| Learning Outcomes |
| · Content is outlined and its possible effects on different readers/viewers are explored.
· The impact of different writing/signing techniques on reader/viewer perspective are identified and explained in terms of the particular effect produced by each. · The influence of specific language structures and features is analysed. · The effect of selected production techniques in visuals is explained.
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1. Effects of Content, Language and Style
1.1 Content
The content outline of a text is the framework of a text and a brief summary of what is in the text. To outline the content of a text, look at the following:-
- The context of the text (does it come from the workplace, the home, the learning environment, the general environment)
- The type of text
- The date the text was written
- The author of the text
- The title of the text
- The headings in the text
- Any tables, charts, graphs or drawings
- Bullet points in the text
- Highlighted bolded or italicised portions in the text.
- The main ideas in the text
- The theme of the text
- The layout of the text
The content of a text will have various effects on different readers.
Below are some examples of content outlines and some possible effects that the content could have on different readers:-
| Text type | Content outline | Possible effects on different readers/viewers |
| The fairytale “Cinderella” | A fairytale about a girl who is treated like the household servant by her stepmother and stepsisters after her father dies. She is helped by her fairy godmother who uses magic to transform rags into a dress for the royal ball which will last until midnight. She leaves a glass slipper behind in her haste to leave before the magic wears off. The prince uses the glass slipper to find her again.
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-Little children will be enchanted by the story and possibly believe in the magic.
– Adults will find the story to be light escapism from the harsh realities of life – Creative people may be inspired to paint, draw or make movies of the story – Business people may see the content as an opportunity to market children’s products
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| A marketing plan for a company that sells breakfast cereals (includes tables, charts and graphs) | -Marketing plan for June 2009 – June 2010.
– Prepared by Head of the Marketing Department – Details the budgets for marketing – Details the types of marketing that will be done such as TV advertising and billboards. – Details the resources necessary to carry out the plan including the human resources and financial resources – Details the timeframes within which each aspect of the plan must be carried out. The tv advertising will role out by November. The billboards will be up by December.
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-People in the marketing department will have to familiarise themselves with the content in detail to carry out the marketing
– The accountants in the company will focus on the numbers – The senior executives will look at it from a strategic point of view – The secretary will not understand the content and will just see it as more filing
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| A psychology textbook | – Authored by Professor James Straus
– Published in 2007 – Revised in 2008 – Chapter 1: – Chapter 2: – Chapter 3: – Chapter 4:
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-Psychology students will see the content as knowledge that they need to study and write exams on
– Lecturers will see the content as knowledge that they are familiar with that needs to be taught. – A lay person may read the textbook out of human interest – Qualified specialists will evaluate the content in terms of their own knowledge and experience.
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1.2 Writing techniques
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ACTIVITY 10: Your facilitator will give you flashcards for this activity. 1. Match the writing technique flashcard to its definition flashcard 2. Match the flashcards that explain the particular effects of each writing technique to the above sets of flashcards.
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| Term | Definition | Effect | |
1.3 Language Structures and Features
Language structures and features will influence readers’ responses to a text.
Below are some definitions of language structures to help you complete the next activity:
| Language Structures/ Features | Definition |
| Bias | A term used to describe a tendency or preference towards a particular perspective, idealogy or result. One can be biased towards certain cultural, religious or peer preferences or one can be racist, sexist or ageist. Bias can also be a form of misrepresentation of discrimination. |
| Humour | A message with the power to evoke laughter. |
| Irony | Expressing something different from and often opposite to the literal meaning. |
| Sarcasm | Witty language used to convey insults or scorn. Stating the opposite of an intended meaning in order to mock. |
| Omission | To fail to include, to leave out. |
| Silence | A period of time without speech. |
| Figurative expressions | Expressions that are meant to convey additional layers of meaning, not just a literal meaning. Metaphors, similes and personification are examples of figurative expressions. |
| Repetition | The act or process of saying or doing something again. |
| Hyperbole | A figure of speech in which exaggeration is used for emphasis or effect (e.g. This book weighs a ton). |
| Generalisation | An idea or conclusion that is characteristic of the majority. |
| Stereotyping | Regarding a person as embodying or conforming to a set image or type. |
| Picture | A visual representation or image – painted, drawn or photographed. |
| Caption | A title, short explanation or description accompanying an illustration of photograph. |
| Typography | The arrangement and appearance of printed matter, the style of printing. Includes typeface, letter spacing, line spacing, line, length and point size. |
| Grammar | The rules in a language used to generate sentences. |
1.4 Production techniques in visuals
The effect of a production technique will vary depending on the visual. In the next activity you will get to practise explaining the effect of production techniques on various visuals. Use the following definitions of production techniques to help you complete the next activity.
