Running head: ANALYSIS OF HOW TO MARK A BOOK

Analysis of Mortimer J. Adlers How to Mark a Book

Sara A. Ruebush
BYU-Idaho

2
Analysis of Mortimer J. Adlers How to Mark a Book
Introduction
The student is lost deep inside the Dickens classic shes reading for her English class.
Its an intriguing story and her eyes race madly across the page, skimming over the archaic
language and strange sentence structure, while the images, feelings, and ideas rush through her
mind. Theyre hurried along as she excitedly struggles to take in the story as fast as she can.
Finally coming to the end of the chapter she sighs and sits back, letting her mind wander over the
storyline shes just been exploring. She flips idly through the book and notices the pages, as
clean as the day she bought the book - they look nothing like the written-in, marked-up pages of
her professor. A slight twinge of guilt pinches at her she should be annotating her text like her
teacher has asked - but then she hurriedly brushes the feeling aside. Whats the big deal,
anyway? Shes reading the story isnt that the point? Taking the time to stop and write random
thoughts in the margins would slow her down and cause her to miss the excitement of
experiencing the action and emotions along with the characters.
Well, perhaps shes right, but Mortimer J. Adler would have something else to say. In his
essay, How to Mark a Book, the Ph.D. graduate and experienced author expresses a different
point of view. In his words, Unless you [mark up your book], you are not likely to do the most
efficient kind of reading. (1941/2012, p. 1) So, should readers mark up their books? Adler poses
an answer to this question.
In How to Mark a Book, (1941/2012) Mortimer J. Adler argues that readers arent
likely to get the most out of their books unless they mark them up. The act of marking a book
keeps the reader mentally awake and allows him or her to reach for the ideas within the book.
Consequently, the reader begins to think and form questions and the best way to remember those

3
thoughts and questions is to write them down. Although some may have objections to marking
up a book, such as there not being enough room within the book for writing in, the slower speed
of reading that marking a book requires, and the fact that the readers friends wont be able to
borrow their written-in books, readers shouldnt allow these issues to keep them from getting the
most out of what they read by failing to mark-up their books.
Adlers argument that people should mark their books is effective because of his logical
presentation of ideas, his creation of a credible ethos, and the engaging appeal to pathos he
makes through his use of figurative language and vivid imagery.
Logos
Adler appeals to logos in his essay through the consecutive presentation of ideas that
build logically on each other and through his use of examples to clarify and make his ideas
understandable. He presents three reasons why readers should mark their books and each reason
builds off the last: First, it keeps you awake. (And I dont mean merely conscious; I mean wide
awake.) In the second place, reading, if it is active, is thinking, and thinking tends to express
itself in words . . . Finally, writing helps you remember the thoughts you had, or the thoughts the
author expressed. (p. 2) The way these points build off each other improves Adlers appeal to
logos by making his argument clearly understandable.
The use of a question-and-answer format in presenting his ideas is another strategy that
Adler uses to boost the logical appeal of his argument. This strategy allows him to clearly
communicate his ideas to the readers in a way that they will easily understand. He brings up a
problem or issue in the form of a question and then he presents his opinion as the answer or
solution to that problem. This technique gives his ideas strength by showing that they are
answers.

4
Adler uses analogies and examples frequently throughout his essay in order to clarify the
ideas he presents. He compares the process of paying for a book to that of paying for clothes
and furniture and then points out that, like a beefsteak, in order for the reader to make the
book a part of themselves it cant just sit in the icebox but must be consumed and put into the
bloodstream. (p. 1) This use of examples and analogies ties Adlers somewhat abstract or
unfamiliar ideas to everyday things that can be easily understood by the reader.
Ethos
In establishing a credible appeal to ethos, Adler uses a friendly, trustworthy tone, credible
evidence, and a respectful treatment of opposing viewpoints. These methods successfully convey
a credible ethos to his intended audience. His essay is directed specifically at those with certain
assumptions about books and reading, making his argument ineffective for an audience with
different assumptions and values.
Adlers trustworthy tone is established at the beginning of the essay when he shares a
piece of advice, You shouldnt mark up a book which isnt yours. he says, Librarians (or your
friends) who lend you books expect you to keep them clean, and you should. (p. 1) This shows
right away that he is not the sort of person who advocates disrespectful or unkind behavior. In
this way, Adler quickly gains the trust of his audience by letting them know he isnt about to tell
them to do something wrong even if he is promoting a radical idea.
In the very next sentence Adler portrays his friendly tone by showing his audience that he
isnt going to force his opinion on them, If you decide that I am right about the usefulness of
marking books, you will have to buy them. (p. 1) The audience can see that he isnt going to
demand that they agree with him and those who are skeptical of his views will be more willing to
consider his opinion.

