Content analysis and discourse analysis are both techniques used to analyze written, spoken, or visual communication messages. Content analysis focuses on quantitatively analyzing the manifest or surface content of communication messages by categorizing words or phrases. The goal is to make objective inferences about the sender, message, or audience. Discourse analysis takes a more qualitative approach to analyze the structures and functions of written, spoken, or signed language beyond the sentence level by examining how social and cultural meanings and relationships are constructed through language within a specific context. While both are useful analytical tools, content analysis relies more on scientific methods and objectivity, while discourse analysis emphasizes interpretation and the subjective role of the researcher and context in constructing meaning.
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
The document analyzes William Blake's poem "London" using historical criticism and new historicism. It summarizes that the poem depicts a bleak view of London where people are dominated by sorrow, fear, and obsession with materialism. It describes how the poem uses archetypes like chimney sweepers and soldiers to represent how institutions like the monarchy and church cause human suffering. The analysis concludes that the poem shows how diseases and issues like syphilis destroy life and families, which are important parts of English society at that time.
Formalism focuses on analyzing essential elements within a literary work, such as genre, structure, literary devices, and meaning derived from the text. Biographical criticism analyzes the relationship between an author's life experiences and their work. Key questions for biographical criticism include understanding how the author's life, beliefs, and worldview are reflected in their themes, characters, and story elements. Tim O'Brien's experiences as a soldier in the Vietnam War directly influenced the devastating portrayal of war in his book The Things They Carried.
This document provides an overview of norm and deviation in stylistics. It discusses how deviation occurs when something departs from an established norm or convention. Deviations can happen at various linguistic levels, such as phonological, syntactic, or semantic levels. The document also categorizes different types of deviations, such as discourse deviation, semantic deviation, lexical deviation, and morphological deviation. It explains norms as regulators that control linguistic variants and how norms allow for flexible fluctuations in language.
This document discusses and compares the historical and biographical approaches to literary criticism. The historical approach examines the context surrounding the author and time period a work was created, and assumes the relationship between art and society influences a work. The biographical approach focuses on illuminating a work's meaning and intent through examining facts about the author's life. An example is then given analyzing Mark Twain's Huckleberry Finn through both the historical context of Twain's life in Hannibal, Missouri, and biographical details. The document concludes by briefly introducing moral-philosophical approaches which interpret works within the philosophical context of their time period.
This document discusses various aspects of style and stylistics. It defines style in language as "distinctive linguistic expression" and says stylistics is the study of style in language. It discusses style as choice, as an expression of personality, as conformity or deviation from norms, and as something influenced by time period and situation. It also outlines different types of stylistic analysis including linguistic, literary, functional, encoding, decoding, and affective stylistics. Encoding stylistics examines an author's individual style and choices while decoding stylistics analyzes a text from the reader's perspective. Affective stylistics closely examines how a text affects the reader in the process of reading.
Materials development for language learning and teachingBike
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Critical Approaches: Types of Literary CriticismJenny Reyes
The document discusses different approaches to literary criticism including formalist criticism, which examines the internal elements of a work like form and structure, deconstructionist criticism, which argues that language is unstable and meaning depends on opposition, and reader-response criticism, which views meaning as constructed through the interaction between reader and text rather than imposed by the author alone. Formalism looks at the work in isolation while deconstruction and reader-response theories emphasize the role of external contexts and the reader's interpretation. The different approaches analyze texts through different lenses and priorities.
Intertextuality refers to the shaping of a text's meaning by another text through references like allusion, quotation, translation and pastiche. These intertextual references add layers of depth and influence readers based on their prior knowledge. Intertextuality can be intentional or unintentional, and comes in three types - obligatory references significantly impact understanding, optional references provide context but are not essential, and accidental references are made by readers without writer intent. Writers use intertextuality as a literary device to engage readers and demonstrate interrelationships between works.
The document discusses the confusion in distinguishing between discourse analysis and text analysis. Some researchers use the terms inconsistently or propose distinctions that do not hold up. For example, Widdowson claimed texts are made up of sentences while discourses are made up of utterances, but this contradicts established definitions. Others claim texts are physical products while discourses are processes, but the findings of studies labeled as text analysis or discourse analysis often overlap. Therefore, maintaining a strict distinction between discourse analysis and text analysis is unnecessary.
