Tools that can be used for analysis:-

TEAPCALIM (Can be used for Non-literary texts)

T TEXT TYPE - IDENTIFY

E ELEMENTS OF THE TEXT TYPE - HOW DO WE KNOW IT IS A PARTICULAR

TEXT TYPE?

A AUTHOR - WHO HAS WRITTEN/CREATED IT; HOW DO YOU KNOW?

P PURPOSE - WHY HAS IT BEEN CREATED; WHAT IS IT’S BIG IDEA; HOW DO
YOU KNOW?

C CONTEXT - TIME, PLACE, SITUATION AND HOW IT IS IMPORTANT TO THE

CONTENT OF THE TEXT; HOW DO YOU KNOW?

A AUDIENCE - WHO IS IT INTENDED FOR; HOW DO YOU KNOW?

L LANGUAGE - WHAT ARE THE LITERARY OR STYLISTIC FEATURES USED;

WHAT IS THE IMPACT SOUGHT?

I IMAGE - WHAT IS IT ABOUT; WHAT IS THE PURPOSE OF THE IMAGE; HOW

DOES IT COMPLEMENT THE WRITTEN TEXT?

M MEANING - WHY IS IT IMPORTANT TO THE AUTHOR/SOCIETY; IS THERE

SOME DEEPER SIGNIFICANCE TO WHAT IS BEING ADDRESSED OR
QUESTIONS BEING RAISED?

Source: [Link]

CNT2S3 (Can be used for Literary texts)

C CHARACTER - WHO IS SPEAKING OR BEING SPOKEN ABOUT; WHAT

PERCEPTION DO YOU FORM OF THEM?

N NARRATIVE - FROM WHOSE POINT OF VIEW IS THE STORY TOLD; HOW

DOES THAT IMPACT THE WAY YOU RECEIVE THE STORY, THE CHARACTERS,
THE SIGNIFICANT IDEAS; WHOM DOES YOUR SYMPATHY LIE WITH; WHOM
DO YOU SEE AS THE ANTAGONIST?

T THEME - WHAT IS/ARE THE BIG IDEA(S); WHAT DO THESE IDEAS REFLECT
ABOUT THE SOCIETY OR THE CONTEXT IN WHICH THE WORK IS WRITTEN

T TECHNIQUES - WHAT ARE THE LITERARY FEATURES (FIGURES OF SPEECH,

 IMAGERY, SYMBOLS, MOTIFS ETC) YOU CAN IDENTIFY; HOW DO THEY
IMPACT HOW YOU RECEIVE THE WORK?

S STYLE - WHAT ARE THE LINGUISTIC FEATURES YOU NOTICE - TONE, MOOD,
REGISTER, OTHER LANGUAGE DEVICES THAT ESTABLISH MEANING IN THE
TEXT.

S STRUCTURE - HOW DOES THE WORK TRANSITION FROM ITS EXPOSITION

TO ITS RESOLUTION; HOW DO IDEAS TRANSITION FROM ONE PARAGRAPH
TO THE NEXT; DO SENTENCE LENGTHS VARY AND WHY?

S SETTING (ALSO KNOWN AS CONTEXT) - WHAT IS THE TIME AND PLACE OF

WRITING; IS THERE A SIGNIFICANT INFLUENCE OF THE
SOCIAL/HISTORICAL/POLITICAL SITUATION ON THE TEXT - HOW AND WHY?

Persuasive Techniques (Propaganda and Advertising)

Term Meaning

Glittering Generalities > Uses positive, lofty > Sounds too good to be
language to describe a true
small thing or idea > Fantastic promises
> Make vague or empty
promises
> Doesn’t give many
details

Assertion Enthusiastic or energetic

statement
● Presented as fact,
although it might not be
true
● Statement done in this
way, often gets no back up
or explanation and is
expected to be accepted
without a question
● The subject should
simply agree to the
statement without
searching for additional
 information
● Usually simple to spot,
but often dangerous
because of use of false
information and lies

False Dilemma When only two choices are

presented yet more exist,
or a spectrum of possible
choices exists between two
extremes.
Eg. You are either with
God or against him.

