“Reading” Lexically – Raed Aleid

There have been many discussions on reading, including its concept and methods. These discussions have largely revolved around personal experiences and practical reflections, often supported by the insights of esteemed writers who have succinctly summarized their own experiences. However, for a long time, there has been negligence of consulting the dictionary to explore the various inflections and contextual meanings of the word “reading” (al-qirā’a), despite the wealth of knowledge and meanings worthy of exploration and contemplation. This realization prompted great writers to direct their enthusiasm and invest their time in the company of dictionaries. As Mikhail Naimy expressed in his work Footnotes (“hawāmesh”), “the dictionary has become for us a sacred place, like the Ka’ba, and a guide, like an imam. It has become the reservoir from which we enrich our memory with vocabulary, and the nest in which our thoughts and feelings find respite before taking flight and returning to it once again.”

In his book, The Spirit of Philosophy, the Moroccan philosopher Dr. Hamo Elnagary explores both Arabic and Western dictionaries, paying special attention to Latin and French dictionaries. His objective is to uncover the meaning of reading and its various levels. Through thought-provoking questions, he invites readers to reflect on their own reading experiences and the influence they have on the self. In this article, I will endeavor to summarize his insightful words, acknowledging their creativity and the potential value they offer to every reader.

“Reading” is more than simply pronouncing and presenting the text. It is, fundamentally, a theoretical activity that involves a multitude of interactive actions. Among the most significant actions are the following:

Choosing, detail, disregard, selection, love, appreciation, perseverance, lengthy consideration, altruism, taking lessons, inquiry, clarification, acquisition, collection, joining, closely approaching, seeking, tracking and following, inference, insistence, seeding and investment and reaping, understanding, study, disclosure, communication and attachment, generation and deduction, and responsiveness.

The variety of images that conceptualize the act of “reading” and the multitude of other verbs that interact with and influence it become apparent when we make an effort to contemplate its concept. To construct a rational model that describes it, we can embark on the linguistic representation of reading by drawing upon our own language and the languages of others.

Towards an Arabic linguistic etymology of the verb “to read”

Reading, in Arabic, is associated with other actions that overlap with it, which are: collection, inclusion, closely approaching, seeking, tracking, inference, insistence, capturing, understanding, studying, disclosure, generation and deduction, and responsiveness.

These relationships can be proven through a “theoretical consideration” of the semantic network surrounding the imperative Arabic form of the verb ‘to read’, ‘iqra,’ which reveals intriguing insights. Upon consideration, rooted in Arabic origins, the derived outcomes become clear to the dear reader. They align harmoniously with the results obtained from a theoretical reflection on the French linguistic origins of the equivalent verb ‘lire.’ These two outcomes complement each other and mutually support their respective findings. We will, also, attempt to formulate a series of questions that find their answers within the framework of an “Arab rational description” of one of the readings. This description will illustrate how this reading became possible and, in turn, shed light on the rationale for subjecting it to estimation and rectifying.

Reading is collecting

The reader can be likened to a “collector” since through their reading, they gather and compile the content they encounter. In other words, the reader aims to govern and unify the dispersed and fragmented elements within the text. Simultaneously, the reader perceives the text as a comprehensive “collection” that encompasses what can be inferred and extracted from it. The presence of the concept of “collection” within the act of “reading” (al-qirā’a) is evident in that one “collecting” a certain matter is said to have “read” (qara’tahu) it. This is derived from one of the associated senses with the word ‘qara’a’ (he read) a certain thing, meaning that he collected it.

Reading is joining

The reader can also be seen as a “joiner” because through his reading, he engages with the reading material and establishes a harmonious connection with it. He “takes” from the material, absorbing its contents. This process entails an active involvement in grasping and possessing the reading material, seeking to both “grab” from it and contribute to it. The act of reading involves capturing and being “attached” to what is being read. The presence of the concept of “joining” within the act of reading is supported by the fact that the one of the significations of the word for reading, al-qirā’a, is “joining” parts of something together. For instance, it is said “you saw such-and-such in the Quran (the word Quran itself has the same triconsonantal root Q-R-A),” which implies “you joined some part of it to another.”

Reading is closely approaching

The reader is “drawing nearer” and “getting closer”, because through reading, he is actively seeking proximity to the material being read. From this perspective, the reading material is in proximity and asks the reader to “get close” and “approach” it. The concept of “closeness” in reading is evident in the fact that the verb ‘aqra’a’ (to have someone read a certain text) has a sense of one approaching and getting closer to the person.