This document discusses affective stylistics and how it explores the relationship between the text, the reader, and the reader's response. It explains that affective stylistics focuses on analyzing the developing responses of the reader to stylistic elements in the text as the reader progresses through the text over time. The document also provides an example analyzing how a passage about Judas moves the reader from certainty to uncertainty through its word choices and structure.
The document provides an overview of popular literature and some of its key genres. It discusses the nature of literature and how it differs from ordinary language. Popular genres like romance, science fiction, detective stories, comic books, and comic strips are then examined in detail. The document notes the appeal and social functions of popular literature. It also discusses some current issues and challenges facing popular literature.
Philippines and Philippine Literature in EnglishEzr Acelar
This poem by Rafael Zulueta de Costa honors Jose Rizal and other martyred heroes who fought for Philippine independence. It urges Rizal and the spirits of the brave not to rest in peace yet, as there is still work to be done. The land and people need their young blood and example of sacrifice to infuse strength and courage into the "thin anaemic veins" of the nation. Only when the people see the example of the martyrs and become as strong and resilient as the molave tree on the hillside, able to withstand all storms, will Rizal and the heroes' dream of freedom be fully realized. The poem calls the martyrs to continue inspiring the people to carry
This document defines and compares three types of literature: contemporary, popular, and emergent. Contemporary literature refers to works written after World War II through the present day that reflect current social and political views. Popular literature aims primarily to entertain large audiences through accessible language and plots. Emergent literature is developing and coming into view as new forms like blogs and manga emerge over time. Examples of each type are provided along with comparisons of their key characteristics.
The document defines literature as a body of imaginative work that portrays human thought, emotion, and experiences. It discusses the importance of literature in reflecting human experiences and culture. Different literary standards and approaches are identified for analyzing and appreciating literature, including formalistic, moral, historical, sociological, cultural, psychological, and impressionistic approaches.
This document provides an overview of 5 major types of literary criticism: formalism, reader response, archetypal, feminist, and Marxist criticism. It describes the key concepts and approaches of each type of criticism, provides examples of the types of questions critics using each approach may ask, and discusses the strengths and weaknesses of each approach.
This document outlines several literary and critical approaches to analyzing literature, including:
- Cultural Approach - Considers literature as a reflection of a culture's traditions and views the work in its entire cultural context.
- Formalistic/Literary Approach - Focuses on intrinsic literary elements like structure, language, and themes independent of external factors.
- Moral/Humanistic Approach - Examines how the work presents the nature and essence of humanity.
- Historical Approach - Views the work as both a reflection and product of the time and circumstances in which it was written.
- Additional approaches discussed are Impressionistic, Psychological, Sociological, Biographical Criticism, Feminism Critic
Textual analysis Or Content Analysis pptHelinaWorku2
This power point includes Definition ,the Focus of the Investigation ?,How to carry out a content analysis, Kinds of textual analysis , The advantages and disadvantages of content analysis.
The document discusses content analysis, which is a research method used to systematically analyze written, spoken, or visual communication to quantify data. Content analysis can be used to study texts such as books, articles, speeches, and historical documents. The document outlines the history of content analysis and describes its applications. It also discusses different types of content analysis such as conceptual analysis and relational analysis, and provides steps for conducting each type. Limitations and advantages of content analysis are presented.
This document discusses various methods of analyzing content, discourse, and themes. It defines content analysis as objectively counting aspects of content to evaluate it. Content analysis can be used to identify intentions, behaviors, psychological states, and patterns. Discourse analysis examines language in texts and conversations beyond the sentence level. Thematic analysis emphasizes identifying and examining patterns or themes within qualitative data through a process of coding.
This document provides an overview of content analysis. It defines content analysis as the objective, systematic, and quantitative analysis of communicated content such as texts, books, websites, paintings and laws. The document outlines the various types of content that can be analyzed, such as written, oral, iconic, audio-visual and hypertext. It also discusses the different purposes and uses of content analysis across multiple fields. Furthermore, it describes the typical steps involved in conducting a content analysis, including planning, coding text into categories, examining results, and making inferences.
This document provides an overview of content analysis. It defines content analysis as the objective, systematic, and quantitative analysis of communicated content such as texts, books, websites, paintings and laws. The document discusses the various types of content that can be analyzed, such as written, oral, iconic, audio-visual and hypertext. It also outlines the steps involved in conducting a content analysis, including planning, identifying objectives, selecting strategies, leading the analysis, and evaluating outcomes. The overall goals and uses of content analysis are to describe characteristics of content, identify important aspects, and support arguments.
