ABC+of+Analysis

=Watch this explanation of stylistic devices:= media type="custom" key="9922559"

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=Step by step guide to stylistic analysis in co-ordination with the 'Racism in Europe' text= = = =Here are the key points about narration:= media type="custom" key="9922549"

I found this interesting and useful paper about analyzing a literary text. It is from the University of Western Michigan in America. I think these tips are worth reading. Remember that this is meant for literary texts and longer ones than we normally handle but many of the tips are useful nevertheless: [|Seamus Cooney]

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=Non-Fic t ion T ex t - S t yle Analysis= by [|Sandy Ens] — las t modified 2007-09-12 11:20 **NON-FIC T ION T EX T - ANALYZING S T YLE** T he non-fic t ion essay t akes many forms: a persuasive paper abou t an issue t he wri t er feels s t rongly abou t, a personal reflec t ive essay, a newspaper edi t orial, a sa t iric piece, a review of a movie or book. As you read and wri t e non-fic t ion essays, keep in mind t he following t wo considera t ions: t he con t en t, or ma tt er of t he essay; and, t he s t yle, or manner in which i t has been wri tt en. T he purpose of t he wri tt en analysis is t o show how t he s t yle develops t he con t en t.


 * I. GENERAL CONSIDERA T IONS**

A. Audience : Is t he in t ended audience of t his piece general or specific? Wha t source is i t from, and does t ha t indica t e t he audience?

B. T heme and In t en t ion : Wha t s t a t emen t abou t t he human condi t ion is made? Wha t is t he wri t er's purpose? Why did he or she wri t e t his?

C. Me t hods of developmen t : argumen t or persuasion, narra t ion, descrip t ion, cause and effec t, comparison and con t ras t , process analysis, analogy, defini t ion, example, or classifica t ion.

D. T one : Choose adjec t ives which describe t he t one or voice of t he ar t icle.

E. Emo t ion : Wha t do you feel as you read? How has t he au t hor achieved t he emo t ion? Has t he au t hor manipula t ed your emo t ions?

Examine t he specific ways in which t he wri t er has developed t he essay, considering bo t h dic t ion (word choice) and syn t ax (sen t ence s t ruc t ure). Iden t ify which t echniques t he wri t er has used, provide an example, and explain why i t is an effec t ive choice.
 * II. WRI T ING S T YLE**

T he following lis t of words wi t h descrip t ions or explana t ions may help you name t he over-all s t yle of t he essay.
 * A. An overall descrip t ion of s t yle**

1. colloquial - conversa t ional, informal 2. humourous - for enjoymen t t hrough exaggera t ion or irony 3. formal - no slang, usually wri tt en ra t her t han spoken 4. aggressive - forceful, vigorous, s t rong 5. t erse or concise- lacking in descrip t ion 6. epigramma t ic - shor t, wi tt y 7. ironical - sa t irical 8. poe t ic - figura t ive, rhy t hmic, imagery 9. earnes t - sincere

As you consider each of t he following descrip t ions of word usage, de t ermine which choices t he au t hor has made, provide examples, and explain why t he choices are effec t ive. Refer back t o t he descrip t ion of s t yle in your explana t ions, t ha t is, how specific choices develop a s t yle or t one.
 * B. Dic t ion**

1. Monosyllabic words - simple; Polysyllabic words - complex. Does t he leng t h of words affec t t he s t yle and develop t he idea or purpose? 2. Conno t a t ion - words wi t h an implied or sugges t ed meaning; is conno t a t ion used for any specific purpose? 3. Are t he majori t y of words concre t e and specific, or are t hey abs t rac t and general? Wha t effec t is crea t ed? 6. 4. Euphony refers t o t he pleasan t sound of words; cacophony describes harsh-sounding words. How does t he sound of t he words used develop t he idea? 5. Are any words delibera t ely repea t ed, and for wha t purpose? 6. Are t he devices of figura t ive language or imagery used? T o wha t effec t ?

