccer game, but I'm really trying to figure out how the use of the collection concept alters the way I engage with this virtual world. That's what I want to accomplish with reading: can I show them that they are collectors, compiling a cache of valuable items--Raskolnikov's axe, Ralph's conch, etc.--that can eventually become ways to understand stories and symbolism and being able to see the meaning behind items that maybe don't seem all that valuable.
The Third Thing: Summer (or, I Read This Because I Found It on a Shelf in the School Library and I Thought It Could Help Me, Not Because I Had To)
One of the core tenants of this book the sum of "Reading speed is totally irrelevant" and "The task we set before ourselves now has nothing to do with quantity." It did not matter when I finished this book or that it was my third book of the summer. What matters is that I read and thought about it, that I had the opportunity to find pockets of space to read, a pen to underline key passages I want to read again, and space in my sketchbook to map out how the concepts in the book could transform into actions in my game+glass. I want to figure out how to allow that feeling within the confines of a class. Reading for class comes with deadlines and the Next Book. I don't want the schedule to be the focus, so I want to figure out how to allow more freedom of travel within the worlds of the books I ask students to read. I'm going to try and use the concepts and questions in this book to shift the focus of reading for class away from "How many pages? and "How much time?" to "What world do I explore?" and "What will I discover there?"
The First Thing: My Daughters (or, No Man is That Desert Island Where You are Marooned with Only the Book of Your Choice and Endless Quiet, Save for the Steady Rhythm of the Waves, Which Do Not Need Your Attention to Continue On and On and On)
It is difficult to read in a household that functions as headquarters for a family with three children ages six, four, and one. They are balls of energy. They are songs perpetually on repeat. They are constant fluctuation between giggles and tears. They are messes and questions and hunger and conflicts. They are dance performances and knock-knock jokes and so many drawings of flowers and princesses and our family. They are reading three lines and attending to someone in the bathroom. They are reading two words and resolving who plays with what. They are reading those three lines again and realizing that you just read those three lines again.
I love my daughters and I love reading. I know that every student I ask to read has their own orbit in the solar system of their family, whatever that may look like. I know that reading doesn't always fit in nicely with the lives their families ask them to read. It does not fit nicely into mine. So why do I do it? Because: worlds. One of the concepts in How to Read Slowly fits with the game+class concept I'm working on for the books I ask students to erad: When you read you enter a world. It is its own, not yours. Secondary, not Primary. You can escape and explore. You become a time traveler and a teleporter through words + mind. You leave your own orbit and find yourself circling some other star than your own. It is good to do this. It is worth finding time and quiet when time and quiet are not bestowed upon you. What you find in the Secondary World you can bring back with you into your Primary World and make it a better, deeper place.
The Second Thing: FIFA14's Ultimate Team World Cup Downloadable Content Update (It is a Truth Universally Acknolwedged that a Man in Possession of the Good Fortune of Cristiano Ronaldo in His FUTWC Starter Pack Must Be in Want of an Online Virtual World Cup Trophy)
At Kyle's graduation party, Ben told me he stayed up until 2:00 am the previous night playing video games, and then woke up at 6:00 am that morning to play GameCube. Earlier this week, I texted Ben to tell him that I stayed up until 2:00 am playing the new World Cup version of Ultimate Team, a game mode that combines the beautiful chance of opening packs of cards, the slow and steady tinkering of owning a winning fantasy team, and the high-resolution incarnation of sports heroes of video games. The basic process works like this: I play, I collect, I combine, and I continue to play.
It's the collection concept that makes it the most interesting. You have to keep going to collect players and items. Collect is a key verb in my game+class concept, so I'm trying to pay attention to how that action functions in the heart of this game. There is the idea of completeness. I keep getting Greek and Australian players, so one thought that has entered my mind is, "Will I eventually get the entire Greek or Australian team?" I have no allegiance or interest in them aside from the fact that they are piling up in my XBOX, so the power of the verb "collect" is somehow making them more interesting to me than they originally seemed.
When I used "collect" as a verb for reading Crime and Punishment in the fourth quarter last school year, I noticed that the action changed the way my sophomores engaged with the book. It seemed like their attention zoomed in further, their eyes for detail were keener, and their sense of anticipation was heightened because they didn't know when or where a particular item would appear in the book. I've been spending hours playing a soccer game, but I'm really trying to figure out how the use of the collection concept alters the way I engage with this virtual world. That's what I want to accomplish with reading: can I show them that they are collectors, compiling a cache of valuable items--Raskolnikov's axe, Ralph's conch, etc.--that can eventually become ways to understand stories and symbolism and being able to see the meaning behind items that maybe don't seem all that valuable.
