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TEXT ANALYSIS

ENGLISH LEARNING COURSES

Text analysis is a set of high reading comprehension strategies which

help understand a text from a reader’s perspective. It is about “going
deeper” into the reading, transcending the level of the evident, going
into interpretation and inferential processes. Text analysis might go as
far as 20 or 25 different elements, but in this course we are taking only
8.

The different items of text analysis that we are applying in this course
are:

1. TYPE OF TEXT
2. TOPIC
3. GENERAL IDEA OF THE TEXT
4. IDENTIFICATION OF MAIN IDEAS
5. RHETORICAL PURPOSE OF THE TEXT
6. TONE
7. CONTEXT
8. TRUTH VALUE

1. Type of text

There are three types of text:

a. Argumentative: These texts have a hypothesis or viewpoint

(authors’ opinion) which is problematic and needs to be proven or
validated as TRUE (FALSE). These texts provide controversy on a
topic, and are full with supporting arguments such as
explanations, descriptions, quotes, facts, theories, evidences,
statistics, analogies, examples, anecdotes, etc.

b. Expository: These texts provide information without no other

purpose than to inform the reader. They might have opinions, but
they are not intended to be proven or defended by the author.

c. Narrative: These texts are associated with literary works such as

poetry, novels, short stories, etc., and are not intended to be
analyzed here in the course.
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2. Topic

A topic is the subject of the text (or paragraph). It is expressed by a

phrase (a group of words), and cannot be neither too specific nor too
general.
EXAMPLE:

Each year, thousands of people are bitten by snakes. Here is what to

do if you are a victim of a snakebite. First, keep still and warm. Next,
remove rings and tight clothing. Wrap a bandage above the bite. Do
not apply a tourniquet, as this may cut blood circulation. Also, do not
try to remove snake venom. Finally, seek medical attention as soon
as possible.

The topic of this paragraph is:

(a) snakebites

(b) things to do after a snakebite

(c) keeping still after a snakebite

Explanation

The first choice, "snakebites" is too general. It is true that the

paragraph is about snakebites, but it is only talking about one aspect
of snakebites.
The second choice, "things to do after a snakebite" is the right
answer -- this is what the paragraph is about.
The third choice, "keeping still after a snakebite," is too specific -- it is
only one of the things you should do after being bit.

3. General idea

The general idea of a text is the globalizing idea about the reading’s
main contents. It is the type of construction S+V+C, and is NOT
USUALLY in the reading. For this reason, the reader might build it
according to the contents of the text.

4. Main ideas

The main idea of a passage or reading is the central thought or

message. In contrast to the term topic, which refers to the subject
under discussion, the term main idea refers to the point or thought
being expressed. The main idea of a paragraph is the author's
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message about the topic. It is often expressed directly or it can be

implied. Contrary to the general idea, main ideas can be usually
found in the reading (sometimes are implicit). They are the topic
sentences of each paragraph, though not every paragraph carries a
topic sentence. They are of the type S+V+C.

EXAMPLE
To many parents, the infant's crying may be mainly an irritation,
especially if it continues for long periods. But crying serves important
functions for the child as well as for the parents. For the child, crying
helps improve lung capacity and the respiratory system. Perhaps
more important, the cry serves as a signal of distress. When babies
cry, they indicate that they are hungry or in pain, and this is
important information for parents.

TOPIC:_____________________________________________________________

MAIN IDEA:_________________________________________________________

5. Rhetorical purpose of the text

The (rhetorical) purpose of the text (paragraph) is the author’s

intention when writing his/her text. This intention should be
expressed with a verb in the infinitive form (To criticize, to explain, to
alert, to compare, etc).

EXAMPLE:

“Cries of Western cultural hegemony are as common as they are

misguided. In reality, globalization does not suffocate local cultures
but rather liberates them from the ideological conformity of
nationalism”.

The rhetorical purpose of this paragraph is to vindicate globalization

as a positive universal process.

“People with eating disorders do not have a normal relationship with

food. They may compulsively diet or overeat, and are obsessed with
food. Severe food restriction and excessive weight loss are symptoms
of anorexia. People with anorexia continue to diet after reaching ideal
weight believing they are still much too fat. In some cases, people
with anorexia can actually starve to death”.

The rhetorical purpose of this paragraph is to describe a particular

eating disorder as it is anorexia.
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6. Tone

It’s the writer's attitude toward his readers and his subject; his mood or
moral view. A writer can be formal, informal, playful, ironic, and especially,
optimistic or pessimistic. A formal tone may create distance or convey
politeness, while an informal tone may encourage a friendly, intimate, or
intrusive feeling in the reader. Among the informal tones we might find
friendly, ironic, critic, aggressive, sarcastic, impassioned, humorous, etc.

7. Context

It is the background in which the text was conceived. Backgrounds or

contexts are related to specific fields or areas where the reading belongs to;
for example, social, cultural, religious, economical, political, etc, or might
attend to a combination of them: social- cultural, political-economical, etc.

8. Truth value

The truth value of an idea refers to its value in relation to the other
ideas from the text. The reader will determine, then, if an idea is a
fact, an opinion, a verifiable observation, a questioning, a
condition, a prediction, advise, a theory, a negation (denial), an
assertion, a suggestion, etc.