This document provides an overview of research methods for narrative analysis. It discusses key concepts in narrative analysis including scripts, stories, patterns, themes, coding, and temporal organization. It also covers approaches like contextual analysis, focus groups, retelling narratives, and assumptions related to subjectivity and usefulness. Narrative analysis is presented as an exploratory qualitative methodology to give respondents a venue to articulate their own viewpoints and standards.
Content Analysis Overview for Persona DevelopmentPamela Rutledge
After developing an Ad Hoc persona as the core of your engagement strategy, it's important to test your assumptions against real people and real data. Content analysis is a methodology for evaluating text-based data that can be gathered from social media tools.
Research methodolgy and legal writing: Content AnalysisNikhil kumar Tyagi
This document provides an overview of content analysis as a research method. It defines content analysis as the systematic study and quantification of messages to make inferences about their meaning. The document discusses the history and development of content analysis, outlines different types (conceptual and relational analysis), and reviews common uses such as studying social phenomena, media coverage, and sensitive topics. Content analysis is presented as a versatile tool across many fields for analyzing recorded communication.
This document discusses different models for developing content for distance learning: Aristotle's approach of rhetoric, taxonomy of text, and Bordwell's classical Hollywood. Aristotle's rhetoric focuses on effective language use and persuasion through introduction, narration, arguments and conclusion. Taxonomy of text refers to the main text, explanatory co-text, study guides, and other supporting metatext, context, hypertext, paratext and retro-text. Bordwell's classical Hollywood draws from Aristotle's rhetoric and focuses on narrative structure, beginning-middle-end plot structure, and explicit aims through combining text, images, and sound in educational audiovisual content.
Content analysis is a qualitative research technique that analyzes the actual content of various materials such as conversations, interviews, articles, and social media posts. It objectively measures concepts, themes, and attributes within materials. There are three main types of content analysis: conceptual analysis examines concept frequency, relational analysis examines concept relationships, and observational research analyzes materials without directly collecting data from people. The procedures of content analysis involve forming a research question, linking it to theory, designing the study, collecting and analyzing data, and presenting results. Content analysis has advantages such as being inexpensive and unobtrusive but also limitations such as being time-consuming and prone to bias.
This document provides an overview of discourse analysis including definitions, approaches, and how it relates to other fields. It defines discourse analysis as the study of language use beyond the sentence level, including how language functions in social and cultural contexts. Three main approaches are discussed: speech act theory which examines communicative acts, ethnography of communication which analyzes patterns of communication in cultures, and pragmatics which studies how context informs meaning. The document also explains how discourse analysis relates to other fields like sociolinguistics, psycholinguistics, and pragmatics through their shared interests but different data sources.
Content analysis is a research technique used to objectively, systematically, and quantitatively analyze the manifest content of communications. It can be used to analyze any type of recorded media, such as text, images, or videos. There are two main types: conceptual analysis, which establishes the frequency of concepts, and relational analysis, which examines relationships between concepts. Content analysis is useful for reducing large amounts of unstructured data, identifying important aspects of content, and making inferences about messages, authors, and cultural contexts. While it provides an unobtrusive means of analysis, it can also be time-consuming and reductive when dealing with complex materials.
This document discusses text linguistics and textual analysis. Text linguistics examines texts as communication systems and covers fields like pragmatics and discourse analysis. There are different types of texts like descriptive, narrative, and expository. Textual analysis involves parsing texts to extract facts, while text analytics mines texts for insights by representing textual content as structured data. Textual analysis prepares unstructured documents for analysis, while text analytics makes sense of that analyzed data. Principles for analyzing texts include reading critically, identifying important ideas, and writing a summary.
WK 10 – Research Workshop - Content and discourse analysis Carolina Matos
This document provides an overview of media content analysis. It discusses quantitative versus qualitative content analysis and defines content analysis as the systematic analysis of messages to make valid inferences. It also covers developing coding schemes, sampling methods, and how to conduct a content analysis study through coding data and establishing intercoder reliability. Manual and electronic methods of coding are also compared.