The Third Thing: Summer (or, I Read This Because I Found It on a Shelf in the School Library and I Thought It Could Help Me, Not Because I Had To)
One of the core tenants of this book the sum of "Reading speed is totally irrelevant" and "The task we set before ourselves now has nothing to do with quantity." It did not matter when I finished this book or that it was my third book of the summer. What matters is that I read and thought about it, that I had the opportunity to find pockets of space to read, a pen to underline key passages I want to read again, and space in my sketchbook to map out how the concepts in the book could transform into actions in my game+glass. I want to figure out how to allow that feeling within the confines of a class. Reading for class comes with deadlines and the Next Book. I don't want the schedule to be the focus, so I want to figure out how to allow more freedom of travel within the worlds of the books I ask students to read. I'm going to try and use the concepts and questions in this book to shift the focus of reading for class away from "How many pages? and "How much time?" to "What world do I explore?" and "What will I discover there?"
March 29, 2019
3.5. Liked but not loved. Appreciated the whole 'reading world-viewishly' thing though - definitely something very important to keep in mind as a Christian reader!
May 27, 2009
In the vein of Mortimer Adler's "How to Read a Book," world view expert and professor of English and literature, James Sire has written an engaging and practical book on reading comprehension. The title is somewhat of a misnomer since the book has nothing to do with the actual speed of reading but rather the process of comprehending what we read. He covers the genres of non-fiction, poetry, and fiction with especially helpful advice on how to read them. The last chapters are dedicated to the different contexts of reading and when and what to read. This short book takes a particular approach to reading in that it teaches the reader to determine the world view of the author. The author approaches this from a particularly Christian point-of-view, but maintains that wide reading is necessary and profitable to developing a world view to which we are committed. With this approach in mind, the book is ideally a companion to the author's world view catalog, "The Universe Next Door," and serves as a useful supplement to Adler. The book is essential for all bibliophiles but especially the Christian reader.
March 24, 2015
Admittedly, I sped through this book.
I focused on sections that I believe were important to the main message of the book, and that I believe are more applicable to my life at this moment.
Over all, it's a good book on how to read!
:-)
I focused on sections that I believe were important to the main message of the book, and that I believe are more applicable to my life at this moment.
Over all, it's a good book on how to read!
:-)
July 6, 2010
Read this (ahem) very fast.
August 18, 2023
2023 - ‘70’s Immersion Reading Challenge
How to Read Slowly: Reading for Comprehension by James W. Sire (1978; 1989 ed.) 191 pages.
This book, a Christian-based book on how to read slowly and comprehend what you read, is in my repertoire of books to read this year because I plan on reading a few difficult pieces later in the year to expand my mind and, mainly, to exercise my brain. I may need help comprehending what I’m reading. In fact, I know I will. My notes here are pretty extensive and straight from the book.
I found the chapter on Nonfictions phenomenal. It’s exactly what I have been looking for. The chapter on Poetry was pretty in-depth as well. I may revisit it at a later date. But, I am still left feeling like an interactive class in the study of poetry is still needed. The rest of the chapters? Meh!
This really says it all:
“ When writers write they do so from the perspective of their own worldview. What they presuppose about themselves, God, the good life and the validity of human knowledge governs both what they say, and how they say it. That is why reading with world views in mind (your own and that of the author) will help you understand, not only what is written in the lines, but what is written between the lines – that is, what is pre-supposed before a pen ever reaches the page.” (p. 15)
NONFICTIONS (p. 49-51)
Basic Questions:
1. What kind of writing (genre)?
2. Main idea they are trying to get across (thesis)?
3. Evidence or arguments?
4. What objections are considered and how does the author respond to these objections?
Read between the lines and try to see why the author feels the argument is valid and its conclusion true.
For understanding:
1. To read “world-viewishly” (an open mind realizing others do have different opinions and beliefs), do not speed read. Slow down.
2. Underline passages and terms and allusions which the “author” seems to be most interested in. The points they are trying to make.
3. Know the vocabulary. Know the person, place or event talked about. Consult a dictionary, go to the library or Google a person, map or event. Know ‘something’ of the subject.
4. Underline major organizational words, such as: first, second, etc. This will help you understand the structure of the argument. Write numbers in margin alongside important turns in the argument so you can grasp the organizational flow.
5. After reading first chapter, locate and underline the thesis and write ‘thesis’ in the margin.
6. Scan through the table of contents to get feel for author’s arguments.
7. Identify writer’s relation to the subject matter.
8. Consider the evidence the author draws on. What authorities does he/she cite? Which does he/she criticize? Why? What objections does he consider? Or does he/she refute them? How?
Christian questions to ask of the author (p. 51-52):
1. What they consider to be prime reality? (Do they believe in God? What relationship does God have to the cosmos, to human events, to people, even to the author?)
2. What is the nature of the external universe? (What causes events or changes in the world?)
3. What is the nature of humanity? (How are human beings related to God?)
4. What is the basis for morality? (The root to all author’s values.)
5. What is the meaning of history? (Is history the ‘plan’ of God? Or is it the meaning any one person, or all people, can give it.
