These ethics are far less concernedwith what one ought to do and much more concerned with the practical and pragmatictechniques one might use for reading and/as responding.
Boyle compares reading academic texts to reading a dictionary rather than a novel because they are situational and productive rather than linear. Later, when he outlines the overview procedure, this same process shows up. Start with titles, introductions, and conclusions instead of trying to move line-by-line.