2. Starter
Following what we covered in the last session, match the terms with their correct definitions. Mode Representation Genre Register Put these terms and definitions into your English folder, or copy into your language glossary.

3. Starter continued – 10 minute task!
Using the terms we have just recapped, let us discuss the texts you started to analyse at the end of the last session. What else do you notice? Language used? Overall tone?

5. Learning Outcomes
By the end of the session we will have examined some key concepts which underpin textual analysis.

6. When looking at any text, it is important to identify: Genre Audience Purpose Context When preparing for a textual analysis, these are the first features I would identify.

8. What is genre? How do you identify a text’s genre (form)?

9. Genre means ‘type’ or ‘kind’
Genre means ‘type’ or ‘kind’. What might surprise you is that an analysis at the level of a text’s genre can produce interesting and subtle points that can achieve the highest marks. A generic text is one that follows the conventions applicable to its genre. The genre conventions of a text are the first thing noticed about a text and it is this which makes genre potentially important. This is because we are all ‘conditioned’ to react to generic texts in ‘culturally determined’ ways. These generic aspects work at a subconscious level and affect both the reception and interpretation of a text.

10. Audience

11. ?

12. Can you match the texts in the table with their audience?

13. How do you identify a text’s audience?

14. Types of Readers and Writers
implied reader – a constructed image of an idealised reader. actual reader – any person or groups of people who engage with and interpret a text. implied writer – a constructed image of an idealised writer actual writer – the ‘real’ person or people responsible for text production. discourse community – a group of people with shared interests and belief systems who are likely to respond to texts in similar ways.

15. What is register?
Where would you put the following situations on your spectrum and why?

16. Where would you put the following texts on your spectrum and why?

18. What does this tell you about word formality?
A text’s register is determined by the way a writer uses language and structure. When a writer chooses their words they have a number of synonym choices and have to decide on the formality of the word they want. Look at these words and put them in order of formality. 1 = MOST FORMAL 2 = MOST FORMAL
mate acquaintance
friend associate
colleague bro
pal buddy
chum comrade
What does this tell you about word formality?

19. Words can also have different meanings to a reader
Denotation - The denotation of a word is its direct, literal or specific meaning (as can be found in a dictionary) Connotation - If a word also has implied or associated meanings when used in a certain way, these are called the word's connotations

20. Explain the differences in the connotations of the synonyms listed below
Thin Skinny Petite Gaunt Scrawny Stretch and Challenge: Can you think of your own examples of synonyms which have differing connotations?

21. Some synonyms have different effects on the reader
Some synonyms have different effects on the reader. Remember there is always a link between what is produced and what is received.
text producer text receiver text producer – the person responsible (through writing or speaking) for creating a text. text receiver – the person or people interpreting (through reading or listening) a text.

22. How do we evaluate the tone of a text?
When you read a text for the first time you should be thinking about meaning, tone and the response you think the writer wanted from the reader. How do writers create tone?

23. Sing that TONE! Listen to each song. How do they make you feel?
Ride of the Valkyires
Swan Lake
The Lazy Song

24. A picture is worth a thousand words…

27. In the same way that pictures and songs can create a specific tone, words can too! Words are a way of communicating ideas and/or feelings.

29. Do all texts only have one purpose?
Entertain
Describe
Explain
Analyse
Comment
Review
Advise
Inform
Persuade
Argue
Instruct
Do all texts only have one purpose?
primary purpose – the main and most easily recognisable purpose
secondary purpose – an additional and perhaps more subtle purpose. E.g. a persuasive advert for a holiday will have a secondary purpose to inform

30. How do you identify a text’s purpose?

33. How would you recognise….
A persuasive text? An informative text? A text for young children? An instructional text? A magazine article? A review A text for teenagers

34. Context is always an important aspect to consider whenever you analyse a text. Context refers to those particular elements of the situation within which the text is created and interpreted that in some way or another affect it (for example, the effects of time, place, ideology, social hierarchies, relationships, etc.).
Importantly, language has two potentially important contextual aspects: the context in which it was created and that in which it was interpreted. For example, a letter from a manager to one of his staff will be affected by context such as the situation itself, the power relationship that exists between the manager and the worker, the historical conditions and so on. Another example, when you speak to your parents or when you speak to a friend on the phone you will see that context naturally affects the linguistic choices - the style - of the discourse in important ways.