SCHEDULE OF TEXT COMMENTARY

0. Comprehensive reading of the text must read the text many times as needed: yo
u can not comment properly if you do not understand everything you read. To do t
his you can highlight words or phrases that you consider important to the analys
is and write in the margins any information that comes to mind for interpretatio
n. 1. Item must be picked up so abstracta1 (without mentioning any specific evid
ence of the text.) The recommended length is about 10 palabras2. 2. Abstract It
is characterized by its brevity, clarity, simplicity and objectivity. His role i
n the commentary is to demonstrate that you understand the text because it shoul
d be able to replace it in its meaning. To make a summary is to select the keywo
rds texto3 and connectors attachable to draft a new text coherente4. The recomme
nded length is ¼ of the original, though, if you are not sure, it is best not t
o exceed 5 or 10 lines. 3. Structure a) Here you should find out how to organize
the ideas of the text. You can serve, in principle, place the main idea in the
text (hierarchy and position of the thesis or main idea): analysand (the thesis
opens the text), synthesizing (the thesis closes the text), framed (the thesis c
lose and open the text, but no need to repeat the same words) and parallel (no m
ain idea: they all have the same importancia5). b) According to the text sequenc
es that comprise it (narrative, descriptive, talking, expository and argumentati
ve). Are developed in the manual. It should be remembered that often appear comb
ined together and rarely isolated in a single text. The most common combinations
are:-NARRATIVE DESCRIPTION + + = TEXT LITERARIOS6 DIALOGUE AND NEWSPAPER (OPINI
ON) ... -------------------------------------------------- ---------------------
-------------------------
February 1
In fact, what you find is the author's intention in the text. The title of the t
ext (if fitted) can guide you on the subject, but not take it as a general rule:
it is possible that some texts do not match title and subject, for purely liter
ary, or that does not correspond with the main theme ( with only one side). 3 ie
, those containing more information and that are essential to interpret the them
e of the text. 4 It would be like the synopses of films and books. May is usuall
y given in combination with the previous ones, and rarely alone in a text. 6 For
example, novels and stories. The difference between narrative and description i
s that there is action in the first and the second is not.
Exhibition & ARGUMENTS = TEXT techno-scientific / Journalistic / TEXTS essays ..
. 4. Characterization texto7 This section shall identify the type of text accord
ing to the field of use, ie according to what is going to utilizar8. We can dist
inguish between journalistic texts, advertising, technical, scientific, legal, a
dministrative, and literary nonfiction. Within each type of text must be justifi
ed, moreover, the genre it belongs: if a newspaper article, you must take into a
ccount, for example, if objective or subjective, and if it is subjective, to det
ermine if an editorial, an opinion piece or letter to the editor. 5. Traditional
ly linguistic analysis distinguishes between Grammatical analysis or level (from
the phoneme to prayer, inclusive) and textual analysis (after the prayer, ie th
e text). 5.1. Grammatical analysis or levels must be analyzed only those feature
s of each level that you consider important. a) LEVEL phonetic-phonological in p
rinciple is only responsible for sounds and phonemes, but also includes other as
pects directly related to spelling, and punctuation. -Mode oracional9: declarati
ve sentences (positive or negative), exclamatory, interrogative (direct or indir
ect) or imperativas10 hortatory, dubitativas11 and desiderativas12. "Punctuation
: a greater number of signs, the slower the pace of reading and vice versa. b) A
nalyse the morphosyntactic level inside the palabra13 (lexemes and morphemes) an
d how they relate to each other (phrase and sentence) 14. MORPHOLOGY b.1 would t
ake into account only the parts of speech in different ways, ie, which can lead
morphemes: nouns, adjectives, determiners (articles and determiners adjectives),
pronouns, verbs and adverbios15, both as source and resulting category (words t
hat become nouns, adjectives, verbs or adverbs) through the application of deriv
ative suffixes appreciative.
7
It is advisable to include the analysis of language functions (emotion, appeals,
conative, metalinguistic, phatic,€poetic and referential), and identify what t
he primary and secondary schools in which every sentence, paragraph or part of t
he text, as they reflect the author's intention. 8 We can identify with the fina
l, which appears in the concept map I gave in class, and which distinguishes bet
ween Informational Purposes (goals journalistic texts: news ...), Cosmetic Purpo
se (Purpose ...), persuasive literary texts (journalistic texts subjective, arti
cles of opinion ...) and prescriptive Purpose (give orders or advice: recipes, a
ssembly instructions ...). 9 Rank the sentences according to their intonation. 1
0 express an order: "Come here." 11 express doubt: "I do not know if he'll come.