As you consider each of t he following descrip t ions of sen t ence s t ruc t ure, de t ermine which choices t he au t hor has made, provide examples, and explain why t he choices are effec t ive. You migh t also wan t t o refer back t o t he descrip t ion of s t yle in your explana t ions, i.e. how specific choices develop a s t yle or t one.
 * C. Syn t ax**

1. Are t he sen t ences shor t and simple, or are t hey long and complex? Is t here a mix t ure of long and shor t ? Wha t effec t is achieved? 2. Loose sen t ences can be brough t t o a close before t he ac t ual ending, usually a t a comma, like t his one. Periodic sen t ences make sense only when t he end of t he sen t ence is reached. Which are mos t of t en used, and for wha t effec t ? 3. In a balanced sen t ence, t he phrases or clauses balance each o t her by vir t ue of t heir likeness or s t ruc t ure, meaning, leng t h. Parallelism refers t o a gramma t ical or s t ruc t ural similari t y be t ween sen t ences or par t s of a sen t ence. I t ’s easy t o confuse t he t wo, so no t e some examples. Wha t is t he effec t of balanced sen t ences? Wha t is t he effec t of parallelism? 4. A declara t ive sen t ence makes a s t a t emen t ; an impera t ive sen t ence gives a command; an in t erroga t ive sen t ence asks a ques t ion; an exclama t ory sen t ence makes an exclama t ion. How are t hese t ypes of sen t ences used? 5. Examine t he way sen t ences s t ar t. Do t hey all s t ar t wi t h t he subjec t and predica t e, or does t he passage con t ain sen t ences t ha t s t ar t wi t h phrases, clauses, adjec t ives, adverbs, gerunds, par t iciples, or infini t ives? How is sen t ence varie t y achieved? 6. Jux t aposi t ion - a poe t ic and rhe t orical device in which normally unassocia t ed ideas, words or phrases are placed nex t t o one ano t her. Is t his device of con t ras t used, and for wha t effec t ? 7. Rhe t orical Ques t ion - a ques t ion which expec t s no answer, because t he answer is implied in t he ques t ion. Has t he au t hor used a rhe t orical ques t ion? Wha t is t he effec t of t he ques t ion?

Consider t he broad s t ruc t ure or pa tt ern of developmen t t he au t hor has used. Provide examples, and explain t heir effec t iveness. 1. In t roduc t ion and conclusion. Are t hey effec t ive? How are t hey rela t ed? 2. Logical order of developmen t. How have t he even t s or poin t s been ordered? Are t hey chronological, t ha t is, in t he order in which t hey happened? Are t hey ordered by impor t ance, and where is t he mos t impor t an t idea? 3. T ransi t ional devices - how is fluency achieved? How are t he ideas in paragraphs rela t ed?
 * D. Organiza t ion**

1. Describe t he wri t er's poin t of view: firs t person (I), second person (you), t hird person (we), or de t ached (one). Why is t his perspec t ive effec t ive? 2. Wha t can you de t ermine or infer abou t t he con t ex t or background of t he wri t er? How does t his con t ex t affec t t he o t her aspec t s, such as con t en t, s t yle or t one? 3. Is the narra t or reliable? Why or why no t ?
 * E. Perspec t ive**

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=Text Analyse Non-Fiction (Sachtext)=

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=How to analyze fictional text=

