Textual Analysis

Textual AnalysisTextual Analysis

CONTENTSCONTENTS1.1. Introduction to Textual Analysis (slides 1 – 8)Introduction to Textual Analysis (slides 1 – 8)

2.2. Exploring Imagery – Metaphor, Simile & Personification (slides 9 – 24)Exploring Imagery – Metaphor, Simile & Personification (slides 9 – 24)

3.3. Exploring Figures of speech which involve Sound – Onomatopoeia & Alliteration (slides 25 – Exploring Figures of speech which involve Sound – Onomatopoeia & Alliteration (slides 25 – 31)31)

4.4. Exploring Word Choice (slides 32 – 34)Exploring Word Choice (slides 32 – 34)

5.5. Exploring Structural techniques - Sentence structure, Exploring Structural techniques - Sentence structure, PunctuationPunctuation & & RepetitionRepetition ( (slidesslides 35 – 48) 35 – 48)

6.6. Exploring Exploring ContrastContrast ( (slidesslides 49 – 51) 49 – 51)

7.7. Exploring Attitudes (Exploring Attitudes (slidesslides 52 – 54) 52 – 54)

8.8. Exploring Exploring EndingsEndings ( (slidesslides 55 – 56) 55 – 56)

Introduction….Introduction….

The The Textual AnalysisTextual Analysis NAB is based NAB is based on an extract from a short story, on an extract from a short story, novel or play, or perhaps on a whole novel or play, or perhaps on a whole short poem.short poem.

You have to read the text carefully, You have to read the text carefully, and then answer questions on and then answer questions on how how it it is written — the techniques the is written — the techniques the writer uses and the effects he or she writer uses and the effects he or she creates.creates.

Continued….Continued….

Your Textual Analysis skills will also be useful Your Textual Analysis skills will also be useful in the Close Reading NAB and final Close in the Close Reading NAB and final Close Reading exam, where some questions will be Reading exam, where some questions will be marked with an marked with an AA to show they are testing to show they are testing these skills. these skills.

The Textual Analysis NAB also overlaps with The Textual Analysis NAB also overlaps with your study of literature. When you study a your study of literature. When you study a literature text you are really analysing it, and literature text you are really analysing it, and whenever you use the ITQEE structure (which whenever you use the ITQEE structure (which you can learn about later in this powerpoint) you can learn about later in this powerpoint) to write about a text, you are being analytical.to write about a text, you are being analytical.

So what will the focus So what will the focus be?be? Writers choose every single word Writers choose every single word

very carefully. They use a number very carefully. They use a number of of language techniqueslanguage techniques..

These techniques are also These techniques are also sometimes called the sometimes called the featuresfeatures of of the text, or the text, or aspectsaspects of the text. of the text.

Continued…Continued… In this chapter you will learn to look carefully at the In this chapter you will learn to look carefully at the

writer’s:writer’s:

word choiceword choice: the words the writer deliberately uses: the words the writer deliberately uses

structurestructure: the way the writer builds up sentences, or : the way the writer builds up sentences, or paragraphs, or the whole textparagraphs, or the whole text

imageryimagery: for example : for example simile, metaphorsimile, metaphor and and personificationpersonification, in which the writer describes , in which the writer describes something by comparing it to something else, giving something by comparing it to something else, giving you a vivid image or picture in your mindyou a vivid image or picture in your mind

and a number of other techniques.and a number of other techniques.

FOCUS OF TASK…FOCUS OF TASK…

Just to remind you what these mean, Just to remind you what these mean, we’ll examine them by using examples we’ll examine them by using examples from the poem ‘In the Snack Bar’ by from the poem ‘In the Snack Bar’ by Edwin Morgan. Edwin Morgan.

This poem tells a story, and you should This poem tells a story, and you should be able to understand it fairly easily at be able to understand it fairly easily at first reading.first reading.