These Christian questions will help you determine the author’s view of life, in general, and will explain why and where his/her views on their chosen subject are coming from. It is important to realize that not all Christian views are concrete, and that, at times, our own belief could be faulty, especially if we have misinterpreted the word of God. If it can be proven in the Bible, then be willing to accept the change. We are all human with limited capacity, and, therefore, all at fault somewhere in our thinking. But, above all, stay active in the Word so you aren't so easily deceived by others worldviews.
Help from the Bible (p. 147):
1. How does the Bible view the ultimate nature of reality? Exodus 3:13-14; Isaiah 40:21-31; 45:18-19.
2. What does the Bible consider to be the nature of the external universe? Genesis 1-2
3. Who does the Bible say people really are? Genesis 1-3; Psalms 8; Palms 139; Romans 1-9.
4. What happens to a person at death? John 14:1-3; Hebrews 9:27-28; Revelations 20:11-16.
5. What is the biblical basis for morality? Genesis 2:15-16; Isaiah 45:18-19.
6. How is it possible to know anything at all? Genesis 1:26-27; Isaiah 45:18-19; Psalms 19; John 1:1-4, 14, 18.
7. What is the meaning of history?Isaiah 40-48; Acts 6:8-7:60; Romans 9-11.
POETRY (p. 55-89)
I’ve never been much a fan of poetry. I’m not a dreamy person gifted with any sort of imagination. I see things simply black and white. I have read poems over the years, but with crossed eyes. I’m not adverse to learning something new. Maybe one day, I’ll give it a better shot.
The author writes that poetry is personal and takes you into the life of the poet, or the poet’s imagined characters. It rewards us by helping us experience vicariously not only the way other people think but also the way they feel as they think.
Poetry employs language in an imaginative or literary way. Each word, each image, each sentence, each line and stanza is often supposed to mean more than one thing, a double-meaning, depending, maybe, on the person reading and what they are personally going through in life. Poets deliberately put hidden meanings “in the lines”. A good reader of poetry isn’t just full of crap…thinks a bad reader of poetry (me). The context of the poem will help the reader determine the meaning and tone after reading the entire poem.
I found the following to be profound and true:
Whenever one feels deeply, whenever mere words seem inadequate to capture the quality of a moment or an idea, we turn to poetry, either by writing it, or searching for the right poem to read and meditate on.” (p. 58)
In 2012, we lost my sister’s 12-year-old daughter, Devinne, through a boating accident on Cow Bayou. My sister’s friend had come by Mom’s to pick the kids up for a boat ride in his pontoon boat while she worked. Her two brothers sat up front and she sat in the back. It was a clear and beautiful day as they sped down the main channel. But, the pontoon caught air and the front of the boat flew up, throwing everyone from the boat, except poor little Devinne. It threw her straight down to the motor where it chewed her up. The driver was not wearing the safety key around his wrist. Everyone else on the boat survived. Her brothers said the driver was holding her in his arms, in shock, when another boat came by to help. They said her guts were coming out of her stomach. What a traumatic vision for the boys to behold for the rest of their lives.
Our hearts were all so heavy when this poem of hope, the only poem that has ever touched my heart and soul and really spoke to me personally, somehow crossed my path on the internet during this time:
Sunflowers: Mirrors of Glory
by L. Gayle Orf (year unknown)
Always remember the sunflower
Whose face looks toward the sun.
She drinks His beauty in her face
And like Him she becomes.
Her glory is like His glory-
It’s strong and true and good.
You know she is a source of joy;
Her seed gives life and food.
This special flower has much to give
Though fragrance she has none.
She teaches us to look above
At God’s own perfect Son.
The basics of breaking a poem down:
1. First, shoot for the core idea. At least figure out what it’s even about?
2. Paraphrase the content.
3. Who is speaking the lines?
4. To whom are they spoken?
5. What is the subject?
6. What, basically is being said about the subject?
7. Rational structure - notice the order in which the ideas are expressed.
8. Image structure - very similar to rational structure.
9. Metrical structure - notice the pattern of stressed and unstressed syllables in the poem…called rhythm. This must be developed. (Difficult to explain. See pages 74-79.)
10. Sound structure - Not every poem have lines that rhyme. But, if it does, that pattern of rhyme is important. Could be every two lines rhyme, or maybe the first and third lines rhyme and the second and fourth lines rhyme, or maybe every other line may rhyme.
11. Syntactical structure - Every sentence has a specific arrangement of words. (Too difficult to explain here. See pages 82-83)
Worldviews for poets can also be detected by asking and looking for the same Christian-based questions listed above as for the nonfiction author. It may take reading the author’s whole collections of poems. But, eventually, it can surely be discovered.
FICTION (p. 91-124)
It’s storytelling, bringing you into a Second World…if the author is any good.