Plain Folks Attempt by the

propagandist to convince
the public that his views
reflect those of the
common person and that
they are also working for
the benefit of the common
person
● Use of accent of a
specific audience as well
as using specific idioms or
jokes
● During speeches, the
propagandist may attempt
to increase the illusion
through imperfect
pronunciation, stuttering,
and a more limited
vocabulary
● Most effective when
used with glittering
generalities

Name Calling and Use of derogatory

pinpointing the enemy language or words that
carry a negative
connotation when
describing an enemy
● Attempts to arouse
prejudice among the public
by labelling the target
 something that the public
dislikes
● Can be combined with
using sarcasm and ridicule,
and shows up often in
political cartoons or
writings

Simplification ● Similar to pinpointing the

enemy, in that it often
reduces a complex
situation to a clear-cut
choice involving good and
evil
● Often useful in swaying
uneducated audiences

Card Stacking ● Also called selective

omission ● Only presents
information that is positive
to an idea and omits
information that is contrary
to it
● Is extremely effective
● Information presented
here is true

Bandwagon Appeal to the subject to

follow the crowd
● You join in because
others have done as well
● It is convincing the
subject that one side is the
winning side
● And because so many
people have joined, victory
is inevitable and defeat
impossible
● Modern bandwagon has
a new twist:
● The subject is convinced
that since everybody else
is doing it they will be left
out if they do not
Testimonial Quotations or Testimonials are written or
endorsements, in or out of spoken statements that certify
context, which attempt to or authenticate the quality or
worthiness of a product or
connect a famous or
service. These statements
respectable person with a aren't written by a company
product or item staff member, an ad agency, or
● Are often used in the owner of the company.
advertising and political Rather, testimonials are
campaigns feedback or comments
● Closely connected to the submitted by actual customers
transfer technique, in that
an attempt is made to Testimonials are brief
statements, typically a few
connect an agreeable
sentences. Effective
person to another item testimonial advertisements
from satisfied customers
include a few words explaining
why they liked the product or
service. For example, if you
own an office janitorial
business, testimonials might
highlight features of your
service and include phrases or
words such as "reliable,"
"outstanding service," "friendly
crew," or "improved our
image."
[Link]
m/testimonial-advertisement-e
[Link]

Problem and Benefit Many ads try to sell an

image, brand or feeling.
Some ads, however,
actually try to sell you
something you need (an
answer to your problems).
It may also sometimes blur
the need between need
and want.

Philanthropic Ads Some companies have

presented themselves as
non-profit organizations in
an effort to boost their
image. Dove for example
conveys that more than the
 beauty, the products help
women to build
self-esteem.

Commodifying competition Turning competition into a For eg. Using NIKE to sell
saleable commodity by the idea of a sports culture
either presenting the (competing against all
product as fit for odds)
competitions in life or
speaking about Cello pens and how they
competitions in life being foster competition during
the goal. exams.

Metamessages Messages that are subtle Eg. Voice and agency for
and speak about certain women through an
values or beliefs advertisement about Cars.

Gendered bodies Representing bodies as Eg. Tall, well-built men in

per social stereotypes an ‘Old spice’
advertisement (Tagline -
“The mark of a man”)

Source: [Link]

Persuasive techniques in Literary and Non-Literary texts

Pathos - stirs up emotions of pity, sympathy, and sorrow. For eg. “He had meant the
best in the world, and been treated like a dog—like a very dog. She would be sorry
someday—maybe when it was too late. Ah, if he could only die TEMPORARILY!”

Logos - a statement, sentence, or argument used to convince or persuade the

targeted audience by employing reason or logic. For eg. “All men are mortal. Socrates
is a man. Therefore, Socrates is mortal.”

Allusion - a brief and indirect reference to a person, place, thing or idea of historical,
cultural, literary or political significance. For eg. ‘Don’t act like a Romeo in front of her.’

Juxtaposition - the author places a person, concept, place, idea or theme parallel to
another usually to etch out a character.
Antithesis- the writer employs two sentences of contrasting meanings in close
proximity to one another to lend greater insight into the subject. For eg. ‘When Neil
wArmstrong walked on the moon it might have been one small step for a man but it
was one giant leap for mankind.’