WARNINGWARNING

We will just use this poem to We will just use this poem to illustrate some techniques. illustrate some techniques.

This is not the same thing as This is not the same thing as studying the poem, and it doesn’t studying the poem, and it doesn’t necessarily mean that you will necessarily mean that you will end up knowing it well enough to end up knowing it well enough to be able to write about it in your be able to write about it in your exam.exam.

A) IMAGERYA) IMAGERY

1.1. SimiliesSimilies

2.2. MetaphorsMetaphors

3.3. Personification.Personification.

ImageryImagery

Imagery is the term we use whenever a Imagery is the term we use whenever a writer creates a picture in language.writer creates a picture in language.

If the words a writer uses immediately If the words a writer uses immediately create a picture in your mind, then create a picture in your mind, then you’ve just encountered an image.you’ve just encountered an image.

Some imagery techniques have Some imagery techniques have particular names. Three of these are particular names. Three of these are simile, metaphorsimile, metaphor and and personificationpersonification..

SimilesSimiles

SimileSimile A simile is a figure of speech in which one A simile is a figure of speech in which one

thing is compared to another using thing is compared to another using like like or or asas. .

This gives a more vivid picture because of the This gives a more vivid picture because of the similarity between the two things compared.similarity between the two things compared.

For example:For example:

‘‘We go together like Chinese food and chocolate We go together like Chinese food and chocolate pudding.’ pudding.’ Will Ferrell.Will Ferrell.

‘‘That rock on your finger is like a tumour.’That rock on your finger is like a tumour.’ Beyonce and Jay Beyonce and Jay ZZ

‘‘Life is like a pipe and I’m a tiny penny, rolling up Life is like a pipe and I’m a tiny penny, rolling up the walls inside.’ the walls inside.’

Amy Winehouse.Amy Winehouse.

Now try this….Now try this….

Look at ‘In the Snack Bar’ by Edwin Look at ‘In the Snack Bar’ by Edwin MorganMorgan

Look at the simile below taken from the Look at the simile below taken from the poem.poem.

‘‘Like a monstrous animal caught in a Like a monstrous animal caught in a tent in some story.’tent in some story.’

What does the simile What does the simile suggest?suggest?

This suggests the size of the man, and This suggests the size of the man, and shows how badly deformed he is as his shows how badly deformed he is as his disability has made him seem animal disability has made him seem animal rather than human.rather than human.

Comparing his gaberdine coat to a tent Comparing his gaberdine coat to a tent shows that it seems ill-fitting and looks shows that it seems ill-fitting and looks wrong on him.wrong on him.

Another example…Another example…

Later in the poem, still describing Later in the poem, still describing the old man, Morgan notes his:the old man, Morgan notes his:

‘‘hands like wet leaves’hands like wet leaves’

Now try this…Now try this…

What image does this suggest in What image does this suggest in your mind about the man’s hands?your mind about the man’s hands?

Write your own sentence(s) starting Write your own sentence(s) starting with these words:with these words:

The simile The simile ‘hands like wet leaves’‘hands like wet leaves’ suggests….suggests….


There is another simile near the start of There is another simile near the start of the second verse. the second verse.

Find it, and write your own explanation Find it, and write your own explanation of it as before.of it as before.

The simile ‘A few yards of floor are like The simile ‘A few yards of floor are like a landscape to be negotiated…’ a landscape to be negotiated…’ suggests….suggests….

MetaphorMetaphor

MetaphorMetaphor

A metaphor is a comparison in which A metaphor is a comparison in which one thing is said to be another thing. one thing is said to be another thing. Although this isn’t true, it makes a Although this isn’t true, it makes a strong comparison. strong comparison.

For example:For example:

That child is a pain.That child is a pain. Her room is a rubbish dump.Her room is a rubbish dump.

Metaphors vs SimilesMetaphors vs Similes

You won’t find any metaphors in this poem, You won’t find any metaphors in this poem, but you can find examples of metaphors in but you can find examples of metaphors in almost every poem you have studied.almost every poem you have studied.