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=Useful Vocabulary=

Analysis of non-fictional texts and sentence adverbs

 * 1. advertisement || a picture, set of words, a film etc that is used to advertise a product or service. ||
 * 2. allusion || something that is said or written that brings attention to a particular subject in a way that is not direct. ||
 * 3. article || a piece of writing about a particular subject in a newspaper, magazine etc. ||
 * 4. biography || an account of a person's life written by someone else. ||
 * 5. brochure || a thin book giving information or advertising something. ||
 * 6. caption || words printed above or below a picture in a book or newspaper or on a television screen to explain what the picture is showing. ||
 * 7. cartoon || a funny drawing in a newspaper, often including humorous remarks about news events. ||
 * 8. censorship || the practice or system of censoring something. ||
 * 9. column || an article on a particular subject or by a particular writer that appears regularly in a newspaper or magazine. ||
 * 10. comment || criticism or discussion of something someone has said or done. ||
 * 11. conclusion || something you decide after considering all the information you have. ||
 * 12. consequently || as a result. We talked until the early hours, and consequently I overslept. ||
 * 13. contemporary || happening or existing in the same period of time. ||
 * 12. context || the situation, events, or information that are related to something, and that help you to understand it better. ||
 * 15. critic || someone whose job is to make judgments about the good and bad qualities of something, especially art, music, films etc. ||
 * 16. criticism || the act of giving your opinion or judgment about the good and bad qualities of someone or something. ||
 * 17. diction || the choice and use of words and phrases to express meaning, especially in literature or poetry. ||
 * 18. draft || a piece of writing, a drawing, or a plan that is not yet in its finished form. ||
 * 19. dystopia || opposite of utopia. ||
 * 20. editorial || a piece of writing in a newspaper that gives the editor's opinion about something, rather than reporting facts. ||
 * 21. episode || a television or radio programme that is one of a series of programmes telling one story: Watch next week's thrilling episode! ||
 * 22. essay || a short piece of writing by a student as part of a course of study. ||
 * 23. excerpt || a short piece taken from a book, poem, piece of music etc. ||
 * 24. feature || An article on topics of general interest rather than ’hot’ news. Writers of these articles not only investigate problems but they also give background to news stories. ||
 * 25. figure of speech || a word or expression that is used in a different way from the normal one, to give you a picture in your mind: When I said it was a battle to the death it was just a figure of speech. ||
 * 26. furthermore || in addition to what has already been said. ||
 * 27. however || used when you are adding a fact or piece of information that seems surprising, or seems to disagree with what you have just said. ||
 * 28. in conclusion || used in a piece of writing or a speech to show that you are about to finish what you are saying. ||
 * 29. in general || usually or in most situations: In general, about 10% of the candidates are eventually offered positions. ||
 * 30. in my opinion || used to tell someone what you think about a particular subject. ||
 * 31. in view of || used to introduce the reason for your decision or action: In view of Sutton's recent conduct the club has decided to suspend him until further notice. ||
 * 32. introduction || a written or spoken explanation at the beginning of a book or speech. ||
 * 33. journalist || someone who writes news reports for newspapers, magazines, television, or radio. ||
 * 34. moral || a practical lesson about what to do or how to behave, which you learn from a story or from something that happens to you. ||
 * 35. moreover || a word meaning `in addition', used to introduce information that adds to or supports what has previously been said.

Moreover is very formal and not common in spoken English. But you may see it used in a report: Local people would like a new road. Moreover, there are good economic reasons for building one. Also is a less formal way of adding a reason or idea. It can be used at the beginning of a sentence to link it to the previous one: You can stay at our house. Also, I can check the plane times for you. Or it can be used within a sentence: I can also check the plane times for you. Besides (that) is more informal and used especially to add a reason. June isn't a good month to go there. Besides, I want to finish my exams first. People also often add reasons and ideas within one sentence using and made stronger with moreover/also/besides: You should switch to a healthier diet and moreover/also/besides that stop smoking. ||
 * 36. news bulletin || a short news programme on radio or television, reporting only the most important information. ||
 * 37. news item || An article answering w-questions in one concise paragraph. ||
 * 38. news report || An article dealing with events of general importance in an objective way, concentrating on the five “w’s”: who, what, when, where, why; sometimes also how. They usually answer these questions in the first paragraph, then add detail and background information in further self-contained paragraphs. ||
 * 39. news story || An article including the reporter’s personal impressions and opinions and/or quotations from eye-witnesses and experts. ||
 * 40. on the one hand …on the other hand || used when comparing different or opposite facts or ideas: On the one hand I want to sell the house, but on the other hand I can't bear the thought of moving. ||
 * 41. parable || a short simple story that teaches a moral or religious lesson, especially one of the stories told by Jesus in the Bible. ||
 * 42. paragraph || a group of several sentences in a piece of writing, the first sentence of which starts on a new line. ||
 * 43. persuasion || the act or skill of persuading someone to do something. ||
 * 44. propaganda || false or partly false information used by a government or political party to make people agree with them. ||
 * 45. proverb || a short well-known statement that contains advice about life in general. ||
 * 46. quotation || a sentence or phrase, from a book, speech etc which you repeat in a speech or piece of writing because it is interesting, amusing etc. ||
 * 47. register || the words, style, and grammar used by speakers and writers in a particular situation or in a particular type of writing. ||
 * 48. review || an article in a newspaper or magazine that gives an opinion about a new book, play, film etc. ||
 * 49. tabloid || a newspaper that has a lot of stories about sex, famous people etc, and not much serious news. ||
 * 50. thesis || an idea or theory that tries to explain why something happens. ||
 * 51. thus || as a result of something that you have just mentioned.