| Production technique | Definition |
| Composition | Arrangement of artistic parts to form the whole. Each composition will have a focal point or a main subject. Look at distance between objects. Look at positioning of objects. |
| Layout | Arrangement of the graphic matter on the page/ frame |
| Light | Quality, quantity and type of illumination. Lighting may be natural or artificial. Lighting can come from different angles. Lighting can reflect a mood. |
| Foregrounding | The scene is nearest to the observer / front part of the scene. |
| Backgrounding | The scene is farthest away from the observer/ back part of the scene |
| Perspective | The relationship of aspects of subjects/ objects to each other and to the whole. The perspective can also be as seen by a character. |
| Camera angle | The point of view of the camera. Where the camera is placed in relation to a subject affects the viewer’s perception of that subject.
· A long shot shows the overall scene. · A full shot focuses on the entire object/ character · A medium shot shows from the waist upwards · A close up shot focuses on a detail. · A high angle shot makes the subject look small. · A low angle shot makes the subject look powerful or important · An eye level shot is neutral · A birds eye view shot is taken from directly above · A worms eye view shot is taken from directly below |
| Frame | One of the many single photographic images in a motion picture. |
| Sequence | The order of the frames or images |
| Use of colour or black and white | The effect produced by the image will vary depending on the use of colour or black and white. The effect will depend on the image. |
| Font type | The visual appearance and style of the font.
The font may be bold or in italics. The font may take on various visual appearances and styles such as IMPACT, Times New Roman, Comic Sans etc. |
| Font size | The font may be large or small. |
| Headlines | The text at the top of an image or article. |
| Captions | Concise and descriptive piece of text that labels a picture, image, chart or table |
| Subtitles | Textual versions of the dialogue in films. May be the same dialogue in the same language to help the hard of hearing or may be translated into a foreign language so that foreign viewers can understand. |
| Borders | The edge of the image which may be demarcated by a line. |
| Overlays | Images or colours laid over each other |
| Selection / Omission | Images or parts of images are chosen or left out. Sometimes this is done after the fact using computer programs which can erase or chane parts of the image |
| Scale | A proportion use to determine the dimensional relationship of a representation to that which it represents |
| Size | The physical dimensions, proportions, magnitude or extent of an object |
Conclusion
In this unit you have learnt how to read/ view and respond to a variety of texts in socio-cultural, learning and workplace contexts.
In order to critically analyse a text, it is important to know how to skim, scan and predict the text. Knowing the form of the text type and its features will also assist with the analysis. Know what genre of text you are working with. Look at how the text has been organised. Text can be organised using headings, chapters, paragraphing, indexes, appendices etc. Make conclusions about the purpose, audience and context of the text by synthesising the information from the text and looking at the patterns and the trends.
Explaining values, attitudes and assumptions in texts requires the analyser to cite evidence in defence of their position or in defence of the author’s position. Look out for surface and embedding meaning when presenting a viewpoint. Focus on the impact on the target audience.
The effects of content, language and style can be evaluated. Outline the content and explore its effects. Identify the impact of different writing techniques and the influence of language structures and features. When analysing a visual, look at the effects of the production techniques.
Thank you for attending today’s workshop. We hope that you have gained valuable knowledge and insight on analysing and responding to texts that will help you learn and grow well into the future.
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