Similes are easy to spot but metaphors are Similes are easy to spot but metaphors are much more difficult. They do not always much more difficult. They do not always use the word is. use the word is.

Sometimes we have to ask ourselves if Sometimes we have to ask ourselves if what the writer is saying can be literally what the writer is saying can be literally true.true.

Now try this…Now try this… Pair up with someone you know quite Pair up with someone you know quite

well. Create five metaphors to describe well. Create five metaphors to describe your partner. your partner.

Swap metaphors and see if you agree Swap metaphors and see if you agree with each other’s descriptions. with each other’s descriptions.

Then choose one of the metaphors you Then choose one of the metaphors you created for your partner and try to created for your partner and try to explain the picture or image suggested explain the picture or image suggested by it. Write your own sentence(s) starting:by it. Write your own sentence(s) starting:

‘‘The metaphor (quote it) suggests…’The metaphor (quote it) suggests…’

PersonificationPersonification

PersonificationPersonification In this figure of speech, an inanimate, In this figure of speech, an inanimate,

non-living, object is written about as if it non-living, object is written about as if it was a was a personperson or a or a living creatureliving creature. For . For example:example:

The wind whistled through the sails.The wind whistled through the sails.

The sun treads a path through the woods.The sun treads a path through the woods.

Now try this…Now try this… ‘‘The dismal humpThe dismal hump

looming over him forces his head down.’looming over him forces his head down.’

Can the hump on his back be pushing and Can the hump on his back be pushing and forcing him? Of course not — it is not a living forcing him? Of course not — it is not a living creature.creature.

So what is Morgan suggesting by making the So what is Morgan suggesting by making the lump ‘seem’ alive?lump ‘seem’ alive?

Morgan is suggesting the hump seems alive Morgan is suggesting the hump seems alive because it looks as though it has deliberately because it looks as though it has deliberately pushed the man out of shape.pushed the man out of shape.

B) Figures of speech B) Figures of speech which involve which involve

SOUNDSOUND

1. Onomatopoeia1. Onomatopoeia

2. Alliteration 2. Alliteration

OnomatopoeiaOnomatopoeia

OnomatopoeiaOnomatopoeia When a word When a word sounds likesounds like what it is what it is

describing, we call this describing, we call this onomatopoeia.onomatopoeia.

Words like thud, bang, splash, yawn and Words like thud, bang, splash, yawn and howl are all examples of this technique.howl are all examples of this technique.

Most onomatopoeic words are to do with Most onomatopoeic words are to do with either sound or movement. either sound or movement.

Onomatopoeia is used to make the Onomatopoeia is used to make the writing sound more vivid.writing sound more vivid.

Now try this…Now try this… An example of onomatopoeia in the poem is:An example of onomatopoeia in the poem is:

‘‘slithering with a dull clatter’slithering with a dull clatter’

Look at the quotation above. Look at the quotation above. Which is the onomatopoeic word? Which is the onomatopoeic word? In what way does that word’s sound suggest its In what way does that word’s sound suggest its

meaning? meaning?

Write your own sentence(s) starting:Write your own sentence(s) starting: ‘‘The word (quote it) suggests…’The word (quote it) suggests…’

AlliterationAlliteration

AlliterationAlliteration When letters or sounds are repeated at the When letters or sounds are repeated at the

beginnings of words we call this alliterationbeginnings of words we call this alliteration For example:For example: Steve seldom smiled on Sundays.Steve seldom smiled on Sundays. Silently the spider spun its silken strands.Silently the spider spun its silken strands.

Alliteration makes you notice the words Alliteration makes you notice the words more and draws your attention to what the more and draws your attention to what the writer is saying.writer is saying.

Now try thisNow try this

Look at the line below from the Look at the line below from the poem. poem.