Reading is an aim

The reader is “moving on purpose towards a specific aim” because through his reading, he has the intention of reaching the reading material as an aim. He actively seeks it out and directs his efforts towards finding it through a straightforward path. The concept of purpose in reading is evident in the verb ‘yaqru,’ used to describe the act of the reader’s deliberate movement towards the reading material, characterized by intentionality and a clear objective.

Reading is to keep track

The reader acts as a “tracker” because through his reading, he actively follows the reading material to thoroughly investigate and understand it. He may seek to carefully follow and engage with the material, demonstrating a sense of “tracking” it. The concept of “tracking” in reading is evident in the sense of the verb ‘yuqarrir,’ and ‘yaqtari,’ describing the reader’s action of following and keeping track of the content.

Reading is inference

The reader can be described as an “inference agent” because through his reading, he engages in the process of inference. He follows the reading material part by part, carefully examining its connotations and overall meanings. The concept of induction in reading is evident in the verb ‘yastaqri,’ which describes the reader’s quest of that which will convey (yuqri) the reading material to him.

Reading is insistence

The reader is “insistent” because through his reading, he demonstrates a strong determination and persistence in what he reads. He clings to the material, continues to examine it, and remains engaged with it. The concept of insistence in reading is evident in the fact that the transitive verb “aqra” implies a sense of insistence on the object being read.

Reading is a process of gathering, investing, and reaping

The reader acts as a “gatherer” who extracts, purifies, selects, and filters the contents of the material being read. The presence of the concept of “gathering” in reading can be understood by the analogy of “al-qary,” which means “collecting water in the basin” in language. The gathering process involves extraction, redemption, comprehensiveness, filtering, and making choices, like an investment. Therefore, the reader, as a gatherer, can also be seen as an investor in the reading material. The reader is expected to extract the “fruits” and benefits from what has been read, thus becoming a “reaper” who takes the fruit from its tree. In being a reaper, the reader is also a collector who seeks to gather the acquired, yield, or result of the reading. This refers to what is preserved and proven after discarding what is considered non-acquiring. The remaining and affirmative aspects of what is obtained from reading should be useful and valuable in the reader’s eyes. The most useful among them are the referred matters, while things that are unwanted and deemed to have no expected benefit hold no significance.

Reading is a process of grasping

The reader is a “grasper” because, thanks to his reading, he wants to “grasp” what is in what he is reading. His goal is to understand, know, and reveal what may be hidden and concealed within the text. The presence of the concept of “grasping” in reading is proven by the significance of the verb ‘qara’a’ and the verb ‘taqra’ in the sense of “to grasp.”

Reading is a process of learning and studying

The reader is a “learner” or a “student” because, through his reading, he engages in studying what he reads. His intention is to understand and internalize the material, as if he aims to “digest” its content. In language, the term “Al-dars” signifies “extreme eating,” and “al-mudarris” refers to “a book.” The presence of the concept of “studying” in reading is evident when we say that someone “qara’a” another person, indicating that they studied together.

Reading is a means for reaching, communication, and attachment.

The reader is a “reacher” because, through his reading, he yearns and desires to reach and arrive at the insights and knowledge that the reading material offers. From this perspective, the reader becomes a “reacher” when he successfully attains the fulfillment of his requests and aspirations. “Reaching” implies arrival and accomplishment. Achieving what is desired can only be accomplished by establishing a connection between the reader, as a “connecter,” and the reading material, as a “connecting agent.” The connection between the connector and the connecting agent forms a relationship of unity, leading the reader to become attached to what he has read and developing a deep affection for it, as if it were a valuable treasure that he deems to be of great significance and benefit. The concept of “reaching” and its implications in reading are evident in the usage of the verb “aqra’” to signify one person informing another about something.

Reading involves generation, derivation, and elicitation

The reader is a “generator” because, through his reading, he generates new insights and knowledge. He deduces and extracts what can be generated from the material he reads. The reader is not content with surface-level understanding but seeks to delve into the depths of the text, uncovering what lies within. Similarly, the act of reading gives birth to the reader, metaphorically speaking. The reader becomes a carrier, a recipient of knowledge, and is begotten through reading. Therefore, reading is intimately connected to the concepts of birth, pregnancy, and procreation. This connection is evident in expressions such as a sheep or camel “seeing” meaning they give birth or when water “settles in its womb” or “gives birth.”