5
Throughout his essay, Adlers use of the words you and I also help to create a
trustworthy, friendly tone by giving the reader the feeling they are having a friendly one-on-one
conversation with Adler. As he lays out his argument his use of a question-and-answer format
gives readers the feeling hes confident and is prepared to answer questions about his claim.
However, for an audience decidedly opposed to marking books this pattern could come off as
patronizing, cause them annoyance, and strengthen their opposition to his argument.
While Adler doesnt provide much in the way of statistics or scholarly opinions to
support his claim, he does strengthen his credibility by providing evidence in the form of
examples. He tells of a University professor who invariably reads with a pencil (p. 2) for the
purpose of marking up the books he reads. Later on in the paper, Adler provides a list describing
his own methods for marking up a book. His examples show that his claims are valid even if they
arent supported by statistics.
Adler makes sure to address opposing viewpoints and builds credibility by showing his
audience he has thought about other sides of the issue. He treats these positions respectfully by
speaking to them directly and offering potential solutions to their concerns. His use of the
description deluded individual (p. 1) when speaking about the kind of person who doesnt read
or mark books, yet still claims to own them might be offensive to that sort of person but most
readers will see that hes being more funny than rude.
Adler builds credibility by directing his argument to an audience that believes reading
isnt just about fun and relaxation but also has value in improving the mind by inspiring thoughts
and ideas. An audience who values reading only for its recreational value or who doesnt read at
all will not be easily convinced. His argument is successful for an audience that shares his beliefs
because he has built it on these shared assumptions.

6
Pathos
Adler uses two particularly noticeable ways of appealing to pathos in his essay. The first
is his use of stories or words to form pictures in the minds of his readers and the second is his use
of a conversational tone. At the beginning of the essay he uses a particularly vivid analogy to
create an image in the readers mind: You buy a beefsteak and transfer it from the butchers
icebox to your own. But you do not own the beefsteak in the most important sense until you
consume it and get it into your bloodstream (p. 1). This image provides clarity and a good
connotation to Adlers idea. Most people consider a beefsteak delicious and they will be more
likely to consider marking a book in a favorable light because of its association with consuming
a beefsteak. It would be a different story if Adler had used another analogy that inspired
unfavorable feelings in the reader, such as a large snake consuming a small animal.
Adlers use of figurative language in order to describe books and appeal to the emotions
of his readers are found throughout the entire essay. He uses such words as crooning (p. 2) and
sacred, (p. 3) and phrases such as, rich in ideas and beauty, (p. 2) and Its soul . . .
inseparable from its body (p. 2). These words and phrases are used by Adler to trigger emotions
and ideas in the mind of the reader that help to portray his argument favorably.
The second noticeable way that Adler appeals to pathos is in his use of the casual and
conversational tone in which he addresses the reader. Through his constant use of the words, I
and you, and casual language such as, all right, (p. 4) and doo-dad, (p. 3) he gives the
reader the pleasant feeling theyre having one-on-one, friendly conversation with him. Adler
gives his argument a better chance of being accepted by portraying himself as the readers friend.
Conclusion

7
Should readers mark their books? Adlers argument that reading isnt efficient unless the
book is marked up is very persuasive in his appeals to logos, ethos, and pathos. He presents his
ideas logically and in such a way that is easy for his audience to understand. His credibility is
quickly established in the paper and isnt lost. The figurative use of language and conversational
tone employed throughout the essay appeal to the readers emotions and encourage a
sympathetic view of Adlers argument. When combined, these appeals make the argument
persuasive enough that the Dickens-reading student need only look to Adler for an ample
explanation as to why she should mark her book.

8
References
Adler, M.J. (1941/2012). How to mark a book. In R. Seamons (Ed.) The way of wisdom (1-4). Rexburg,
ID: BYUIdaho. Retrieved from http://ilearn.byui.edu