1. Textual Analysis Techniques
You will be doing your Textual Analysis NAB soon. You should take down the revision notes in this presentation and make sure you are comfortable with them ALL before your NAB.
We will look at and discuss the types of techniques you are likely to be asked about in a Textual analysis.

2. Before we look at actual techniques, write down these tips:
You can tell how much to write from the marks the question is given:
1 Mark = 1 piece of information
2 Marks = 2 pieces of information or 1 example from the text with explanation – READ THE QUESTION
3 marks = usually 3 pieces of information, but read the question just in case
4 marks = 4 pieces of information, or two examples with explanations for each – READ THE QUESTION

3. Read the question carefully:
If you’re asked to identify a word or phrase, do just that – no full sentences.
If you’re asked to quote, use words DIRECTLY from the text. If you’re asked to use your own words, DO NOT quote, try to explain the idea in your own way. Otherwise, you can do either.
If you’re asked to look at certain lines of the text, don’t take your answer from anywhere else in the text.

4. Word Choice: Discuss the highlighted words…
The apes yawn and adore their fleas in the sun…
..are about to complete the operation….
Coughing like hags, we cursed through sludge
Snowdrops and candles soothed his bedside
Why are they good? What images do you get in your head when you read them? Do they have more than one meaning?
NO WORD IS INSIGNIFICANT – The poet chose them for a reason!

5. THIS IS WHAT TO INCLUDE IN YOUR ANSWER
Notes 1: If you are asked about word choice, ask yourself:
Which words seem important / different?
Do they have more than one meaning?
What images do you get in your head when you read that word?
THIS IS WHAT TO INCLUDE IN YOUR ANSWER
**EXTRA** If you don’t know what a word means, try to work it out from the other information in the sentence, or even what it reminds you of! Something is always better than nothing

6. Personification: This is where we give human qualities to something that is not human, e.g:
Time Flies
The sun smiled down
The trees threatened the boy
The wind sings through the trees
This is all about imagery – it helps you get a picture in your head of what’s happening, and helps you understand the mood or tone of the text more clearly
HINT – The question will often give you a clue about how to answer this type of question, e.g.
“How do the techniques used in lines 7-9 help you understand how the boy feels”

7. REMEMBER THAT THE CLUE MAY BE IN THE WORDS OF THE QUESTION
Notes 2 - When you identify an example of personification:
Think what picture you get in your head when you think of this idea
Ask yourself how it adds to the mood or tone of the text.
REMEMBER THAT THE CLUE MAY BE IN THE WORDS OF THE QUESTION

8. Onomatopoeia Alliteration &
Sound Effects – If you’re asked about the sounds in a text, there are two main techniques you should think of:
Onomatopoeia
Alliteration
&
Clank
Slithering, slimy snake
Hiss
The rush of the roaring rain
Buzz
It glowed with gleaming, glittering gold
Crash

9. Always look for clues in the question
Just as with personification, the point of these sound effects is to give you a clearer picture in your head – remember that if you are studying poetry, poems are MEANT to be read aloud.
Notes 3: When you find a sound effect:
Identify which effect it is.
Say what it makes you think of.
Always look for clues in the question

10. Repetition: Everything in poetry is deliberate, so if a word or phrase is repeated, there must be a reason for it.
A common reason for repetition is to emphasise something – to make the effect of it stronger or clearer.
This technique should be one of the easiest to identify, so look out for it.

11. There’s always a reason for repetition.
“As idle as a painted ship upon a painted ocean”
Repetition of painted creates a calm rhythm and emphasises the stillness.
“And slowly we go down, and slowly we go down”
Repetition of the whole phrase slows down the line, which emphasises how slow the people are moving.
Notes 4: Repetition
There’s always a reason for repetition.
It is usually there to emphasise an effect, and make it stronger and clearer.

12. Structure: The look and punctuation of a text
Structure questions need you to write about how the piece of text looks (is there only one word in a line, short sentences etc.) and the punctuation in the text (commas, dashes, colons, semi colons etc.)
You will usually get at least one mark for simply pointing out why the structure is unusual (you would not be asked a question about structure if it wasn’t unusual), but any further marks are attained by saying the EFFECT that the structure has (gives a list, slows down the line, looks like shouting etc.)

13. The commas – giving lots of information.
This is an extract from a very famous poem by Philip Larkin
Don't read much now: the dude Who lets the girl down before The hero arrives, the chap Who’s yellow and keeps the store, Seem far too familiar. Get stewed: Books are a load of crap.
If you were asked a question about the structure of this, what would you mention?
The fact that there are lots of line-breaks: breaks up the flow of the poem, makes it more ‘edgy’.
The commas – giving lots of information.
The colon: Introduces an explanation

14. Here is a glossary of terms you may come across:
Atmosphere – What is the mood of the text?
Convey – if asked how the author conveys something, it means how do they get their point across.
Emphasis – when an idea or point is made to seem more important
Expression – two or more words, a phrase
How successful – A question starting like this wants you to say how well the author did something, and will always look for examples from the text to back up your opinion
Impression – if asked what impression something gives you, you should say what ideas or pictures come to you when you read it.