Based on the twelve fundamental relationships that precede the verb “reading” from the Arab perspective, we can derive a series of questions that highlight the intricate nature of the act of reading and the interconnectedness of the factors involved in its execution.

Given the presence of “collection” within every act of “reading,” it becomes imperative to inquire about the methodologies employed by the reader to gather fragmented information from the reading material while simultaneously filtering out the extensive elements contained within it. Additionally, it is crucial to explore how the reader engages in this process of gathering and inventorying, particularly through deductive reasoning and content extraction, and to examine the ramifications of the material being read.

Given the inherent presence of “joining together” within every instance of “reading,” it is crucial to examine the reader’s relationship with the material being read from two perspectives. Firstly, it is essential to assess the depth and intensity of the reader’s connection to the reading material. Secondly, it is important to evaluate the extent to which the reader derives value and benefits from the act of reading.

Given the inherent presence of “intention” within every act of “reading,” it is imperative to inquire about the specific circumstances and motives that drive the reader towards engaging with the material he chooses to read.

With “keeping track” being a prevalent aspect of every “reading,” it raises the question: Did the reader thoroughly explore the entirety of what he read and actively engage with it?

Similarly, in the context of “induction” being inherent in every act of “reading,” one often ponders whether the reader has successfully derived the universal concepts and comprehensive understanding from the material he read.

Also, with “insistence” being a part of every “reading,” it becomes essential to assess the investment made by the reader in terms of time, intellectual effort, and potential costs associated with the act of reading.

With the presence of “reaping” in every act of “reading,” it is crucial to ascertain the benefits derived by the reader, evaluate their value, and examine the aspects that the reader may have overlooked and the reasons behind such omissions.

In the context of “seeking understanding” being inherent in every act of “reading,” it becomes necessary to inquire about the interpretive methods employed by the reader to determine the meanings of the material read, spoken, or understood.

With “learning” being an integral part of every act of “reading,” it is important to recognize the challenges faced by the reader in overcoming the difficulties encountered within the text.

With the presence of “achievement” in every act of “reading,” it becomes essential to explore the goals that the reader intends to accomplish through their reading endeavors.

With the presence of “elicitation,” “deduction,” and “inference” within every act of “reading,” it is crucial to acknowledge the cognitive processes of elicitation and deduction that the reader undertakes during their reading.

The description of a reader’s reading from the perspective of an Arab rationalist prompts the following inquiries:

1. What are the meanings that the reader X actively responded to while engaging in their reading? Additionally, what deductive methodologies did the reader employ to invest in comprehending these meanings within the context of their reading?
2. What is the psychological and cognitive nature of Reader X’s communication with the material he read?
3. Does Reader X possess all the necessary linguistic and cognitive qualifications to engage closely with their reading material?
4. What are the theoretical foundations that Reader X relied upon when approaching the material he read? Are they rooted in cognitive and educational backgrounds, or do they stem from critical and reflective perspectives?
5. Did Reader X thoroughly complete his reading and derive practical inferences from it?
6. Was Reader X able to transition from his reading to formulating comprehensive judgments that establish and support their claims and observations?
7. How effectively did Reader X adhere to the content of his reading, and what was the theoretical cost associated with their approach?
8. Did Reader X effectively apply the knowledge gained from his reading, or did his neglect certain aspects that could have been considered beneficial? What were the reasons behind this neglect or lack of consideration?
9. What interpretive methods did Reader X employ in his understanding of the material they read?
10. To what extent did Reader X encounter difficulty and challenges while engaging with his reading material?
11. What are the specific goals that Reader X aims to achieve through his reading?
12. Was Reader X able to introspect upon the material he read and extract its underlying content and meaning?

For a foreign linguistic representation of the verb “reading”

To read, in the Western context, is associated with a range of verbs that intertwine with it, such as choice, preference, neglect, selection, love, appreciation, diligence, careful consideration, altruism, consideration, inquiry, survey, and collection. When a reader engages with a text, they embody not only the act of communicating and reciting the material but also the roles of a deliberate, favored, overlooked, discerning, affectionate, appreciative, diligent, thoughtful, influential, respected, utilizing, discerning, and accomplished reader.

These additional verbs highlight the theoretical considerations regarding the non-Arabic linguistic origin of the verb ‘to read,’ which derives from the French verb ‘lire,’ tracing back to the Latin verb ‘legere,’ and ultimately originating from the Greek verb ‘legein.’

