Inspectional Reading

Inspectional reading emphasizes completing a read within a limited time.

I first encountered this concept in How to Read a Book by Mortimer Adler. The author divides reading into four levels based on technique, with inspectional reading being the second.

• The first level is called elementary reading, which means moving beyond illiteracy and being able to complete the act of reading at a literal level. Essentially, this level can be reached by the end of elementary school.
• The third level is called analytical reading. Compared with the first two levels, it is more thorough and systematic, free from time constraints, and aims to grasp the entire content of a book until it is fully internalized.
• The fourth and highest level of reading is called syntopical reading. At this point, the goal is no longer about a single book but about conducting research-style reading around a theme. Calling it “research” is more apt than calling it “reading.”

Compared with elementary reading, inspectional reading adds a time requirement. Techniques like “speed reading” and “skimming” fall under inspectional reading, and this is what most adults use. Yet most people who possess this skill do not make full use of it; myself included. Before I consciously studied reading techniques, I did not properly apply the skills I already had, which made my reading quite inefficient.

Why do I say that?

I used to struggle to finish many “doorstop” books. I would read a dozen pages, give up, then pick the book up again later, start from the beginning, read a few pages, and give up again. That happened because I was unconsciously using inspectional reading without actually following through on its underlying idea.

What do I mean?

The core of inspectional reading is to read through once within a limited time. But nine years of compulsory education taught us to look up unfamiliar characters and ask about concepts we do not understand. So when we read, we pause at obscure concepts, pause at unfamiliar characters, pause at unfamiliar names; unable to read smoothly. This easily leads to the feeling that we cannot keep going. We forget what we read on Friday by the time Monday comes, go back to review, and after half a month find ourselves still on chapter one, thoroughly frustrated orz…

So what is a more reasonable strategy?

It is simple: when you encounter an unfamiliar character, do not rush to look it up; skip it for now. When you meet an unfamiliar concept, briefly connect it with the surrounding context. If you can infer it, do so; if not, skip it as well. The first priority is to keep reading. The goal is the destination, not the highlights.

This process is like the reverse of “taking the essence and discarding the dross”: treat the “dross” as the target and reward of the first reading. Acquire the easily accessible parts first, then deal with what remains.

The content of a book cannot be entirely obscure and difficult. There will always be parts that match our level of understanding, and these parts are usually scattered throughout the book, roughly outlining its overall shape, allowing us to imagine its framework after finishing.

At this point, it should be easy to think of the table of contents, the introduction, the preface; content we habitually overlook. Yet for those of us who use inspectional reading as a common technique, these are exactly the parts we should pay attention to.

Studying the table of contents is like looking at a map before setting out on a journey; it has guiding significance. The introduction is not trivial either. In fact, most authors spend considerable effort polishing the introduction or preface, because it is the only place in the entire book where they must summarize their work in concise language while still covering it comprehensively.

If you pick up a book you have fully read and know well, read its preface while recalling the content, you will likely marvel at the author’s concise language, precise wording, and clear structure. This feeling is especially strong when reading expository books, such as Amusing Ourselves to Death.

Therefore, if you realize that your habitual reading style is speed reading or skimming, be careful to avoid the “reading trap” of getting to the bottom of everything. Follow the spirit of Mr. Wuliu, who sought no excessive explanation, and read on with confidence. Even if you gain only thirty percent in one pass, that is better than nothing. And if you cannot even complete one smooth inspectional reading, there is no point talking about deeper understanding.

How to Read a Book can help us improve our reading skills, increase reading efficiency, and gradually form our own methodology. Those who are interested may want to find a copy and read it; I believe it will be rewarding.