Repetition - repeat the same words or phrases a few times to make an idea clearer
and more memorable. For eg. If you think you can do it, you can do it.

Parallelism - placing together similarly structure related phrases, words or clauses.

For eg. ‘It's not that i didn't love Caesar. it's that i loved the people of Rome more.’

Tricolon - a rhetorical term that consists of three parallel clauses, phrases, or words,
which happen to come in quick succession without any interruption. For eg. ‘He came,
he saw, he conquered.’

Hypophora - a writer raises a question, and then immediately provides an answer to

that question. For eg. ‘What should young people do with their lives today? Many
things, obviously.’

Polysyndeton - the process of using conjunctions or connecting words frequently in a

sentence, placed very close to one another to create dramatic effect. For eg. ‘here
and there and everywhere’

Mood is a literary element that evokes certain feelings or vibes in readers through
words and descriptions (For eg. Calm, Peaceful, Depressing)

Tone is an attitude of a writer toward a subject or an audience. Tone is generally

conveyed through the choice of words, or the viewpoint of a writer on a particular
subject. (For eg. Sarcasm, Pessimism, Aggression)

Source: [Link] [Link]

Some Uncommon Figures of Speech and
other Literary techniques
Allegory - is a device where the meaning of a greater, often abstract moral or political
concept is conveyed with the aid of more material objects or ideas being used as an example.

For eg. Animal Farm, written by George Orwell, is an allegory that uses animals on a farm to
describe the overthrow of the last Russian Tsar, Nicholas II, and the Communist Revolution of
Russia before WW I.

Allusion - is a brief and indirect reference to a person, place, thing or idea of historical,
cultural, literary or political significance.

For eg. The rise in poverty will unlock the Pandora’s box of crimes. – This is an allusion to one
of Greek Mythology’s origin myth, “Pandora’s box”.

Analogy - is a literary device that helps to establish a relationship based on similarities

between two concepts or ideas.

For eg. How a doctor diagnoses diseases is like how a detective investigates crimes.

Anaphora - In writing or speech, the deliberate repetition of the first part of the sentence in
order to achieve an artistic effect.

For eg. Everything looked dark and bleak, everything looked gloomy, and everything was
under a blanket of mist

Anthropomorphism - can be understood to be the act of lending a human quality, emotion or

ambition to a non-human object or being. It is a lot like Personification, except that
Personification is an act of giving human characteristics to animals or objects to create
imagery, while anthropomorphism aims to make an animal or object behave and appear like it
is a human being.

For eg. In Aesop’s fables, animals assume characteristics of humans and act like them.

Aphorism - is a concise, witty statement that is made in a matter of fact tone to state a
principle or an opinion that is generally understood to be a universal truth; it generally has a
tone of authority.

For eg. The simplest questions are the hardest to answer.

Assonance - refers to repetition of sounds produced by vowels within a sentence or phrase.

Assonance is the opposite of consonance, which implies repetitive usage of consonant
sounds.

For eg. I must confess that in my quest I felt depressed and restless.
Anecdote - a short verbal accounting of a funny, amusing, interesting event or incident. The
story is usually a reminiscence from the teller’s life.

For eg. Winston Churchill was very fond of his pet dog Rufus. He ate in the dining room with
the family on a special cloth and was treated with utmost respect. When enjoying movies,
Rufus had the best seat in the house; on Winston Churchill’s lap. While watching “Oliver
Twist,” Churchill put his hands over Rufus’ eyes during the scene where Bill Sike intends to
drown his dog. Churchill is believed to have said to Rufus: “don’t look now, dear. I’ll tell you
about it later.”

Asyndeton - refers to a practice in literature whereby the author purposely leaves out
conjunctions in the sentence, while maintaining the grammatical accuracy of the phrase.

For eg. Reduce, Reuse, Recycle.

Bildungsroman - a form of storytelling whereby the author bases the plot on the overall
growth of the central character throughout the timeline of the story. As the story progresses,
the subject undergoes noticeable mental, physical, social, emotional, moral, and often
spiritual advancement and strengthening before the readers’ eyes.