In the subsequent paragraphs, we will strive to elucidate these various theoretical additions with the aim of reaching a comprehensive understanding. This understanding will allow us to establish a set of general guidelines and considerations, along with a set of questions that address key elements and contribute to a rational, Western-influenced description of reading. This description will shed light on the process through which reading becomes feasible, enabling the aspects of appreciation (expressing destiny) and evaluation (expressing value) to become evident. To prevent any distractions for readers who may not be familiar with other languages, I will primarily employ Arabic terms.

Reading is a choice

The reader is a “choice-maker” because, thanks to his reading, he chooses what is worth highlighting in his view. The concept of “selection” is based on the act of “highlighting.”

Reading preference

The reader only chooses matters that he considers preferable and virtuous, noting that the preference for the chosen and highlighted matter is proven by calling what is better than others ‘elite.’ If the reader succeeds in choosing the best, in fact, to highlight it, he acquires a virtue. The virtue of the reader is proven by describing him as knowing how to choose or as distinguished from others or as having good taste.

Reading is an act of neglect

This virtuous and distinguished reader, with good taste and knowledge of the virtue of the matter he chose to highlight, must also be neglectful, since negligence is essentially a lack of choice.

Reading is a selective behavior

This reader, by choice and neglect, must also be selective, since selection is essentially isolation and separation of the chosen and the reading material.

Reading is love, appreciation, diligence, and careful consideration

This reader, by choice, neglect, and selection, must also be characterized by the qualities of “love” and “appreciation,” “devoting one’s energy to interest and care,” and “careful consideration and examination.”

Reading is altruism

This reader, with his four previous characteristics, must also be described as the subject of the action performed, and these are two verbs that essentially convey the meaning of “preferring one matter over another.”

Reading is a consideration

This reader is “considering” and seeks the “passage” from the reader to the “lessons” that this reader “expresses” upon them. What is conveyed through the act of reading is referred to as “[leçon]” in Latin, derived from “lectionem,” which stems from “lectio,” meaning “lecture” on one hand, and serving as the source of the verb “legere,” which translates to “lire” in another language. This term encompasses five fundamental connotations: “the lesson derived from an event,” “the practical guideline to be followed in behavior,” “the sermon,” “the knowledge received from an educator,” and “what the learner must know and remember.”

Reading is a query

The reader is an “inquirer” who actively seeks “knowledge” by engaging with the “information” presented in their reading material. The act of reading itself is characterized by a sense of “inquiry,” as it encompasses three fundamental aspects that define the concept of “lecture”: “learning,” “understanding hidden matters,” and “knowing the content of a text through its reading.”

Reading is clarification

The reader can be described as a “clarifier” who actively endeavors to “clarify” the meanings conveyed in their reading material. The act of reading itself exhibits a distinct “clarifying” (istibyān) nature, as evident in the term “survey,” (istibyān) which serves as a tool for “expressing” and elucidating the significance of symbols. These symbols, are referred to as “legend” in Latin and derived from the Greek verb “legein,” meaning “to read” and “to choose.”

Reading is an acquirer

The reader is an “acquirer” who actively seeks to “obtain” and “grasp” the information presented within the reading material and diligently follows its content. The essence of reading as an acquisitive pursuit is aptly demonstrated by the Latin verb “colligere,” which combines the prefix “-co,” denoting “association” or “subordination,” with the verb “legere,” signifying “reading” and “choice.” Consequently, through reading, the reader’s engagement extends beyond the mere act of perusing the text, as he also strives to “harvest” the implications contained within it, encompassing what he “derives” or “attains” from the reading, essentially its “outcome.”

Therefore, the act of reading is a verb with two aspects:

One aspect is performed by the verb “percevoir,” which conveys the Latin verb “percipere.” It is composed of the letter “-per,” which signifies “intermediation” and “mediation,” and the verb “capere,” which signifies “grasping.” Hence, the meaning of “percevoir” is primarily not only perception but also “grasping or seizing the matter through intermediation and mediation by means and methods.”

The other aspect is performed by the verb “Recevoir,” which conveys the Latin verb “rcipere.” It is composed of the letter “-re,” which signifies “intensity,” and the verb “cipere,” which signifies “acceptance” and “acknowledgment.” Hence, the meaning of “Recevoir” is primarily not only “receiving” but also “intense acceptance of the matter and acknowledgment of it.”