EXPOSITORY VS. ARGUMENTATIVE TEXTS

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Reading Workshop 2

A. Say if the following passages can be considered either

ARGUMENTATIVE or EXPOSITORY texts. Support your choice.
B. Determine the rhetorical purpose for each passage.

Excerpt 1:
Good leaders are made not born. If you have the desire and willpower, you can
become an effective leader. Good leaders develop through a never ending process of
self-study, education, training, and experience.

RP: MENTION/ QUESTION/DESCRIBE how good leaders are made.

Excerpt 2:
Accelerated Learning is a systematic approach to teaching the whole person,
containing specific core elements that, when used together, empower students to learn
faster, more effectively and joyfully.

RP: EXPLAIN/ COMPARE/ DEFINE what accelerated learning is.

Excerpt 3:
School curriculum (what is intended that students learn) is usually structured in units.
The units can have themes or not, but they include many topics that are united by a
common thread. These units, which may involve work for days or weeks, are
subdivided into daily lesson plans.

RP: CRITICIZE/ MENTION/ DESCRIBE school curriculum

Excerpt 4:
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner,
professor of education at Harvard University. It suggests that the traditional notion of
intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes
eight different intelligences to account for a broader range of human potential in
children and adults. These intelligences are:

Linguistic intelligence ("word smart"):

Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")

RP: LIST/ EXPLAIN/ CONTROVERT Gardner’s intelligences.

Excerpt 5:
Cries of Western cultural hegemony are as common as they are misguided. In reality,
globalization does not suffocate local cultures but rather liberates them from the
ideological conformity of nationalism.

RP: SHOW/VINDICATE/ DESCRIBE the concept of globalization

Except 6:
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Race is a concept that has always been used to subdivide the whole of humanity, but it
is not found universally in all cultures nor in all periods of history. When it has existed,
it has meant different things to different people. For some it has meant family lineage,
and for others it has meant nation or ethnicity. Contemporary notions of race
originated in Europe a little over two hundred years ago. More recently attempts have
been made to give it a definition grounded in genetics.

RP: CRITICIZE/ ILLUSTRATE/ EXPLAIN the concept of race.

Excerpt 7:
Multiculturalism creates a world structured in terms of cultures, usually national
cultures. This structure is imposed on people who do not want it: since it is a global
structure, there is no escape. It limits freedom, it limits possibility, and it limits possible
futures.

RP: DEFINE/CRITICIZE/ COMPARE the concept of multiculturalism

Excerpt 8:
Multiculturalism is a term often used to describe societies with a proliferation of
different cultures. Around the world wealthy countries have large numbers of
immigrants with their own cultures and languages. This multicultural reality has caused
problems in some nations, but also has led to cultural exchanges that have benefited
both groups.

RP: ILLUSTRATE/EXPLAIN/ ENNUMERATE the concept of multiculturalism

Excerpt 9:
There are already drugs that brighten moods, like Prozac, and other antidepressants
that control levels of a brain chemical called serotonin. While originally meant to treat
depression, these drugs have been used for other psychological conditions like shyness
and anxiety and even by otherwise healthy people to feel better about themselves.
But is putting people in a better mood really making them happy? People can also
drown their sorrows in alcohol or get a euphoric feeling using narcotics, but few people
who do would be called truly happy.

RP: QUESTION/ANALYZE/ COMPARE the fact of chemical happiness

Excerpt 10:
Certainly there have been great changes in the American family over the past several
decades. One child in four is now born to unmarried parents. The number of couples
who live together outside of marriage has increased sevenfold since 1970. Divorce has
been epidemic for some 25 years. And families with children are feeling particularly
burdened these days, as more and more kids grow up poor.

RP: CONTRAST/EVIDENCE/ COMPARE the American family

Excerpt 11:
Many of us are careful about what we eat and are conscientious about our exercise
programs. We strive for fitness because we want to stay healthy and feel good. Weight
control is an important goal in our health and fitness programs, since being overweight
is associated with an increased risk of high blood pressure high cholesterol and
diabetes. Unfortunately, healthy concern about weight control can turn into unhealthy
preoccupations with food and body weight that can lead to disordered eating behaviors
and distorted body image perceptions.
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RP: REFLECT ON /QUESTION/ ANALYZE some aspects about weight control and health

Excerpt 12:
Store shelves are overflowing with mints, mouthwashes and other products designed to
help people with bad breath. Yet these products help control bad breath (halitosis) only
temporarily. And, they actually may be less effective than simply rinsing your mouth
with water after brushing and flossing your teeth. Certain foods, health conditions and
habits are among the causes of bad breath. In many cases, you can improve bad
breath with proper dental hygiene. But, if simple self-care techniques don't solve the
problem, you may want to see your dentist or doctor to rule out a more serious
condition.

RP: DESCRIBE/ADVICE ON/ EXPLAIN the problem of halitosis

UNIVERSIDAD DE LOS ANDES 2009. MATERIAL TAKEN FROM BEATRIZ PEÑA- DIX TEACHER