An Investigation of the Reading Text ‘Pakistan Zindabad’ (Long Live Pakistan)...Bahram Kazemian
This paper is a critical study in Critical Discourse Analysis paradigm of a Textbook prescribed for intermediate students (Second Language Learners) in Government Colleges affiliated to the Board of Intermediate and Secondary Education (BISE) Larkana, Sindh, Pakistan. The textbook contains selected texts to improve students reading skills integrated with writing activities. Each of the texts contains questions at the end to be answered. It is observed that the reading tasks are badly designed and there is no mental activity to involve students in the text discourse. The study focuses on critical discourse of the underlying text to inspect whether the text reading involves students in the critical discourse or not; it also attempts to analyze the Reading Text ‘Pakistan Zindabad’ to identify problems showing the gap and unawareness on the part of teachers and students regarding the critical discourse of the text in classroom reading context. It is also suggested that teachers need to bring about a change in their traditional teaching methods in order to tackle the issue. The awareness of critical discourse analysis is recommended on the part of the teachers in order to analyze and understand the real meaning of the text. In result, it may develop the critical approach which is very essential for a reader.
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
This document provides an overview of academic writing. It defines academic writing as using deductive reasoning and a formal voice to discuss ideas based on evidence. Good academic writing has audience awareness, an argumentative purpose, problematizes approaches, uses a rational tone, includes relevant content, and has coherent structure, cohesive style, and complex grammar. The document discusses different types of academic texts like textbooks, case studies, research articles, theses, and chapters in edited books. It provides guidance on identifying the intended audience, purpose, and structure of academic texts.
Qualitative Data Analysis I: Text Analysis - a summary based on Chapter 17 of H. Russell Bernard’s Research Methods in Anthropology: Qualitative and Quantitative Approaches for a Report for Anthro 297: Seminar in Research Design and Methods under Dr. Francisco Datar, Department of Anthropology, College of Social Sciences and Philosophy, University of the Philippines Diliman
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4. Content
analysis
“A summarizing, quantitative analysis of
messages relying on scientific method and not
limited to types of variables measured or context
of messages.” (Neuendorf, 2002)
“...systematic reading of texts and symbolic
matter not necessarily from an author’s or user's
perspective” (Krippendorf, 2004, p. 3)
5. Content analysis
“...technique for objective, systematic, &
quantitative description of manifest content
communication” (Berelson, 1952, p. 18)
“...a research technique that uses a set of
procedures to make valid inferences from text.”
(Weber, 1990, p.9)
6. ESSENTIAL PURPOSE OF
CONTENT ANALYSIS
Who (says) What (to) Whom (in) what Channel
(with) What Effect?
(Lasswell, 1948)
7. GOALS OF CONTENT
ANALYSIS
To draw inferences about:
A text
To obtain documentary evidence about:
A sender
A message
A receiver (audience)
8. Uses of Content analysis
Content analysis used for examine how news,
drama, advertising, and entertainment content
of mass media reflect social and cultural
issues, values and phenomena.
Content analysis is well suited to being
combined with other research techniques such
as survey, participant observation and
audience ethnography.
9. Uses of Content analysis
It is a research tool used to determine the
presence of certain words or concepts within
texts or sets of texts.
Determine psychological or emotional state of
person or groups.
Describe attitudinal and behavioral responses
to communication.
10. Advantages of
Content Analysis
gets at the central aspect of social interaction
looking directly at communication via texts or
transcripts, and hence can allow for both
qualitative operations.
Provides valuable historical/cultural insights
over time through analysis of texts.
Provides insight into complex models of
human thought and language use.
11. Advantages of
Content Analysis
Non-field design/method
Can be carried out on existing content
Un-obstructive design
Many times the only available method
Can reveal macro-structure at minimum cost
and maximum convenience
12. Disadvantages of
Content Analysis
Tends to simply consist of word counts.
Often disregards the context of the text.
Is reductive, when dealing with complex texts.
Can be difficult to automate or computerize.
13. Disadvantages of
Content Analysis
Does not explain WHY of ‘content’
It’s descriptive and not explanatory
Restricted to available material only
Limited to literate or selected few
May become obsessed with numbers without
revealing insights
16. Discourse
analysis
Discourse analysis is generally an umbrella term
for the many traditions by which discourse may
be analyzed. It is a critique of cognitivism that
developed from the 1970s onwards, although it
has its roots in the ‘turn to language’ in the 1950s
(Woolgar, 1988).