A cup capsizes along the formicaA cup capsizes along the formica

What effect does the alliteration in What effect does the alliteration in this line have? this line have?

Why do you think the writer began Why do you think the writer began his poem this way? his poem this way?

C) WORD CHOICEC) WORD CHOICE

Word ChoiceWord Choice

Of course all words that a writer uses are Of course all words that a writer uses are chosen in some way.chosen in some way.

But when we talk about But when we talk about word choiceword choice as as a technique we mean that certain words a technique we mean that certain words are very are very carefullycarefully and and deliberately deliberately chosenchosen to to obtain particular effects.obtain particular effects.

Now try this….Now try this…. Answer the following questions about some of the word Answer the following questions about some of the word

choice in the poem.choice in the poem.

1 What can we tell about the snack bar from the fact that 1 What can we tell about the snack bar from the fact that the old man’s stool is ‘fixed to the floor’? (Line 5)the old man’s stool is ‘fixed to the floor’? (Line 5)

2 What effect is created by the writer’s use of ‘dismal’ in 2 What effect is created by the writer’s use of ‘dismal’ in line 7?line 7?

3 What effect is created by the writer’s description of the 3 What effect is created by the writer’s description of the man’s gaberdine coat as ‘stained, beltless’ in line 9?man’s gaberdine coat as ‘stained, beltless’ in line 9?

4 What effect is created by the writer’s use of the word 4 What effect is created by the writer’s use of the word ‘fumbling’ in line 20?‘fumbling’ in line 20?

5 Why does the writer use the word ‘contraption’ to 5 Why does the writer use the word ‘contraption’ to describe the hand drier in line 56?describe the hand drier in line 56?

D) Structural D) Structural techniquestechniques

1. Sentence structure1. Sentence structure

2. Punctuation2. Punctuation

3. Repetition3. Repetition

Sentence Sentence structurestructure

Sentence Sentence structurestructure

Often Textual Analysis or Close Reading Often Textual Analysis or Close Reading questions ask you to examine questions ask you to examine sentence sentence structurestructure. .

You may be wondering where to start. You may be wondering where to start. First, you will only be asked about the First, you will only be asked about the

structure of a sentence if the examiners structure of a sentence if the examiners think there is something noticeable or think there is something noticeable or unusual about it, so you can start by unusual about it, so you can start by asking yourself these questions:asking yourself these questions:

What do I notice….?What do I notice….? Length:Length: • • Is the sentence noticeably short or long?Is the sentence noticeably short or long? • • What effect does this length have?What effect does this length have?

Sentence type:Sentence type: • • Does the sentence make a statement?Does the sentence make a statement? She’s a good girl.She’s a good girl.

• • Is the sentence in the form of a question?Is the sentence in the form of a question? Is she a good girl?Is she a good girl?

• • Is it an exclamation?Is it an exclamation? Good girl!Good girl!

• • Does it give a command or instruction?Does it give a command or instruction? Be a good girl for your granny.Be a good girl for your granny.

Is the sentence in the form of a list?Is the sentence in the form of a list? • • What effect does the sentence type have?What effect does the sentence type have?

Continued….Continued….Word order:Word order: • • Have the words been placed in an unusual order?Have the words been placed in an unusual order? • • What effect does this have?What effect does this have?

Grammar:Grammar: • • Would the sentence make sense on its own, out of context?Would the sentence make sense on its own, out of context?

• • Is it a minor sentence, one without a verb?Is it a minor sentence, one without a verb? She was a really good girl. Sometimes. Not always.She was a really good girl. Sometimes. Not always. (Minor sentences, while not grammatically perfect, can often make (Minor sentences, while not grammatically perfect, can often make

a big impact. a big impact. Writers can use them to add drama or emphasisWriters can use them to add drama or emphasis.).)

• • What effect does the grammar of the sentence have?What effect does the grammar of the sentence have?

Finally, ask yourself:Finally, ask yourself:

• • Is there anything else unusual about the way the sentence is Is there anything else unusual about the way the sentence is written?written?