Based on the previous ten connections to the act of “reading” from a Western perspective, several conclusions can be drawn that highlight the complexity of the reading process and the interplay of various factors involved in its execution:

The presence of “choice” in every reading emphasizes the impossibility of a purely transmitted reading devoid of guiding criteria that determine which elements of the reading are emphasized. As a result, multiple interpretations of a single reading can arise based on different guiding standards, and each reading has the potential for multiple interpretations depending on the permissibility of modifying the guiding criteria. Therefore, to provide a rational description of a reading, it is crucial to clarify the criteria that guided it.

The presence of “preference” in every reading suggests that no reading can be detached from the value system of its author. A reading is inevitably influenced by the author’s moral framework, which specifies the conditions for assessing something as good, advantageous, and preferable over others.

The presence of “negligence” in every reading necessitates an examination of the “reasons” and “motivations” behind the reader’s decision to overlook certain aspects and focus on others. Different readers of the same text can be distinguished by their divergent attention to what is neglected versus what is learned. Consequently, it is essential to recognize that a single reader can engage in different readings based on the factors that prompted the reading and influenced its direction.

The presence of “selection” in every reading prompts an inquiry into “the sources of the chosen one’s purity” from the reader’s perspective, as well as the reasons for isolating and dismissing other aspects due to their negation. This highlights the importance of understanding the reader’s selection process, including what is considered pure and valuable, as well as what is rejected and disregarded, and the underlying reasons for such choices.

In every reading, the presence of “love, appreciation, diligence, and careful consideration” emphasizes the importance of considering the reader’s level of closeness to the text, both psychologically and intellectually. The reader’s degree of closeness can significantly impact their interpretation, leading to different readings based on their level of connection.

The presence of “altruism” in every reading necessitates identifying elements within the text that can be subject to altruistic perspectives, priorities, and preferences. It is essential to highlight the criteria of altruism, priority, and preference used by influential individuals to shape their readings.

With the presence of “consideration” in every reading, it is crucial to recognize the requirements for transforming the connotations and content of the text into practical directives and rules that can guide the reader’s actions.

The presence of “query” in every reading reminds us of the indicative aspects through which the reader derives knowledge from the text. These indicative aspects rely on rules and principles that facilitate the transition from read to known.

In every reading, the presence of “surveying” prompts us to reflect on the methods employed by the reader to uncover, elucidate, explain, and clarify the meanings and connotations of the text.

The presence of “acquisition” in every reading brings attention to the theoretical methods employed by the reader to determine the consequences and implications of the meanings within the text. These methods typically involve inferential reasoning to derive insights and understanding.

The rational description of a reader’s reading, specifically reader X, from a Western perspective necessitates addressing the following questions:

1. How did reader X highlight the aspects of what they read?
2. What are the criteria that reader X employs to evaluate and prefer certain meanings over others when interpreting the text? How does reader X determine that a particular meaning Y is indicated by the text while acknowledging the existence of other potential meanings?
3. What elements did reader X neglect in their reading, and what were the reasons behind this neglect?
4. What factors influenced reader X’s choice of what to read in the first place?
5. What is the psychological and intellectual nature of reader X’s connection and proximity to the text they are reading? How does reader X engage with the text on both psychological and intellectual levels?
6. What are the rules or principles that reader X employs to weigh the connotations and significance of what they read?
7. What is the nature of the relationship between “knowledge” and “application” that shapes and frames reader X’s reading process? How does the understanding of knowledge acquired through reading translate into practical application or action?
8. How does reader X acquire knowledge and information from what they read? What methods or sources of learning do they utilize?
9. How does reader X explain and articulate their understanding of what they have read? What mechanisms or approaches do they employ to convey their interpretation of the text?
10. How does reader X make inferences and draw conclusions based on what they have read? What processes or methods do they use to derive insights and understanding from the text?