" Express 12 desire: "Hopefully come." 13 Also known as MORPHOLOGY. 14 Also know
n as syntax. 15 In principle they are invariable forms (here, today, so ...), bu
t there is a kind of adverb is formed by a feminine adjective + suffix "-mente":
"clearly" that it should be noted in the commentary.
b.2. SYNTAX This section must know how to organize the words, especially preposi
tions, conjunctions and adverbs with their respective expressions acting as a un
ion between words, phrases and sentences, as well as serve as a key to identifyi
ng and classifying compuestas16 prayers and variables forms listed above, they c
onstitute the nucleus around which the rest is organized to form a phrase (nomin
al: name or noun, prepositional: preposition + noun, adjective: adjective, adver
b: adverb; verbal verb). Finally, you must identify the function exercised by ea
ch phrase: subject (subject patient in the passive sentence) or predicate (nomin
al or verbal) and the complements of the predicate: attribute, add agent (in the
passive sentence), direct object, indirect object , add circumstantial preposit
ional complement or supplement regime and predicative. Regarding the types of pr
ayer, it will be compulsory to indicate whether predominantly simple sentences (
consisting of a single verb) or composite (more than one verb), in case they are
of the latter type, you also point out what subtype according to the articulate
d connector oracional17: coordinadas18 (copulative, disjunctive, adversative, di
stributive ...) or subordinadas19 (as such: nouns, adjectives ... and logical im
plication: causal, final and concessive ...), connector as the absence of senten
ce: statements juxtaposed. c) lexical-semantic refers to the vocabulary and the
meaning of the word, respectively. c.1 LEXICON must classify the words, first as
belonging to the general lexicon (for daily use and reference to everyday objec
ts or general ideas: "Home," "love "...) or specific (compound by jargon or word
s that are used for a specific professional or academic field, "cardio" in medic
ine or "phrase" in Linguistics, and learned words, words that were taken directl
y from Latin, mainly without evolve naturally over the siglos20). In a second cl
assification must distinguish between neologisms (words-ups), archaisms (words n
ot used anymore) and foreign words or words borrowed from other languages, which
must indicate their place of origin: Anglicisms, lusismos Gallicisms, italians,
Germans, Arabisms ... Finally, you may find useful for personal opinion that th
e abundance and variety of vocabulary is a symptom of a text written by an autho
r or worship.
16 17
Those who have more than one verb. Sentence connectors are, as I mentioned, conj
unctions (and, and ...), or prepositions (to, of, ...), including adverbial (tho
ugh ...), the conjunctive phrases ( as) and prepositional (because of ...), but
it is not necessary to analyze all the sentences of a text. 18 is the union of t
wo independent sentences with meaning: "studied and Maria Pepe Work" 19 is the u
nion of a sentence with independent significance (main clause) with another that
has no meaning independent and, therefore, depends on the principal ( the latte
r is known as a subordinate clause): "Pepe studies because he wants to pass" 20
A classic example is the Latin word cathedra ("armchair") that evolved in the Ca
stilian "hip" (lexical heritage) and later was taken directly from Latin to desc
ribe the post Teaching: "chair" (lexical worship). Its opposite would not be the
slang, they are words in the lexicon existing assets and, for lack of culture o
f the speaker and dialect issues, is pronounced and is misspelled (amot * arradi
o *, Bacalar *...);€or simply because the author wants to imitate the orality i
n writing with a purpose, often ironic.
c.2. Semantics Its subject is not the word, but the weeks or significado21 trait
. It is important to identify those words that are the result of semantic phenom
ena, such as synonyms, antonyms, polysemy or homonymy (homonyms and homographs)
because they are the engine of change in meaning of many current terms and origi
n of so many figures of speech. Another approach that I consider essential to th
is level, is the grouping of vocabulary in semantic fields, both a feature uniqu
e meaning to share a series of words, for the relationship in the text between h
yperons, hyponyms and cohipónimos. Textual analysis in this section in order to
study the text through its three essential elements: CONSISTENCY (internal mean
ing of the text unit), cohesion (formal statement of consistency) and ADECUACIÃ N2
2 (adaptation of the text to the communicative situation). The analysis was done
through the mechanisms of textual each property you will find in the manual in
Unit 3 (adequacy and consistency) and unit 4 (cohesion). 6. Personal opinion is
the true text analysis, where you must not only interpret the evidence collected
so far subjectively, but also give your personal opinion on the content and how
it is written the text (textual adequacy property: this text is right depending
on the subject, recipient and field of use?), and what you agree or disagree wi
th what the author says and how you say, well say what you say and how you say i
t. The best option is to approach this section from the form, even if we have ma
de linguistic analysis, and select those features for each level that we feel ri
ghtly or wrongly, and justify why. In the case of the misguided, it is advisable
to provide an alternative itself. For the content of the text is necessary to a
rgue with examples from the text, it is agreed or not with the author, and justi
fy why. It is also advisable to provide an alternative properly substantiated. I
n short, allows you to retrieve personal opinion, in conclusion, those elements
considered relevant than you think to judge the rigor and add text with valid al
ternatives. Finally, it should be noted that all comments must be written, so yo
u will have to flee schemes and distinguish each section headings. It is also im
portant to extract at least one example of each trait that you analyze the text
and line signals where it is. Finally, it is essential spelling and grammar, and
presentation (margins, calligraphy, sort paragraphs, no studs ...) and the abil
ity at the time of writing and presenting your ideas with clarity and style orde
n23.
21
Taking the example "chair" would semes "four legs", "to sit" and "backed", with
the latter that differentiates the meaning of "stool." 22 This property should c
omment first on the characterization of the text (paragraph 4 of this schedule)
and then personal opinion (section 6). 23 For what will be necessary to properly
mastered and textual sentence connectors (For one thing, the other side ... fin
ally sorted ...), because the ideas of the text.