PunctuationPunctuation

PunctuationPunctuation Punctuation is part of sentence Punctuation is part of sentence

structure since it is used to shape structure since it is used to shape sentences and to organise the sentences and to organise the words within them. words within them.

To be able to answer punctuation To be able to answer punctuation questions, you need to know what questions, you need to know what common punctuation marks are common punctuation marks are used for:used for:

Punctuation…Punctuation…

When do we use When do we use commas ?commas ?

,,

When do we use When do we use dashes ?dashes ?

--

When do we use When do we use Inverted commas ?Inverted commas ?

“ ”“ ”

1.1. to separate items in a list.to separate items in a list.2.2. to introduce a quote.to introduce a quote.3.3. to introduce direct speech.to introduce direct speech.4.4. to make the reader pause at certain to make the reader pause at certain

times in a sentence.times in a sentence.

1.1. to give extra information in a to give extra information in a sentence.sentence.

2.2. to make the reader take a pause.to make the reader take a pause.3.3. to mark out a word or phrase from the to mark out a word or phrase from the

rest of the sentence (Maths is great – rest of the sentence (Maths is great – not.)not.)

1.1. to show the words actually spokento show the words actually spoken2.2. to show that we are talking about the to show that we are talking about the

title of a book or film or poem, etc.title of a book or film or poem, etc.3.3. to show that we are quoting someone to show that we are quoting someone

else and these are not the writer’s own else and these are not the writer’s own words.words.

More More Punctuation…Punctuation…

When do we use When do we use semi colons ?semi colons ?

;;

When do we use When do we use colons ?colons ?

:: When do we use When do we use ellipsis ?ellipsis ?

……..

When do we use capital letters ?When do we use capital letters ?

1.1. to join two (or more) related ideas.to join two (or more) related ideas.2.2. to separate items in a list when there are to separate items in a list when there are

commas in the sentence already.commas in the sentence already.3.3. to join several sentences into one very to join several sentences into one very

long one.long one.

1.1. to introduce a list.to introduce a list.2.2. to introduce a quote.to introduce a quote.3.3. to give more information about an ideato give more information about an idea4.4. .to punctuate a play..to punctuate a play.

1.1. Dots used to tail of a sentence.Dots used to tail of a sentence.2.2. To show gaps in a piece of writing.To show gaps in a piece of writing.

1.1. at the beginning of a sentence.at the beginning of a sentence.2.2. for names.for names.3.3. for initials.for initials.4.4. for the beginning of a section of direct speech.for the beginning of a section of direct speech.5.5. for titles of books, newspapers, films, etc.for for titles of books, newspapers, films, etc.for

acronyms (like BBC or STV or CSI)acronyms (like BBC or STV or CSI)

Now try this…Now try this… Look again at the poem and find:Look again at the poem and find:

A) A) At least three examplesAt least three examples of of dashesdashes being used to create pauses. being used to create pauses. Quote Quote each oneeach one, and , and explain whyexplain why the writer the writer wanted pauses there.wanted pauses there.

B) B) At least two examplesAt least two examples of of commascommas being used to create lists. being used to create lists. Quote each Quote each oneone, and then , and then explain whyexplain why the writer the writer used a list at that point.used a list at that point.

RepetitionRepetition

RepetitionRepetition Repetition is another structural Repetition is another structural

technique: when a writer deliberately technique: when a writer deliberately uses a word or phrase more often than uses a word or phrase more often than you would normally expect. you would normally expect.

One example of repetition in this poem One example of repetition in this poem is:is:

‘‘And slowly we go down. And slowly And slowly we go down. And slowly we go down.’we go down.’

What effect does this What effect does this have…?have…?

This also slows down the reader, making us This also slows down the reader, making us pay more attention to the repeated words. pay more attention to the repeated words.

What does this example of repetition What does this example of repetition suggest?suggest?

