This fall, I’ve been assigned to instruct a class called ‘Introduction to Writing about Literature.’ While the course is designed to transmit a specialized skill-set (textual analysis), it’s not organized around a historical period, event, or philosophical discourse. As an instructor, I’m required to jump around—across periods, genres and continents—in an effort to give students the most comprehensive possible familiarity with literature in English. The only thing that holds the course together is a persistent focus on form and figuration. This is both liberating—it’s great to get close to some of my favorite texts in the classroom–and a little terrifying—unmoored from thematic, historical and philosophical contexts, I’ve found myself wondering if I know anything about how literary language works. In this post, I’ll outline some of the theoretical and pedagogical dilemmas I’ve bumped up against teaching close reading and then explain how I’ve decided to talk about metaphor and figuration in my requirement-level lit course. Though the post turns on my own experiences, I’m hoping that the problems and solutions that I address here may be relevant to readers working out their own ideas about how to teach and test close reading skills.