International Journal Of Literature And Languages
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VOLUME
Vol.05 Issue04 2025
PAGE NO.
1-5
The Narrator’s Dual Role: Crafting the Narratee and
Implied Reader in Northern Lights
Sofia Leclercq
Faculty of Philosophy and Letters, Université de Namur, Belgium
Received:
03 February 2025;
Accepted:
02 March 2025;
Published:
01 April 2025
Abstract:
This article explores how the character of the narrator in Philip Pullman’s Northern Lights constructs
both the narratee and the implied reader, shaping the reader's emotional and intellectual engagement with the
text. Through a third-
person limited omniscient point of view, Pullman’s narrator provides insight into the
protagonist Lyra Belacqua's experiences, while subtly guiding the audience’s response to key events, moral
dilemmas, and philoso
phical questions. The study examines how the narrator’s emotional engagement with the
characters and shifting narrative focus fosters a strong connection between the narratee (the imagined recipient
within the story) and the implied reader (the external au
dience). By analyzing the narrator’s narrative strategies,
this article reveals how Pullman creates a layered storytelling experience, prompting both emotional immersion
and intellectual reflection. The findings illustrate how the narrator’s influence in N
orthern Lights goes beyond
mere storytelling, playing a crucial role in shaping how readers perceive characters, themes, and the narrative
itself.
Keywords:
Narrator, narratee, implied reader, Philip Pullman, Northern Lights, narrative structure, reader
construction, literary theory, point of view, reader engagement, textual analysis.
Introduction:
Philip Pullman’s Northern Lights (the first
book in the His Dark Materials trilogy) presents a rich
and complex narrative, blending elements of fantasy,
philosophy, and coming-of-age. Central to the
storytelling is the character of the narrator, whose role
in guiding the story becomes integral to how the
audience engages with the text. In literary studies, the
concept of the narrator goes beyond simply telling a
story; it is often used to construct the relationship
between the text and its narratee (the imagined
recipient of the narrative) and the implied reader (the
idealized audience that the text assumes). Through a
close analysis of Northern Lights, this article will
explore how the narrator constructs both the narratee
and the implied reader, influencing the way the
audience interacts with the novel’s events, themes, and
characters.
The concept of the narrator and the narratee has been
central to literary theory, particularly through the
works of theorists like Gerard Genette and Mikhail
Bakhtin. In Northern Lights, Pullman creates a
distinctive narrative voice that simultaneously
addresses both the character of the narratee, a specific
audience within the narrative world, and an implied
reader, the broader external audience who engages
with the text. The narrator’s influence on these two
constructs shapes the novel’s storytelling tech
niques,
including its manipulation of point of view, tone, and
thematic focus. By examining how Pullman’s narrator
directs attention to specific elements within the plot,
this article will investigate how the narrator constructs
the interaction between the characters and the
audience, fostering an emotional and intellectual
engagement with the text.
METHODS
To explore how the narrator in Northern Lights
constructs a narratee and an implied reader, this study
employs a literary analysis methodology. The analysis is
focused on three core components:
1.
Narrative Point of View: The study examines
the third-person limited omniscient perspective
employed by Pullman, where the narrator has access to
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International Journal Of Literature And Languages (ISSN: 2771-2834)
Lyra Belacqua’s thoughts, feelings, and experiences,
but occasionally provides broader commentary. The
way this narrative perspective is used to engage both
the narratee and the implied reader will be analyzed.
2.
Characterization of the Narratee: The study
focuses on how the narrator addresses the narratee
within the text, examining how specific narrative
choices position the narratee within the world of the
novel. For example, when the narrator directly invokes
the characters' emotions or situations, the text
implicitly suggests how the narratee is to respond.
3.
Implied Reader Construction: This component
investigates how the narrative voice anticipates and
shapes the implied reader's reactions. The implied
reader is the conceptual reader that the text seems to
assume exists, who might approach the story with
certain expectations or desires. By analyzing the
themes, tone, and pacing of the narrative, this section
considers how Pullman’s narrator invites the implied
reader to react intellectually and emotionally to the
events of the novel.
4.
Textual Analysis: This analysis focuses on
specific passages and narrative techniques used to
construct both the narratee and the implied reader. By
closely reading sections where the narrator shifts focus,
tones down certain emotions, or emphasizes particular
details, the study will determine how these choices
guide the audience's experience.
RESULTS
The analysis reveals how Pullman’s narrator serves to
both position the narratee within the fictional world of
Northern Lights and guide the implied reader’s
responses to the novel. Several key findings emerge
from the textual analysis:
1.
The Narrator’s Role in Shaping the Narratee:
The narrator in Northern Lights frequently addresses
the narratee by creating a world in which the narratee
becomes involved in the events and emotions of the
characters. The narrative voice sometimes conveys
knowledge that seems directly tailored to a person
within the story, such as when the narrator discusses
Lyra’s thoughts or gives hints about other characters.