Here, the repetition suggests the difficulty Here, the repetition suggests the difficulty

of the journey down the stairs.of the journey down the stairs.


Read lines Read lines 57 to 6557 to 65 of the snack of the snack bar poem. bar poem.

Find Find twotwo more examples of more examples of repetition.repetition.

In each case, In each case, quote themquote them, and , and explain what effectexplain what effect Morgan Morgan gets by using that technique gets by using that technique here.here.

E) ContrastE) Contrast

ContrastContrast A A contrastcontrast is a form of opposite. is a form of opposite.

Whenever you get a question about contrast, to Whenever you get a question about contrast, to get full marks get full marks you need to look at both sidesyou need to look at both sides. .

It’s not a contrast to say:It’s not a contrast to say: Jane is short and middle agedJane is short and middle aged

butbut it is a contrast if you say: it is a contrast if you say: While Jane is short and middle aged, Kenny is tall While Jane is short and middle aged, Kenny is tall

and young.and young.

Now try this…Now try this… Read lines 63 to 65 of the poem. The Read lines 63 to 65 of the poem. The

writer twice uses contrasting, opposite writer twice uses contrasting, opposite pairs of words.pairs of words.

• • How can the old man’s steps be at How can the old man’s steps be at once ‘faltering’ and ‘unfaltering’?once ‘faltering’ and ‘unfaltering’?

• • How can their journey across the floor How can their journey across the floor be at once ‘endless’ and ‘not endless’?be at once ‘endless’ and ‘not endless’?

• • What overall effect does Morgan create What overall effect does Morgan create by using contrasts in this way?by using contrasts in this way?

F) AttitudeF) Attitude

AttitudeAttitude

Our attitude is how we feel about Our attitude is how we feel about something, our opinion of it or reaction to something, our opinion of it or reaction to it. it.

A writer’s attitude is often shown through A writer’s attitude is often shown through other techniques, and you may need to other techniques, and you may need to read quite a large chunk of text before read quite a large chunk of text before you can work out what the attitude is.you can work out what the attitude is.


Re-read the poem. Then write a mini Re-read the poem. Then write a mini essay to explain the writer’s attitude essay to explain the writer’s attitude to the man he helps. Use the opening to the man he helps. Use the opening below to help you, and back up the below to help you, and back up the attitude identified with quotations from attitude identified with quotations from the poem.the poem.

The writer’s attitude towards the older The writer’s attitude towards the older man is that he feels sorry for him, yet man is that he feels sorry for him, yet in a way also admires him…in a way also admires him…

G) EndingsG) Endings

EndingsEndings You will often be asked why the ending of a text is You will often be asked why the ending of a text is

suitable. This might involve looking at the last line(s) of suitable. This might involve looking at the last line(s) of a poem, or the last sentence or paragraph of a prose a poem, or the last sentence or paragraph of a prose text. Endings can be suitable in a number of ways. For text. Endings can be suitable in a number of ways. For example:example:

• • the ending may sum up what the writer has been the ending may sum up what the writer has been sayingsaying

• • the ending may emphasis a point made in the textthe ending may emphasis a point made in the text • • the ending may be humorousthe ending may be humorous • • the ending may give the reader something to think the ending may give the reader something to think

aboutabout • • the ending may refer neatly back to something found the ending may refer neatly back to something found

earlier in the text.earlier in the text.


We are going to look at the ending of the We are going to look at the ending of the poem in two ways.poem in two ways.

1 Read the whole of the last verse. In 1 Read the whole of the last verse. In what ways is this a suitable ending to the what ways is this a suitable ending to the poem? You answer should be a paragraph poem? You answer should be a paragraph and you should use some quotations from and you should use some quotations from that verse to justify what you say.that verse to justify what you say.

2 Focus on the final line. In what way is 2 Focus on the final line. In what way is this a suitable ending to the poem?this a suitable ending to the poem?

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