ABSTRACT

This Chapter rereads “close reading” through a feminist rhetorical lens to argue for close reading as recuperative of attention, relationships, and bodies of interpretation. By repurposing close reading from the metrics of audit culture, the author suggests that teacher educators can support literacy teachers in, first, noticing and critiquing acritical and atheoretical approaches to reading and, second, honoring the reader, theory, culture, and context in reading instruction. A close reading assignment is described in some detail to provide support and a potential model for readers to adapt.