This chapter focuses its attention on the classics, mainly ancient classics. Fictions are composed of plot, character and theme. They are strictly from the writer’s point-of-view and tone. And, personally, I really don’t care to put a lot of time into dissecting fictional works to death. I really just want to be able to enjoy reading a good story with a good plot, strong character development and a darn good ending.
THE LARGER CONTEXT (p. 127-148)
To understand the ancient classics, or any difficult to read classics really, knowing the context of where the writer comes from and the history and era in which he lived will help your understanding immensely. This book covers:
Biographical context
Literary context
Historical context
Ideological context
Reader’s context
How to Read Slowly: Reading for Comprehension by James W. Sire (1978; 1989 ed.) 191 pages.
This book, a Christian-based book on how to read slowly and comprehend what you read, is in my repertoire of books to read this year because I plan on reading a few difficult pieces later in the year to expand my mind and, mainly, to exercise my brain. I may need help comprehending what I’m reading. In fact, I know I will. My notes here are pretty extensive and straight from the book.
I found the chapter on Nonfictions phenomenal. It’s exactly what I have been looking for. The chapter on Poetry was pretty in-depth as well. I may revisit it at a later date. But, I am still left feeling like an interactive class in the study of poetry is still needed. The rest of the chapters? Meh!
This really says it all:
“ When writers write they do so from the perspective of their own worldview. What they presuppose about themselves, God, the good life and the validity of human knowledge governs both what they say, and how they say it. That is why reading with world views in mind (your own and that of the author) will help you understand, not only what is written in the lines, but what is written between the lines – that is, what is pre-supposed before a pen ever reaches the page.” (p. 15)
NONFICTIONS (p. 49-51)
Basic Questions:
1. What kind of writing (genre)?
2. Main idea they are trying to get across (thesis)?
3. Evidence or arguments?
4. What objections are considered and how does the author respond to these objections?
Read between the lines and try to see why the author feels the argument is valid and its conclusion true.
For understanding:
1. To read “world-viewishly” (an open mind realizing others do have different opinions and beliefs), do not speed read. Slow down.
2. Underline passages and terms and allusions which the “author” seems to be most interested in. The points they are trying to make.
3. Know the vocabulary. Know the person, place or event talked about. Consult a dictionary, go to the library or Google a person, map or event. Know ‘something’ of the subject.
4. Underline major organizational words, such as: first, second, etc. This will help you understand the structure of the argument. Write numbers in margin alongside important turns in the argument so you can grasp the organizational flow.
5. After reading first chapter, locate and underline the thesis and write ‘thesis’ in the margin.
6. Scan through the table of contents to get feel for author’s arguments.
7. Identify writer’s relation to the subject matter.
8. Consider the evidence the author draws on. What authorities does he/she cite? Which does he/she criticize? Why? What objections does he consider? Or does he/she refute them? How?
Christian questions to ask of the author (p. 51-52):
1. What they consider to be prime reality? (Do they believe in God? What relationship does God have to the cosmos, to human events, to people, even to the author?)
2. What is the nature of the external universe? (What causes events or changes in the world?)
3. What is the nature of humanity? (How are human beings related to God?)
4. What is the basis for morality? (The root to all author’s values.)
5. What is the meaning of history? (Is history the ‘plan’ of God? Or is it the meaning any one person, or all people, can give it.
These Christian questions will help you determine the author’s view of life, in general, and will explain why and where his/her views on their chosen subject are coming from. It is important to realize that not all Christian views are concrete, and that, at times, our own belief could be faulty, especially if we have misinterpreted the word of God. If it can be proven in the Bible, then be willing to accept the change. We are all human with limited capacity, and, therefore, all at fault somewhere in our thinking. But, above all, stay active in the Word so you aren't so easily deceived by others worldviews.
Help from the Bible (p. 147):
1. How does the Bible view the ultimate nature of reality? Exodus 3:13-14; Isaiah 40:21-31; 45:18-19.
2. What does the Bible consider to be the nature of the external universe? Genesis 1-2
3. Who does the Bible say people really are? Genesis 1-3; Psalms 8; Palms 139; Romans 1-9.
4. What happens to a person at death? John 14:1-3; Hebrews 9:27-28; Revelations 20:11-16.
5. What is the biblical basis for morality? Genesis 2:15-16; Isaiah 45:18-19.
6. How is it possible to know anything at all? Genesis 1:26-27; Isaiah 45:18-19; Psalms 19; John 1:1-4, 14, 18.
7. What is the meaning of history?Isaiah 40-48; Acts 6:8-7:60; Romans 9-11.
POETRY (p. 55-89)
I’ve never been much a fan of poetry. I’m not a dreamy person gifted with any sort of imagination. I see things simply black and white. I have read poems over the years, but with crossed eyes. I’m not adverse to learning something new. Maybe one day, I’ll give it a better shot.
The author writes that poetry is personal and takes you into the life of the poet, or the poet’s imagined characters. It rewards us by helping us experience vicariously not only the way other people think but also the way they feel as they think.
