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Textual Analysis Skills

Textual Analysis Skills. What is Textual Analysis?. You will be given a piece of fiction writing, prose, poetry or drama, which you will read and then answer a set of questions on. To pass Textual Analysis you need to get 15 out of the 30 marks available. You will have 2 opportunities to pass.

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Textual Analysis Skills

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  1. Textual Analysis Skills

  2. What is Textual Analysis? • You will be given a piece of fiction writing, prose, poetry or drama, which you will read and then answer a set of questions on. • To pass Textual Analysis you need to get 15 out of the 30 marks available. • You will have 2 opportunities to pass.

  3. There are 3 broad types of questions: • Understanding • Analysis • Evaluation

  4. Understanding • These questions are designed to test how well you have understood what the writer is saying. • In order to show that you understand what you have read, you need to use your own words to answer these questions.

  5. Understanding • Understanding questions will use phrases like: • Explain what the writer means… • What does the writer mean… • What does this statement tell the reader about…

  6. Analysis • These questions are designed to test if you can identify and explain ways the writer has used language to create meaning/effect/impact. • You will be looking at: word choice, sentence structure, imagery, tone, tense, literary techniques etc.

  7. Analysis • Analysis questions will uses phrases like: • Explain fully one technique… • How does the either the content or the structure of these lines… • Explain fully the expression… • Show how the writer uses word choice and imagery in the first sentence to convey a vivid picture…

  8. Analysis • In order to gain the marks available for an analysis question, you will need short, specific quotations from the text, which you explain using your own words.

  9. Evaluation • These questions test your understanding of why the writer has used the different techniques. • They are asking you to think about the intended effect on the reader. • You are asked about how effective you think the techniques are. Expect to give your opinion but it will generally need to be positive!

  10. Evaluation • Evaluation questions will contain phrases like: • In what ways is the final sentence an effective conclusion… • Comment on the effectiveness of the author’s use of this simile…

  11. Task 1 • Look at the questions from the Textual Analysis paper and decide whether the questions are understanding, analysis, evaluation or a combination. • DO NOT WRITE ON THE SHEET! Write the question number on your paper and then U,A,E next to it.

  12. 1.a) Write down from the first paragraph two words or expressions which show the writer’s dislike of his job.

  13. 1. b) Choose any one of these words or expressions and explain how it conveys the way the writer is feeling.

  14. 2.a) Show how the writer makes use of time in this paragraph to convey the idea that he reached his destination quickly.

  15. 2.b)i) What mood is created in this paragraph?

  16. ii) Explain two ways the writer establishes this mood.

  17. 3. What impression is the reader given of the personality of Donald Barr and how does the writer convey this?

  18. 4.a) Show how the writer uses word choice and imagery to convey a vivid picture of the children.

  19. 4.b) In what ways is the final sentence an effective conclusion to the whole paragraph?

  20. 5. How does the writer, in lines 30-33, make clear the contrast between the ‘city children’ and the ‘island children’?

  21. 6. Explain fully how the writer emphasises the effect on the classroom of the words spoken by the boy in lines 36-37.

  22. 7. Describe what you think are the new teacher’s feelings about Miss McKillop, and justify your answer by detailed reference to these lines.

  23. Imagery • In its narrowest sense in writing, an ‘image’ is a word picture, a description of some visible scene or object. • More commonly, however, ‘imagery’ refers to the figurative language in a piece of writing (SIMILES and METAPHORS); or all the words which refer to objects and qualities which appeal to the senses and feelings.

  24. Imagery • Questions may ask you about ‘imagery’ or to identify and comment on a ‘figure of speech’. • For both of these terms, you should be looking for similes, metaphors or metaphorical language.

  25. Imagery • Simile • A figure of speech in which one thing is said to be like another. • Similes always contain the words ‘like’ or ‘as’. ‘The soldier was like a lion in battle’

  26. Task 2 • Use a simile to create an image for each of the following: • The sun • The sea • Night • A tree • A Caterpillar • School

  27. Imagery

  28. Imagery • Metaphor • One thing is described as being another thing. ‘The soldier was a lion in battle’

  29. Task 3 • Now, re-write your similes to make them into metaphors. • Does it alter the meaning or tone?

  30. Imagery • Personification • A variety of FIGURATIVE or METAPHORICAL language in which things or ideas are treated as if they were human beings, with human attributes and feelings. • It may be a short, momentary effect or extended through a large section/or all of the text. ‘The trees laid their dark arms about the fields’

  31. Imagery • When answering questions which deal with imagery, you will usually be expected to quote the figure of speech and explain what is being compared • Then go on to explain the effect of the comparison on the reader.

  32. Word Choice • Writer’s choose their words very carefully as different words, although meaning a similar thing, can have very different effects. • Think of all the different words which broadly mean ‘walk’ and the different effects they have: • stumble, creep, crawl, tip-toe, stride, lope, stomp

  33. Word Choice • Onomatopoeia • Words which sound like the noise which they describe are the simplest form of onomatopoeia: ‘swish’, cuckoo’, ‘smack’, ‘rattle’, ‘plonk’, ‘bang’ etc. ‘A tap at the pane, the quick sharp scratch And blue spurt of a lighted match’ • It is the meaning which creates the effect, not solely the sound of the words; the sounds themselves are neutral.

  34. Task 4 • Write down 10 examples of onomatopoeias which could be used to describe the sounds of a waterfall.

  35. Word Choice • When looking at the writer’s word choice, you are looking at the interesting or unusual words which enhance the writer’s description. • Verbs • Adverbs • Adjectives

  36. Word Choice • When answering questions which deal with word choice, you will usually need to quote the word – NOT the entire sentence or phrase! • You will then need to explain the meaning of the word in the context of the text and the effect it has on the reader.

  37. Mood • A term used to mean the same as ATMOSPHERE to indicate in a text the prevailing feeling or frame of mind.

  38. Task 5 • Read through the extract in the Textual Analysis paper and answer the questions. • If you get stuck, ask!

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