A rational description of reading should consider and contemplate the following matters that are inseparable from any reading and contribute to the differentiation and distinction of readings:

Reading context

Reading purposes

Reading communication

Reading cost

Reading facilitation

Reading comprehension

Reading inference and selectivity

Negligence in reading

Reading inductive

Reading tracking and adherence

Reading interpretation

Reading benefit

1. Reading Context: The reading context refers to the overall framework that guides a reader’s actions when engaging with a text. This framework can be understood through two main aspects:

• The reader’s background knowledge: This includes the scientific information and practical instructions that the reader brings to the reading experience. Scientific fabric refers to the reader’s existing knowledge and understanding of a particular subject, while practical fabric pertains to the instructions or guidelines that shape the reader’s actions.
• The reader’s perspective: The assumed importance assigned to the reader plays a significant role in the reading context. It can be either scientific or practical in nature. Scientific importance relates to the acquisition of new information that enhances, strengthens, or improves the reader’s preexisting knowledge. However, practical importance involves adopting new values that enrich, fortify, or challenge the reader’s existing set of beliefs or principles.

2. Reading Purposes: These are the specific goals that a reader aims to achieve through reading. The reader may seek information and knowledge or understand the theoretical approaches and methods used by the author. Additionally, the reader may approach the text critically, evaluating both its content and methodology.
3. Reading Communication: This refers to the communication between the reader and the text. The reader may be physically distant from the author and lack the means to directly engage with them. Alternatively, the reader may be closely connected to the author, which can influence their perception and acceptance of the text.
4. Reading Effort: The cost of reading refers to the burden and effort expended by the reader, including the time and mental energy required. Some texts may necessitate multiple readings for full comprehension, while others may be particularly complex, demanding a high level of reader proficiency.
5. Simplifying Reading: This involves the reader’s efforts to make the reading process easier. Every writer has their own unique writing style, methods of expression, and ways of constructing arguments. Dealing with such idiosyncrasies can pose challenges for the reader, requiring them to invest extra effort in overcoming potential difficulties.
6. Reading Skills: These are the theoretical, scientific, explanatory, and deductive skills employed by the reader during the reading process. These skills enable the reader to engage in rational reading, comprehending the meaning of the text, identifying its requirements, and drawing inferences that may not be explicitly stated.
7. Inference and Selectivity: This refers to the reader’s ability to extract the central themes and key insights from a text, moving from scattered information to a cohesive understanding. It also involves the reader’s selective focus on certain aspects of the text over others, based on personal preferences or specific reasons.
8. Neglect in Reading: Highlighting and selectivity in reading are only possible with negligence and inattentiveness on the part of the reader.
9. Inductive Reading: This entails shifting from specific details within the text to a holistic understanding that brings these details together and highlights their interconnectedness. It involves identifying common threads and making selective choices based on those patterns.
10. Traceability and Dependence: This refers to the ability to follow the text’s progression from beginning to end. It also encompasses the reader’s capacity to apply the knowledge and insights gained from the reading to their own actions and decision-making.
11. Interpretation: Interpretation involves the reader’s act of assigning meaning to the text and making sense of its content. It is influenced by interpretive rules and preferences, as the reader selects one interpretation over others and prioritizes certain meanings.
12. Reading Benefit: This refers to the value that the reader derives from their reading experience, which can contribute to their knowledge base or inform their work. The benefits can manifest in various ways, such as gaining new insights, broadening perspectives, or acquiring practical skills.

The general rational description of a reader’s reading, then, requires answering the following questions:

1. In what context does reader X engage with their reading material? What are the various approaches to reading in general?
2. What cognitive, scientific, and methodological inquiries does reader X aim to address through their reading? What theoretical stances does reader X adopt about the material they read?
3. How proficient and impartial is reader X in comprehending their reading material?
4. How much effort did reader X invest in their reading endeavor?
5. What challenges did reader X encounter during their reading process, and how did they overcome or navigate them?
6. What cognitive mechanisms did reader X employ when interpreting and understanding the text, both in its literal and conceptual sense?
7. Which aspects of the text did reader X choose to emphasize as the intended message?
8. What aspects of the reading material did reader X overlook or neglect, and what were the reasons behind this oversight?
9. How did reader X respond to the content they encountered while reading, and what is the validity of their response?
10. Did reader X read the entire text or only a portion of it?
11. What interpretive guidelines did reader X follow when engaging with the material? What criteria did they use to evaluate and choose between different possible interpretations?
12. To what extent will reader X benefit from their reading experience, either in terms of general guidance or practical application?

Reading is an ongoing and progressive journey that often lacks explicit guidance and the opportunity to share experiences. It requires individuals to invest time and effort, effectively shortening their paths and dedicating a significant portion of their lives to the pursuit of knowledge. However, what sets individuals apart is not just the quantity of their reading but also the quality of their engagement with the material, which holds paramount importance.

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