Poetry employs language in an imaginative or literary way. Each word, each image, each sentence, each line and stanza is often supposed to mean more than one thing, a double-meaning, depending, maybe, on the person reading and what they are personally going through in life. Poets deliberately put hidden meanings “in the lines”. A good reader of poetry isn’t just full of crap…thinks a bad reader of poetry (me). The context of the poem will help the reader determine the meaning and tone after reading the entire poem.
I found the following to be profound and true:
Whenever one feels deeply, whenever mere words seem inadequate to capture the quality of a moment or an idea, we turn to poetry, either by writing it, or searching for the right poem to read and meditate on.” (p. 58)
In 2012, we lost my sister’s 12-year-old daughter, Devinne, through a boating accident on Cow Bayou. My sister’s friend had come by Mom’s to pick the kids up for a boat ride in his pontoon boat while she worked. Her two brothers sat up front and she sat in the back. It was a clear and beautiful day as they sped down the main channel. But, the pontoon caught air and the front of the boat flew up, throwing everyone from the boat, except poor little Devinne. It threw her straight down to the motor where it chewed her up. The driver was not wearing the safety key around his wrist. Everyone else on the boat survived. Her brothers said the driver was holding her in his arms, in shock, when another boat came by to help. They said her guts were coming out of her stomach. What a traumatic vision for the boys to behold for the rest of their lives.
Our hearts were all so heavy when this poem of hope, the only poem that has ever touched my heart and soul and really spoke to me personally, somehow crossed my path on the internet during this time:
Sunflowers: Mirrors of Glory
by L. Gayle Orf (year unknown)
Always remember the sunflower
Whose face looks toward the sun.
She drinks His beauty in her face
And like Him she becomes.
Her glory is like His glory-
It’s strong and true and good.
You know she is a source of joy;
Her seed gives life and food.
This special flower has much to give
Though fragrance she has none.
She teaches us to look above
At God’s own perfect Son.
The basics of breaking a poem down:
1. First, shoot for the core idea. At least figure out what it’s even about?
2. Paraphrase the content.
3. Who is speaking the lines?
4. To whom are they spoken?
5. What is the subject?
6. What, basically is being said about the subject?
7. Rational structure - notice the order in which the ideas are expressed.
8. Image structure - very similar to rational structure.
9. Metrical structure - notice the pattern of stressed and unstressed syllables in the poem…called rhythm. This must be developed. (Difficult to explain. See pages 74-79.)
10. Sound structure - Not every poem have lines that rhyme. But, if it does, that pattern of rhyme is important. Could be every two lines rhyme, or maybe the first and third lines rhyme and the second and fourth lines rhyme, or maybe every other line may rhyme.
11. Syntactical structure - Every sentence has a specific arrangement of words. (Too difficult to explain here. See pages 82-83)
Worldviews for poets can also be detected by asking and looking for the same Christian-based questions listed above as for the nonfiction author. It may take reading the author’s whole collections of poems. But, eventually, it can surely be discovered.
FICTION (p. 91-124)
It’s storytelling, bringing you into a Second World…if the author is any good.
This chapter focuses its attention on the classics, mainly ancient classics. Fictions are composed of plot, character and theme. They are strictly from the writer’s point-of-view and tone. And, personally, I really don’t care to put a lot of time into dissecting fictional works to death. I really just want to be able to enjoy reading a good story with a good plot, strong character development and a darn good ending.
THE LARGER CONTEXT (p. 127-148)
To understand the ancient classics, or any difficult to read classics really, knowing the context of where the writer comes from and the history and era in which he lived will help your understanding immensely. This book covers:
Biographical context
Literary context
Historical context
Ideological context
Reader’s context
March 30, 2019
ew this book
Read
February 13, 2022A refreshingly level-headed approach to good reading. This book should be better known in classical education circles than it is!
September 13, 2017
Read this right after I finished reading "How to Read a Book" (Adler). It covers a little bit of the same ground, but mostly, it provides the marks of distinctively Christian reading. This a great book for Christians who read (which should be all Christians, right?), especially if they are reading broadly (periodicals, fiction, non-fiction, etc.).
December 23, 2022
I started this expecting a book like How to Read a Book: The Classic Guide to Intelligent Reading. Formulaic, academic, heady. Then I found myself in the middle of a chapter about worldview study from a friendly Christian perspective. A welcome surprise.
But overall, this is a quick overview of different perspectives and questions to keep in mind while reading. There's one chapter each on reading nonfiction, poetry, and fiction. Then a chapter on considering the larger context of the work, and a chapter with suggestions for how and what to read.
If I were teaching a class on reading to Christian high schoolers, I'd probably assign this book, alongside something like How to Read Literature Like a Professor.
I also want to read Sire's other book, The Universe Next Door: A Basic Worldview Catalog.
