Prior to outlining the structural concepts on Virginia Woolf, outside framework must be constructed on the society of Modern England that surrounded Woolf’s birthplace and childhood, with specific regard to the role of women as readers in 20th century England. A brief historical overview reaching back to England’s Medieval society will be provided as a pretext to the role of women readers in this past patriarchal culture. This will strive to exemplify how the role of women was shaped in England prior to the 20th century. (Zwicker, 101) Once this is outlined, context on modern England can be presented that focuses on the then “new role” of women from 1880-1915, offering insight into how England’s society began to progress for women in all areas of public and private spheres. (Mitchell, 3) In order to fully understand Virginia Woolf as different and individual from other readers of her time, it is necessary to provide a brief refreshment of pre-Victorian culture so as to demonstrate what tribulations women might have had to defeat in the field of literature. In specific, I hope the pretext offers a new dimension of understanding Virginia Woolf as a reader and as a Victorian female.
Virginia Woolf’s timeline as a developing reader is divided into three concepts each with its distinctive characteristics. What is to be outlined in the final research includes, investigation into her life at 22 Hyde Park Gate which makes Virginia a reader whom can be considered a product of foundation and atmosphere, of her birthplace and home. (Wilson, 22, 33) The influences of her family and social life at 22 Hyde Park Gate all contribute to seeing Virginia Woolf as a reader distinguished by her space and place.
In association to this, the second concept investigates the vast influence that Woolf’s literary obsessed father, Leslie Stephen, imposed on her love affair and habits with reading. (Wilson, 22, 31-32) This connection with her father makes Woolf a reader whom we can consider to having had a cultural and familial predisposition to literature. (Wilson, 36) Her connection to her father may also mirror her desire for reading as a direct parallel in attempts for creating a connection after the death of her mother. (Wilson, 39) Leslie Stephen, in connection with their home at 22 Hyde Park Gate, had an immense influence on shaping Virginia Woolf’s intensive reading habits. (Bishop, 1) But after his death, the family felt it necessary to relocate homes. (Bishop, 2)Thus placing a great emphasis on the role her father’s death took, in entering the next stage of her development as a reader. (Gay, 19)
And finally, research on her influences conclude with the geographical relocation as an adult from Hyde Park Gate to Gordon Square in Bloomsbury. This concept focusing more on how the physical movement of homes after the death of her father, figuratively liberated Woolf from being solely an intensive reader by practice and encouraged her to pursue writing further. (Wilson, 42) [Although it should be noted that throughout her life, Virginia Woolf remained an avidly devoted reader] This concept will not be presented as a mode of discovering Woolf as a writer. Instead it will try to impose thinking on how Virginia Woolf’s shift away from the Victorian atmosphere of 22 Hyde Park Gate, released her from being seen as a figure solely of passionate reading. It is my hope that through studying the relocation to Bloomsbury, I can present Woolf as reader who was influenced by her Victorian upbringing, and childhood traumas. (Wilson, 33-34)
Virginia Woolf was an intensive reader throughout her entire life which is known because she became an accomplished literary critic and author. She displayed an enthusiasm and inner desire for reading but what the final research will strive in presenting is how the influences made Virginia Woolf a reader that is different from others of her study in the 20th century. The research in its entirety will make every effort to also display Woolf’s own concepts on reading. On making mention to exactly how Woolf read and certain devices she felt to be most effective while reading. (DiBattista, 6-7, Bishop, 16) Special attention will be focused on her ideas displayed in her essays ‘The Common Reader: Second Series.’ Of which the final section titled ‘How Should One Read A Book’ will shed the most light on what tactics she considered a well read reader should display. (Woolf n.p.) As well the research will analyze concepts with every intention to present why Woolf herself, was such a devoted reader (Gay, 19, Fernald, 4) and will conclude with what inspired Woolf to read throughout her life from childhood to adulthood. (Newton, 2, Fernald, 14-15)

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DiBattista, Maria. Imagining Virginia Woolf: An Experiment In Critical Biography. United States: Princetone University Press, 2009. Print.
Fernald, Anne E. Virginia Woolf: Feminism and the Reader. United States: Palgrave Macmillan, 2006. Print.
Gay, Jane de. Virginia Woolf’s Novels and Literary Past. Great Britain: Edinburgh University Press Ltd, 2006. Print.
Mitchell, Sally. The New Girl: Girls’ Culture in England, 1880-1915. United States: Columbia University Press, 1995. Web. 03 Mar. 2012.
Newton, Deborah. Virginia Woolf. Carlton: Melbourne University Press, 1946. Print.
Richter, Harvena. Virginia Woolf: The Inward Voyage. United States: Princeton University Press, 1970. Print.
Sharpe, Kevin., Zwicker, Steven N. Reading, Society and Politics in Early Modern England. United Kingdom: Cambridge University Press, 2003. Web. 03 Mar. 2012.
Wilson, Jean Moorcroft. Virginia Woolf’s London: A Guide to Bloomsbury and Beyond. Great Britain: Tauris Parke Paperbacks, 2000. Print.
Woolf, Virginia. The Common Reader: Second Series. Project Gutenberg Australia. N.p. September 2003. Web. 03, Mar. 2012.