Structural and Contextual Analysis: by Hazel Marbella Anzano CCT1-A JAN.16 2019

This document discusses structural and contextual analysis of texts. Structural analysis involves breaking words down into parts like prefixes, suffixes, and root words to determine meaning. Contextual analysis examines a text within its historical, cultural, and intended audience context. It considers questions like the author's purpose and intended action or reflection by the audience. Contextual analysis provides insights into both the text itself and the circumstances surrounding its creation.

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Structural and Contextual Analysis: by Hazel Marbella Anzano CCT1-A JAN.16 2019

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Hanz Luis Anzano

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STRUCTURAL

and
CONTEXTUAL
ANALYSIS
by
HAZEL MARBELLA ANZANO
CCT1-A
JAN.16 2019
STRUCTURAL ANALYSYS
• The process of breaking words down into their basic parts to
determine word meaning.

• Is a powerful vocabulary tool since knowledge of a few word parts

can give you clues to the meaning of a larger number of words.

• Although the meaning suggested by the word parts may not be exact,
this process can often help you understand the word well enough
that you can continue reading without significant interruption.
Components of Structural Analysis
• Compound words are words consisting of smaller words.
- The meanings of the smaller words are retained to contribute
to the meaning of the larger word.
- words with short vowel (e.g., catnap, bathtub )
- words with vowel/consonant combinations ( e.g., cupcake,
weekday )
- multisyllabic words ( e.g., newspaper, watermelon )
• Affexis (e.g., prefixes, suffixes, inflectional endings) are one or more
letters attached to the beginning or ending of a base word.
- although affixes may not always add a syllable to the root word,
common prefixes (e.g., re-, un- ) and suffixes (e.g., -ly, -est, -er )
should be introduced to help students recognize unknown words
simply by segmenting the word into its base unit and other word
parts.
- Inflectional endings like -s, -es, -ing and -ed appear at the end
of the words and are the easiest affixes to learn. Some inflections
have more than one pronounciation, for example, inflectional
ending >ed< is pronounced differently in words like helped,
poured and pleaded.
• Contractions, like most compounds are composed of two words. But
contractions unlike compounds, are shortened by replacing a letter or
letters with an apostrophe.
-Types of contractions include the following:
- Present tense “to be” (e.g., am, is, are) contractions (e.g., I'm,
he's, they're )
- Common “not and “will” contractions (e.g., can't, she'll )
-”Have,” “had,” and “would” contactions ( e.g., they've, she'd )
CONTEXTUAL ANALYSIS
• A contextual analysis is simply an analysis of a text ( in whatever
medium, including multi-media) that helps us to assess that text
within the context of its historical and cultural setting, but also in
terms of its textuality - or the qualities that characterize the text as
the text.
• A contextual analysis is a method of studying text and its cultural,
social, or political context. It is often used by historians, art critics, or
sociologists.
• A contextual analysis can proceed along many lines, depending upon
how complex one wishes to make the analysis. But it generally
includes several key questions:
1. What does the text reveal about itself as a text?
- Describe ( or characterize ) the language (the words or
vocabulary) and the rhetoric (how the words are arranged in
order to achieve some purpose). These are the primary
component of style.
2. What does the text tell us about its apparent intended audience(s)?
- What sort of reader does the author seem to have envisioned,
as demonstrated by the text language and rhetoric?
- What sort of qualifications does the text appear to require of its
intended reader(s)? How can we tell?
3. What seems to have been the author's intention?
- Why did the author write this text? And why did the author
write this text in this particular way, as opposed to other ways in
which the text might have been written?

4. What is the occasion for this text?

That is, is it written in response to:
- some particular, specific contemporary or event?
- some more “general” observation by the author about human
affairs and/or experiences?
- some definable set of cultural circumstances?
5. Is the text intended as some sort of call to - or - for - action?
- If so, by whom? And why?
- And also if so, what action(s) does the author want the
reader(s) to take?

6. Is the text intended rather as some sort of call to - or for - reflection

or consideration rather than direct action?
- If so, what does the author seems to wish the reader to think
about and to conclude or decide?
- Why does the author wish the readers to do this? What is to be
gained, and by whom?
7. Can we identify any non-textual circumstances that affected the
creation and reception of the text?
- Such circumstances include historical or political events,
economic factors, cultural practices, and intellectual or aesthetic issues,
as well as the particular circumstances of the authors own life.
references:
• Effective Instruction for Struggling Readers: Researched Based
Practices, WORD STUDY AND SPELLING, 2003 UT System/TEA
• https://blog.premium-papers.com/2012/03/01/contextual-analysis-
its-definition-goals-and-methods/
• https://news.mb.com.ph/house-committee-approves-bill-lowering-
age-of-criminal-liability-to-nine/