But overall, this is a quick overview of different perspectives and questions to keep in mind while reading. There's one chapter each on reading nonfiction, poetry, and fiction. Then a chapter on considering the larger context of the work, and a chapter with suggestions for how and what to read.
If I were teaching a class on reading to Christian high schoolers, I'd probably assign this book, alongside something like How to Read Literature Like a Professor.
I also want to read Sire's other book, The Universe Next Door: A Basic Worldview Catalog.
February 23, 2015
The title of this book alone intrigued me. So often in our society it is reading fast that people strive for, but the longer I am a reader, the more I realize that reading slowly is the true key to literature. And so I was looking forward to this book based simply on the title, not knowing where it was going to lead.
Interestingly enough, the books overall aim is to teach us to read worldview-ish. I have just recently cued into this new key in reading, so I loved what this book presented.
The books Appendix has a great list of recommended readings to help me delve into the topic of reading to explore worldviews.
I also liked that the author was a Christian, and encourages Christians not to fear reading opposing viewpoints because it is okay for us to be stretched in this fashion.
I am looking forward to reading the author's other book on worldviews and exploring this topic further.
Interestingly enough, the books overall aim is to teach us to read worldview-ish. I have just recently cued into this new key in reading, so I loved what this book presented.
The books Appendix has a great list of recommended readings to help me delve into the topic of reading to explore worldviews.
I also liked that the author was a Christian, and encourages Christians not to fear reading opposing viewpoints because it is okay for us to be stretched in this fashion.
I am looking forward to reading the author's other book on worldviews and exploring this topic further.
July 21, 2014
With both instruction and example, Sire shows how to detect an author’s world view, how to read “between the lines” while not “inventing or imagining what is not really there” (p. 42), how to “track the flow” of author’s argument or reasoning process. He has a whole chapter on poetry, another on reading fiction, another on reading in context (not imprinting our current way of thinking on older books, but understanding the context in which they were written). He gives tips for how to read, what to look for, what to mark, and encourages a lot of rereading. He talks about the difference between reading nonfiction and imaginative literature.
This is a book I would highly recommend for anyone interested in the subject.
This is a book I would highly recommend for anyone interested in the subject.
September 9, 2007
I read this book before I went to college. I don't know how this book ended up on my bookshelf, but there is was and one day I opened it up and wow, my mind just opened up! Sire divides writing by how to read non-fiction, fiction, poetry, etc., all with a Christian mindset. It prepared me to understand how to read all kinds of writing.
March 15, 2011
An excellent introduction to critical reading. Clear, concise, well written. The chapter on poetry is indispensable if you want to get the best out of a poem. Reads like a novel, too. If you like books about books, definitely go and get it.
April 29, 2011
Short, well written, very thoughtful. Highly recommended if one wants to learn how to read with understanding the various forms of writing (fiction, non-fiction, poetry) or analyze a book for its worldview. Everyone should read this book.
November 13, 2023
An exceptionally insightful and witty approach to the topic of reading as a biblical Christian. Sire makes the point that, despite the title, this book is NOT about the speed at which one reads, but learning to read “world- viewishly,” regardless of the genre (p. 24). After making the case for the concept of world view (the author describes this as our filing cabinet), he continues by addressing the practice of reading non-fiction, poetry, and fiction (Chapters 2-4). Each genre is treated in some detail, instructing the reader in the unique nature of each style of writing. Sire engages the reader in delightful quotes from a variety in authors for each chapter. In making the case for reading all with a Christian mind, he emphasizes how this practice tests our experience “on the anvil of experience” (p. 46) as well as offering us an approach to interact with other that do not share our world view. He suggests that “one important value of reading is first to see others as they seek themselves and then to see them from a biblical perspective (p. 47). In considering non-fiction, Sire notes we should approach the genre with awareness of being, knowing, morality, human nature and human significance. His discussion of poetry is quite extensive, initially addressing the imaginative nature of the genre as well as specifics such as language and meter, including numerous examples. He suggests that poetry “cannot be trusted always to bring us close to truth itself, but it can be trusted to show us the way the world is seen and created by people created in God’s image” (p. 88-89).
To extend the insights and guidance for the Christian reader, Chapter 5 focuses on the multiple contexts that are present as one encounters a work - biographical, literary, historical, ideological, and the context of the reader! Sire offers a concise and practical consideration of each of these perspectives in order, closing this rich chapter with specific biblical references to aid in navigating these issues as a truly Christian reader. in considering the diverse perspectives that may be encountered, he wisely notes that “as Christians we know that all truth is God’s truth and therefore there is nothing to fear from learning anything which is true” (p. 145). He closes this powerful chapter by making the case that the Christian should read the Bible itself “world-viewishly” (p. 146).
