Nonfiktionsanalyse - Kommenteringsstilen

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1 Nonfiktionsanalyse - Kommenteringsstilen

2 Hvad gør man? Start med det grundlæggende
SOAPSTONE – oprindeligt lavet til taler Inkludér det avancerede - Arguments – weak or strong/reasoned.

3 Hvad gør man?- fortsat The idea behind the rhetoric pentagram is that all the concepts are interrelated, and your job is to find out how these interrelations work in the text.

4 Kort gennemgang af SOAPSTONE- modellen
S = speaker O = occasion A = audience P = purpose S = Subject Matter T = Tone

5 Speaker What is the speaker’s/writer’s background? Consider age, sex, education, background, occupation, religious or political point of view.

6 Occasion What is the occasion of the speech/article/leaflet/advertisement/diary entry/letter/essay/biography/blog. I.e. What has caused the writer to write the text? Vigtigt! Non-fiction tekster kan have mange former og occasions. Så start med at slå fast hvilken type text det er, og i hvilken forbindelse den er skrevet. What is the medium (quality press, popular press, free papers, internet, magazine….)?

7 Audience Who is the intended/explicit audience?
Is there an implicit audience? (taler/skriver man ikke kun til dem, der lige nu læser/lytter) What is the intended reader’s background? Consider age, sex, education, background, occupation, religious or political point of view. What does the language indicate about the audience?

8 Purpose What is the speaker’s purpose with the text? (To describe, to inform, to provoke, to persuade, to explain, to entertain, to manipulate or…?) What reaction is he trying to obtain?

9 Subject Matter What is the subject of the text?
What is the text about?

10 TONE Her kommer det avancerede ved non-fiktionsanalysen ind i billedet. Det følgende er elementer, der forekommer i større eller mindre grad alt efter tekst og indhold. Appelformerne (forms of appeal) Ethos – credibility (speaker’s/writer’s authority) – husk eksempler Logos – (appeal to reason with arguments, evidence, facts, and logical reasoning) – husk eksempler Pathos – (appeal to emotion with emotional language, passion and personal angle, ancdotes) – husk eksempler Husk! Lad være med at stirre jer blinde på appelformerne. Skriv kun om dem i det omfang, de findes i teksten.

11 Tone En eventuel anvendelse af appelformer vil influere på sproget så kig efter: Emotionally charged words, kig her på adjektiverne. Er de nu helt neutrale, eller viser de forfatterens holdning? Nævnes gud, fædrelandet, etc (husk kun hvis det er relevant) Personal pronouns: we, I, them, etc. To sum up: How does the writer want to make us feel about the subject matter he is writing about, and how is he doing it?

12 Andre elementer – inddrag kun hvis de forekommer og er relevante.
How is the text structured? (altid relevant) Is the sentence structure simple or complex? Is the vocabulary concrete or abstract, colloquial, formal or neutral? Is a particular word class common in the text? Or not? (altid) Is there anything characteristic about punctuation or word order? Rhetorical devices: alliterations (bogsavrim), anaphoric use (gentagelser i begyndelsen af sætninger), epiphoric use (gentagelser i slutningen af sætninger) Imagery – symbolism (metaphors, similes, personifications)

13 Andre elementer – inddrag kun hvis de forekommer og er relevante.
Use of dialect or sociolect? Quotations – if any, why are they used, and to what effect. Layout Illustrations – why? What is the effect.

14 Argumentationsanalysen – avanceret, men giver godt karaktermæssigt
De fleste non-fiktionstekster har noget de gerne vil overbevise læseren om. Derfor bruger de argumenter i større eller mindre grad. Det giver point hvis I kan vurdere dem - altså: Identificere påstande i teksten CLAIMS – de kan være tydelige eller mere subtile. Her skal I kunne fortolke (infer from the text) Vurdere dem – er der belæg DATA til underbygning af påstandene? Altså: are the arguments weak or strong? (reasoned arguments = ”saglige argumenter” are strong) Vigtigt! Der er forskel på tekster. Nogle har mange tydelige påstande. Andre er ikke så tydelige i argumentationen, og kan endda have ”skjult” den for at fremstå ”fair and balanced”, og prøve at være neutrale. Den sidste version skal I kunne finde via fortolkning og underbygge med eksempler på ordvalg, citater, anekdoter, etc. Pas på med at overdrive arbejdet med dette!!! Vurder argumentation på baggrund af gode udvalgte eksempler. Undgå at lave en uendelig liste af eksempler

15 Efter analysen Nu har I analyseret, så nu er det tid til at kommentere på teksten. So, does the text succeed in fulfilling the writer’s intentions? How reliable is the text? Is the text of current interest or out-dated? Is the topic relevant (to you)? Is the text clear/direct? Do you find the text and the arguments reliable or unreliable? Why? Does the text hold water if you compare it with other information on the topic? Were you convinced by the text? Why/Why not?

16 Et eksempel på argumentation– reasoned argument
Claim/påstand: I am a British citizen Data/belæg: I was born in Gibraltar Warrant/hjemmel: If a man is born in Gibraltar, he is legally a British citizen. Vigtigt!! – Warrant/hjemmel er meget svær at identificere og ofte er det en del af Data/belægget. I behøver ikke at finde warrant. Det I skal gøre i en argumentationsanalyse er at identificere claims/påstande. Husk at de kan være tydelige, eller findes via fortolkningen. Vurdér herefter om belægget/data holder, og I kan se om det er et reasoned argument/sagligt

17 Nyt eksempel – reasoned argument???
Claim: Gun control will increase the number of killings. Data: Better access to guns will make more people able to defend themselves, and thus reduce the number of killings.

18 Sidste eksempel – reasoned argument???
This Power Point presentation is exciting as it has a blue background.

19 The Task: In your groups:
1. Look at the way of arguing in the text:”Why Chinese Mothers are Superior”, and decide if it is reasoned or weak. Find claims and look for the data that support the claims. 2. See what you can find out about the other features in the text using the SOAPSTONE-model.