WORD CHOICE: thus, so, therefore, consequently, for this reason, as a result Thus is a little old-fashioned and only used in very formal English. In court you might hear: They had no offer of finance, and thus were unable to achieve completion (=they did not get the money so they could not buy the house). In spoken English you usually use so: I don't use the language much, so I tend to forget it (NOT thus ). In formal speech and writing therefore will usually be used or, especially at the beginning of a sentence, consequently, for this reason, or as a result: The country was beautiful. Consequently I decided to return the next year. | I therefore decided to return the next year. ||
 * 52. to hint at || to say something in an indirect way, but so that someone can guess what you mean. ||
 * 53. tone || the general feeling or attitude expressed in a piece of writing, activity etc. ||
 * 54. utopia || an imaginary perfect world where everyone is happy. ||

Source:[| www.fvsg-buende.de/oprojekte/vokabeln11-1.htm]

=Text Analysis as a Language Learning Strategy:A Study=


 * THE ENGLISH LANGUAGE: BASIC VOCABULARY: TERMS FOR TEXT ANALYSES** [[image:http://englischlehrer.de/images/dummy.gif caption="external image dummy.gif"]]

alliteration - Alliteration omniscient narrator - allwissender Erzähler appendix - Anhang allusion, reference - Anspielung structure - Aufbau message - Aussage author's intention - Aussageabsicht autobiography - Autobiographie stream of consciousness - Bewusstseinsstrom blank verse - Blankvers ambiguity - Doppeldeutigkeit dramatic irony - dramatische Ironie narrator - Erzähler/in narrative perspective - Erzählperspektive fable - Fabel character - Figur sequel - Fortsetzung footnote - Fussnote genre - Gattung poem - Gedicht plot - Handlung main character - Hauptfigur editor - Herausgeber/in radio play - Hörspiel irony - Ironie first-person narrator - Ich-Erzähler comedy - Komödie short story - Kurzgeschichte onomatopoeia - Lautmalerei leitmotif, theme - Leitmotiv literary - literarisch literature - Literatur literary criticism lyric poetry - Lyrik fairy tale - Märchen metaphor - Metapher metaphorical - metaphorisch monologue - Monolog epilogue - Nachwort sub-plot - Nebenhandlung pastiche - Persiflage prose - Prosa protagonist - Protagonist rhyme - Reim rhyming couplet - Reimpaar rhetoric - Rhetorik novel - Roman non-fiction - Sachliteratur satirical - satirisch setting - Schauplatz secondary literature - Sekundärliteratur stylistic device - Stilmittel stanza, verse - Strophe sentence construction - Syntax play - Theaterstück subject, topic - Thema title - Überschrift understatement - Untertreibung simile - Vergleich metre - Versmass contradiction - Widerspruch quotation - Zitat to quote - zitieren

Source: @http://englischlehrer.de/language/vocab_textanalysis.php

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