This exceptional rich and enjoyable book closes with practical insights on the entire process of reading, providing guidance on selecting a time for reading, reading with a purpose, the selection of books, and reading periodicals. The last sentences of the final chapter challenges the reader: “Indeed, great books teem with peoples and lands, with ideas and attitudes, with exuberance and life. Let us take our fill, doing it slowly, thoughtfully, imaginatively, all to the glory of God” (p. 168).
Appendices for “ How to Read Slowly” include developing a reading plan, a list or recommended books and periodicals, along with notes and an index.
Regardless of how fast or slow you read, this is a “must read” for any thoughtful Christian reader.
To extend the insights and guidance for the Christian reader, Chapter 5 focuses on the multiple contexts that are present as one encounters a work - biographical, literary, historical, ideological, and the context of the reader! Sire offers a concise and practical consideration of each of these perspectives in order, closing this rich chapter with specific biblical references to aid in navigating these issues as a truly Christian reader. in considering the diverse perspectives that may be encountered, he wisely notes that “as Christians we know that all truth is God’s truth and therefore there is nothing to fear from learning anything which is true” (p. 145). He closes this powerful chapter by making the case that the Christian should read the Bible itself “world-viewishly” (p. 146).
This exceptional rich and enjoyable book closes with practical insights on the entire process of reading, providing guidance on selecting a time for reading, reading with a purpose, the selection of books, and reading periodicals. The last sentences of the final chapter challenges the reader: “Indeed, great books teem with peoples and lands, with ideas and attitudes, with exuberance and life. Let us take our fill, doing it slowly, thoughtfully, imaginatively, all to the glory of God” (p. 168).
Appendices for “ How to Read Slowly” include developing a reading plan, a list or recommended books and periodicals, along with notes and an index.
Regardless of how fast or slow you read, this is a “must read” for any thoughtful Christian reader.
October 14, 2021
I just finished "How To Read Slowly: Reading For Compression," by James W. Sire.
It seems my son was beside himself:
"Mom, mom...mom-mom-mom,"
[Snicker]
"Dad's reading a book,"
[tears, snorts, laughter]
"about..."
[banging fist on floor; scares cat; cat escapes through cat door--flip, flap, flip, flap]
"reading..."
[snort] me thinking he inherited my laugh-snort
("OH man, I peed myself...")
[Slapps floor twice]
"BOOKS!"
[Rolling on the floor laughing] I thought I heard him say "nerd".
I told him he was grounded and needed to clean the basement. All the while I admitted on the inside that yes, it's funny, and he got his sense of humor from me.
Ch 1:
Method--
Right off the bat Sire digs into models and maps to illustrate how we think and store information. Then he adds worldview, and how when one writes their worldview unconsciously follows and is embedded in the text. So the models and maps of things--truth, reality and ultimate reality--are directing--presupposed--what one writes and this reflects the writers worldview.
"Good readers reread many things many times," p 21.
Ch 2:
Nonfiction--
The first big rule is to define the terms in play which may be a bit arcane. The example is an academic paper by an English teacher. Regardless, if one doesn't understand the prose then one can't play with concepts whatsoever. So this academic paper grounds it's argument on the Copernian Revolution. What do we, the reader know about this? If not much then we should study up on it first. As we continue to read carefully we will be able to increase the type, amount and speed of academic materials we can digest.
We, the reader of the academic paper, must contemplate four things from the paper:
Genre
Thesis
Evidence
Objections
The answers to the above will lead us to identify the world view of the writer. This will be composed by the following:
Being
Knowing
Morality
Human nature
Human significance
How the above are answered should tell us the worldview of the writer:
Theist
Pantheist
Naturalist
He also covers poetry and fiction but the above approach is applicable for all reading. I think this wasn't as profound for me beacuse I've been through similar before. But if one hasn't then this is a good book to read as an introduction to dissecting prose.
#HowToReadSlowly #JamesWSire #JamesSire #Sire
It seems my son was beside himself:
"Mom, mom...mom-mom-mom,"
[Snicker]
"Dad's reading a book,"
[tears, snorts, laughter]
"about..."
[banging fist on floor; scares cat; cat escapes through cat door--flip, flap, flip, flap]
"reading..."
[snort] me thinking he inherited my laugh-snort
("OH man, I peed myself...")
[Slapps floor twice]
"BOOKS!"
[Rolling on the floor laughing] I thought I heard him say "nerd".
I told him he was grounded and needed to clean the basement. All the while I admitted on the inside that yes, it's funny, and he got his sense of humor from me.
Ch 1:
Method--
Right off the bat Sire digs into models and maps to illustrate how we think and store information. Then he adds worldview, and how when one writes their worldview unconsciously follows and is embedded in the text. So the models and maps of things--truth, reality and ultimate reality--are directing--presupposed--what one writes and this reflects the writers worldview.
"Good readers reread many things many times," p 21.