17. Discourse analysis
Is the study of language in text and
conversation.
Is a general term for a number of approaches to
analyze written, vocal, or sign language use or
any significant semiotic event.
Discourse Analysis works with Utterances not
independent sentences.
Discourse Analysis involves real text not
invented, constructed and artificial text.
19. Uses of Discourse analysis
• Discourse analysis is the study of the ways in
which language is used in text and contexts,
developed in the 1970s, discourse analysis
“concerns itself with the use of language in a
running discourse, continued over a number of
sentences and involving the interaction of
speaker (or writer) and auditor (or reader) in a
specific situational context, and within a
framework of social and cultural conventions”
(M.H. Abrams and G.G. Harpham, A Glossary of
Literary Terms, 2005).
20. Uses of Discourse analysis
Discourse analysis is sometimes defined as the
analysis of language “beyond the sentence”.
Discourse analysis looks not only at the basic
level of what is said, but takes into
consideration the surrounding social and
historical contexts.
Discourse analysis is useful tool for studying
the political meanings that inform written and
spoken text.
21. Uses of Discourse analysis
Discourse analysis is used at the start of a
discussion to foreground the topic under
discussion and identify it as important to the
speaker.
Discourse analysis not only study language use
“beyond the sentence boundary” but also prefer
to analyze “naturally occurring” language use,
and not invented examples.
22. Advantages of
Discourse analysis
Discourse can be characterized as a way of
approaching and thinking about the problem.
Discourse analysis can provide a positive social
psychological critique of any phenomenon under the
gaze of the researcher.
Discourse analysis has a relevance and practical
application at any given time, in any given place, and
for any given people: discourse analysis is context
specific.
23. Advantages of
Discourse analysis
Discourse analysis may be used for a variety of
reasons.
Discourse analysis will enable to reveal the hidden
motivation behind a text or behind of research to
interpret that text.
Discourse analysis aims at allowing us to view the
problem from a higher stance and to gain a
comprehensive view of the problem.
24. Disadvantages of
Discourse analysis
One limitation of discourse analysis is that the array of
options available through the various traditions can
render issues of methodology problematic, as each
tradition has its own epistemological position, concepts,
procedures, and a particular understanding of discourse
and discourse analysis.
Discourse analysis doesn't provide a tangible answer to
problems based on scientific research.
25. Disadvantages of
Discourse analysis
Discourse analysis is nothing more than a
deconstructive reading and interpretation of problem
or text
Discourse analysis doesn’t provide absolute answers
to specific problem.
Once more, the disadvantages to discourse analysis
are specific to each tradition, but generally,
proponents of discourse analysis believe that meaning
is never fixed and so everything is always open to
interpretation and negotiation.
28. Topic content discourse
ontology
Realist - assumes
that an independent
reality exists
Constructionist - assumes
that reality is socially
constructed
Epistemology
Meaning is fixed and
reflects reality in
ways that can be
ascertained through
the use of scientific
methods
Meaning is fluid and
constructs reality in ways
that can be posited
through the use of
interpretive methods
Data source
Textual content in
comparison to other
texts, for example
over time
Textual meaning, usually
in relation to other texts,
as well as practices of
production,
dissemination, and
consumption،
29. Topic content discourse
method Quantitative
Qualitative (although can
involve counting
Categories
Analytical
categories taken
for granted and
data allocated to
them
Exploration of how
participants actively
construct categories
Inductive /
Deductive
Deductive Inductive
Subjectivity/
Objectivity
Objective Subjective
30. Topic content discourse
Role of
context
Does not necessarily
link text to context
Can only understand texts
in discursive context
Reliability
Formal measures of
interceder reliability
are crucial for
measurement
purposes;
differences in
interpretation are
problematic and risk
nullifying any results
Formal measures of
reliability are not a factor
although coding is still
justified according to
academic norms;
differences in interpretation
are not a problem and may,
in fact, be a source of data
31. Topic content discourse
Validity
Validity is in the
form of accuracy
and precision i.e.,
demonstrating
that patterns in
the content of
texts are
accurately
measured and
reflect reality
Validity in the form of
“performativity” i.e.
demonstrating a plausible
case that patterns in the
meaning of texts are
constitutive of reality in
some way ..،
Reflexivity
Not necessarily
high - author
simply reports on
objective findings
Necessarily high - author
is part of the process
whereby meaning is
constructed.