The narrator often speaks directly to the emotions of
the characters, implicitly constructing the narratee’s
perspective. For instance, the narrator’s portrayal of
Lyra’s innocence and growing awareness of the world
around her encourages the narratee to sympathize
with her and align emotionally with her journey.
2.
Point of View and Emotional Engagement: The
third-person limited omniscient point of view enhances
the narrator’s ability to shape both the narratee and
the implied reader’s emotional responses. By focusing
on Lyra’s internal struggles,
doubts, and revelations,
the narrator creates an intimate bond between the
narratee and the characters. The narrator also invites
the implied reader to view events through Lyra’s eyes,
guiding the audience through her experiences with a
mix of compassion and curiosity. The strategic shifting
of focus
—sometimes emphasizing Lyra’s emotions or
revealing hidden aspects of the world
—
creates a
narrative tension that draws both the narratee and the
implied reader into the plot.
3.
Constructing the Implied Reader: The narrator
constructs the implied reader by providing information
that aligns with both thematic elements and character
arcs. For instance, the novel introduces complex ideas
such as the nature of the soul (the dæmons), the abuse
of power (the Magisterium), and freedom of thought
(the Golden Compass). The narrator frames these
themes in a way that assumes the implied reader is
willing to engage with these ideas critically and reflect
on their implications. The implied reader is expected to
react not just emotionally but intellectually to the
unfolding drama. In addition, the pacing of the
narrative, marked by intense moments of action
followed by more reflective passages, guides the
implied reader through the novel’s philosophical
questions.
4.
Direct Address and Invitation to Reflection: At
several points in the text, the narrator uses direct
address
—either through Lyra’s thoughts or the
narrator’s commentary on events—
to invite the
narratee and the implied reader into a deeper
relationship with the themes of the story. These
moments ask the reader to question the ethical
dimensions of the characters’ actions, as well as the
broader issues concerning the power structures and
philosophies of the world in which Lyra lives. The
narrator’s direct approach here
encourages reflection
and moral contemplation, creating a space for the
implied reader to engage with the narrative not only on
an emotional level but also on an intellectual one.
DISCUSSION
The results of this analysis demonstrate how Pullman’s
narrator carefully constructs both the narratee and the
implied reader, facilitating a nuanced and multi-layered
narrative experience in Northern Lights. Through
strategic narrative choices, Pullman shapes how
readers engage with the emotional and intellectual
core of the novel. Several key themes emerge from the
analysis:
1. The Narrator’s Role in Shaping the Narratee
In Northern Lights, the narrator plays an essential role
in constructing the narratee through emotional
direction and narrative focus. The narratee, who is the
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International Journal Of Literature And Languages (ISSN: 2771-2834)
imagined recipient of the narrative within the world of
the story, experiences the unfolding events in tandem
with Lyra. The narrator frequently directs attention to
Lyra's inner world
—
her emotions, thoughts, and
dilemmas
—
suggesting that the narratee shares in
these feelings. For instance, when Lyra is filled with fear
or confusion, the narrator often conveys these
emotions with a tone of urgency, guiding the narratee
to adopt a similar emotional response. The narrator's
focus on Lyra's development and internal struggles also
encourages the narratee to empathize with her
journey, particularly her growing awareness of the
Magisterium’s corruption and her role in the fate of the
world.
Additionally, the narratee is indirectly addressed
through momen
ts when the narrator emphasizes Lyra’s
innocence or naivety. For example, when Lyra is initially
unaware of the dangerous politics surrounding her, the
narrator subtly guides the narratee to feel a sense of
protectiveness towards her, creating a connection
between the narratee and the protagonist. This
strategic use of emotional direction helps construct the
narratee’s perspective and emotional involvement in
the story.
2. The Influence of Narrative Point of View on the
Implied Reader
The third-person limited omniscient perspective is a
key tool the narrator uses to construct the implied
reader. Through this narrative technique, the narrator
provides access to Lyra’s thoughts and emotions, which
engages the implied reader with a personal connection
to the pr
otagonist. Lyra’s internal monologues, which
are often filled with curiosity, doubt, and
determination, allow the implied reader to witness her
growth and development. The implied reader is thus
encouraged to adopt an empathetic stance toward
Lyra, which makes her eventual heroic actions and
moral decisions more impactful.
At the same time, Pullman’s narrator also provides
broader commentary on the political and philosophical
dimensions of the world in which Lyra lives, such as the
oppressive power of the Magisterium and the idea of
free will. The implied reader is expected to critically
engage with these themes, reflecting on the nature of
authority, belief systems, and the personal
responsibilities of those in power. The implied reader is
not just an emotional participant but also an
intellectual one, invited to consider the larger moral
and philosophical issues raised by the narrative.
By alternating between Lyra’s internal perspective and
broader commentary on the world, the narrator
ensures that the implied reader is positioned to
respond emotionally to the plot while also being
intellectually challenged by the novel's themes. This
dual engagement makes the reading experience rich
and layered, as the implied reader is called upon to
reflect on both the ch
aracter’s development and the
broader moral questions within the narrative.