Ch 2:
Nonfiction--
The first big rule is to define the terms in play which may be a bit arcane. The example is an academic paper by an English teacher. Regardless, if one doesn't understand the prose then one can't play with concepts whatsoever. So this academic paper grounds it's argument on the Copernian Revolution. What do we, the reader know about this? If not much then we should study up on it first. As we continue to read carefully we will be able to increase the type, amount and speed of academic materials we can digest.
We, the reader of the academic paper, must contemplate four things from the paper:
Genre
Thesis
Evidence
Objections
The answers to the above will lead us to identify the world view of the writer. This will be composed by the following:
Being
Knowing
Morality
Human nature
Human significance
How the above are answered should tell us the worldview of the writer:
Theist
Pantheist
Naturalist
He also covers poetry and fiction but the above approach is applicable for all reading. I think this wasn't as profound for me beacuse I've been through similar before. But if one hasn't then this is a good book to read as an introduction to dissecting prose.
#HowToReadSlowly #JamesWSire #JamesSire #Sire
January 28, 2019
I must need to re-read this book, because I admit I didn't get very much out of it. It doesn't offer any sort of revelatory techniques (that I noticed) for reading for greater comprehension, or relate slow reading to that. There's little that I didn't already understand as someone with a B.A. in literature.
The only information notably useful to me was the author's recommended reading list. Although I'm familiar with most or all of his titles, he mentions a book I'd never heard of titled Good Reading: it is simply a collection, periodically revised, of lists of essential reading for someone who wants to be well-read in the literary classics of our culture.
The only information notably useful to me was the author's recommended reading list. Although I'm familiar with most or all of his titles, he mentions a book I'd never heard of titled Good Reading: it is simply a collection, periodically revised, of lists of essential reading for someone who wants to be well-read in the literary classics of our culture.
January 14, 2022
Wow - I learned an amazing amount from this book!
A few learnings that I started right away
1. Good readers re-read many things many times. I'll start by re-reading this book
2. Take notes - I took copious notes that I am confident I will refer back to, and plan to continue that habit
3. Poetry - If this book doesn't pique your interest in poetry, nothing will
I enjoyed Sire's writing style - I found it easy to read and his points easily followed, even with the poetry explanations that took some focus.
A few learnings that I started right away
1. Good readers re-read many things many times. I'll start by re-reading this book
2. Take notes - I took copious notes that I am confident I will refer back to, and plan to continue that habit
3. Poetry - If this book doesn't pique your interest in poetry, nothing will
I enjoyed Sire's writing style - I found it easy to read and his points easily followed, even with the poetry explanations that took some focus.
June 12, 2020
Good overview for keeping an eye open to reading widely and analyzing the underlying world view. Also gives tips on reading different genres such as non-fiction, poetry, fiction, etc. What I appreciated the most was his suggestions for reading and a possible reading plan. These need to be updated, but this book has definitely pushed me to read more widely and get back to books I should have read earlier in life. It's not too late to begin NOW.
October 25, 2018
It’s was ok. Not really worth my time to read it. It should have been titled “thinking with discernment” or “critical thinking”. If you already have a modicum of critical thinking when reading books, then you don’t need to read this. However, if you’ve never studied or have been taught how to be discerning and think critically than this would be a book for you.
June 15, 2022
This offers solid advice on how to glean more from your reading. Sire's list of "principles to apply to most reading" is something I'm going to copy and save. Most of us who are avid readers flit from book to book. I think we do ourselves a disservice by not slowing down and not retracing our steps.
May 10, 2025
Read it, read it again, read it slowly, and then read it again. James Sire argues that reading slowly and understanding what the author means is the best way to read a book, even if you have to read it over and over again. Sire desires that we become better listeners while we engage with a book. As I read this book, I learned I might need to read it again.
June 15, 2023
This book would perhaps be more aptly titled, “How to Read Worldviewishly.” Sire helps us to ask certain questions of a variety of texts (nonfiction, poetry, fiction, etc) while reading so as to better ascertain the worldview of the author. I intend to have my kids read this as they get older.
December 17, 2019
”Christians, of all people, should reflect the mind of their Maker. Learning to read well is a step toward loving God with your mind.”
January 7, 2021
Insightful and interesting
November 5, 2024
Decent book. Some of the information was nothing new, but I would probably like to re-read it at some point.
Read
November 5, 2024“Reading for information only is, quite frankly, a prostitution of the art of reading.”, p. 157
February 20, 2017
A fine, short, overview of how to read various genres and how to extract an author's worldview based on their work. Gives some suggestions of lists of "good books" that I may use in the future.
My only real disappointment is that I thought this would be a book teaching reflection on and retention of books' main points (synthesis) rather than extraction of the worldview and meaning behind the text (analysis). If you're looking for a book on analysis, however, this is a good one.
My only real disappointment is that I thought this would be a book teaching reflection on and retention of books' main points (synthesis) rather than extraction of the worldview and meaning behind the text (analysis). If you're looking for a book on analysis, however, this is a good one.
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