3. Narrative Techniques and Reader Construction
Several narrative techniques used by the narrator in
Northern Lights contribute to the construction of the
narratee and the implied reader. Shifting points of view
and narrative pacing are two key methods. For
example, moments of high tension, such as the capture
of Lyra by the Gobblers or the discovery of the truth
behind Dust, are often followed by slower, more
reflective passages. These shifts in pacing not only
create suspense but also allow the implied reader time
to reflect on the significance of the events.
Moreover, the narrator’s use of direct address to Lyra
and other characters sometimes involves the implied
reader in a more personal way. In moments when the
narrator emphasizes the emotional stakes of a scene,
such as Lyra’s fear of losing her friends or the trauma
she experiences during her adventures, the implied
reader is invited to identify more closely with the
characters, fostering a sense of shared experience.
Through these narrative strategies, Pullman’s narrator
builds an interactive relationship between the narratee
and the implied reader. The narratee is emotionally
invested in the narrative, while the implied reader is
engaged
both
emotionally
and
intellectually,
responding to the unfolding story with a mixture of
empathy, moral consideration, and philosophical
reflection.
4. Moral and Philosophical Engagement with the
Implied Reader
The narrative construction of the implied reader in
Northern Lights is not limited to emotional or
intellectual engagement alone. The novel also
encourages the implied reader to consider important
moral and philosophical questions. These include
themes of freedom versus authority, the role of
knowledge, and the nature of belief. Through the voice
of the narrator, these themes are presented in ways
that require the implied reader to reflect on how these
issues play out in the fictional world and how they may
resonate with real-world challenges.
For instance, the narrator presents the Magisterium as
a powerful institution that seeks to control knowledge,
and through Lyra’s quest to uncover the truth
, the
implied reader is encouraged to reflect on the dangers
of dogmatic belief systems and the importance of
intellectual freedom. The moral ambiguity of
characters like Lord Asriel and Mrs. Coulter forces the
International Journal Of Literature And Languages
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International Journal Of Literature And Languages (ISSN: 2771-2834)
implied reader to question their own sense of right and
wrong, as well as the complexities of human
motivation. By constructing this moral landscape, the
narrator ensures that the implied reader is not merely
a passive recipient of events but an active participant in
the story’s ethical inquiries.
Through a careful construction of both the narratee
and the implied reader, Philip Pullman’s Northern
Lights creates a richly layered narrative that invites
both emotional immersion and intellectual reflection.
The third-person limited omniscient perspective,
coupled with the narrator’s emotional engagement and
philosophical reflections, shapes the reader’s response
to the novel’s characters and themes. By balancing
these elements, the narrator not only fosters a deep
connection between the narratee and the fictional
world but also encourages the implied reader to
engage critically with the story's moral and
philosophical questions. This dual construction of
audience engagement enriches the reading experience,
making Northern Lights a complex and thought-
provoking work that continues to resonate with
readers of all ages.
The narrator in Northern Lights plays a pivotal role in
constructing both the narratee and the implied reader.
By adopting a third-person limited omniscient
perspective, the narrator allows the audience to
experience the story through Lyra’s eyes while also
providing broader insights into the world around her.
This dual focus ensures that the narratee, the imagined
character within the narrative, is guided through the
events and emotions of the plot, while the implied
reader is invited to analyze the philosophical and moral
themes at play.
The narratee’s construction is achieved through the
narrator’s emotional engagement with the characters
and their inner thoughts. The narrator continually shifts
focus between Lyra's perspectives, other characters'
actions, and the broader world, allowing the audience
to experience the complexities of the story and engage
with the moral and philosophical dilemmas it presents.
This complex interaction between characters and the
narrative voice creates a multi-layered reading
experience that engages both the narratee and the
implied reader.
Furthermore, the implied reader is shaped through the
intellectual demands of the text. The novel’s
philosophical concerns
—
ranging from the exploration
of freedom and authority to the nature of belief and
science
—
are framed in ways that require the implied
reader to think critically about the implications of the
events and characters in the story. The narrator
provides not just an emotional experience of the
narrative but an invitation to engage in broader
debates about power, morality, and the construction of
truth.
Ultimately, the interplay between the narrator, the
narratee, and the implied reader in Northern Lights
creates a richly textured narrative that challenges
readers to consider not only the fictional world Pullman
has created but also the broader questions it raises
about human nature and society.
CONCLUSION
In Northern Lights, Philip Pullman crafts a narrative that
intricately balances the roles of the narrator, narratee,
and implied reader. The narrator’s third
-person limited
omniscient point of view allows for a deep exploration
of Lyra’s emotional and intellectual journey, while also
guiding the implied reader through complex
philosophical themes. By constructing both the
narratee and the implied reader, Pullman encourages a
multifaceted reading experience that combines
emotional engagement with intellectual reflection. This
narrative strategy enhances the complexity of
Northern Lights and ensures that its themes resonate
with readers on multiple levels, inviting them to reflect
on not just the story but also the broader implications
of its philosophical and ethical questions.
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