For eg. Marji in Persepolis or Changez in The reluctant fundamentalist

Caesura (say-shu-rah) - involves creating a fracture of sorts within a sentence where the two
separate parts are distinguishable from one another yet intrinsically linked to one another. The
purpose of using a caesura is to create a dramatic pause, which has a strong impact. The
pause helps to add an emotional, often theatrical touch to the sentence and conveys a depth
of sentiment in a short phrase.

For eg. It is for you we speak, not for ourselves;

A foil - is another character in a story who contrasts with the main character, usually to
highlight one of their attributes.

For eg. Harry Potter versus Lord Voldemort

Foreshadow - gives the reader a hint of something that is going to happen without revealing
the story or spoiling the suspense.

For eg. The final graveyard flower is blooming, and its smell drifts through their house,
speaking gently the names of their dead.

Imagery - use words and phrases to create “mental images” for the reader; imagery is not
limited to only visual sensations, but also refers to igniting kinesthetic, olfactory, tactile,
gustatory, thermal and auditory sensations as well.

For eg.
It was dark and dim in the forest.
(The words “dark” and “dim” are visual images.)
The children were screaming and shouting in the fields.
(“Screaming” and “shouting” appeal to our sense of hearing, or auditory sense.)
He whiffed the aroma of brewed coffee.
(“Whiff” and “aroma” evoke our sense of smell, or olfactory sense.)
The girl ran her hands on a soft satin fabric.
(The idea of “soft” in this example appeals to our sense of touch, or tactile sense.)
The fresh and juicy orange is very cold and sweet.
(“Juicy” and “sweet” – when associated with oranges – have an effect on our sense of taste,
or gustatory sense.)

Symbol - is a literary device that contains several layers of meaning, often concealed at
first.

For eg. The phrase “a new dawn” does not talk only about the actual beginning of a new
day but also signifies a new start, a fresh chance to begin and the end of a previous tiring
time

Motif - is any element, subject, idea or concept that is constantly present throughout the work.
It usually adds significantly to the big idea of the work.
Hi
For eg. The motif of the elephant, in the essa y ‘On shooting an elephant’.

Stream of consciousness - refers to an uninterrupted and unhindered collection and

occurrence of thoughts and ideas in the conscious mind; usually used in order to provide a
narrative in the form of the character’s thoughts instead of using dialogue or description.

For eg. What a lark! What a plunge! For so it always seemed to me when, with a little squeak
of the hinges, which I can hear now, I burst open the French windows and plunged at Bourton
into the open air. How fresh, how calm, stiller than this of course, the air was in the early
morning; like the flap of a wave; the kiss of a wave; chill and sharp and yet (for a girl of
eighteen as I then was) solemn, feeling as I did, standing there at the open window, that
something awful was about to happen

Satire - is a technique employed by writers to expose and criticize foolishness and corruption
of an individual or a society, by using humor, irony, exaggeration, or ridicule. It intends to
improve humanity by criticizing its follies and foibles.

For eg. If this is going to be a Christian nation that doesn’t help the poor, either we have to
pretend that Jesus was just as selfish as we are, or we’ve got to acknowledge that He
commanded us to love the poor and serve the needy without condition and then admit that we
just don’t want to do it.

Source: [Link] [Link]

What to consider when you are analysing texts and
their purpose (both Literary and Non-literary)
• Analyse how audience and purpose affect the structure and content of texts.
Areas to be
considered could include:
– the use of persuasive language in political speeches
– the features of SMS messages
– postcolonial rereadings of texts.

• Analyse the impact of language changes.

Points to be considered could include:
– the impact of electronic communication on meaning
– the influence of government policy
– the emergence of new vocabulary from the language of groups (for example, young
people)
– the disappearance of vocabulary and of languages themselves.

• Demonstrate an awareness of how language and meaning are shaped by

culture and context.
Points to be considered could include:
– the ways in which jargon and professional language are used
– the ways in which language affirms identity/*-
– the status given to standard and non-standard forms of the language
– the status of minority languages in multilingual societies.

• Examine different forms of communication within the media.

Areas to be considered could include:
– advertising
– news coverage
– opinion
– blogs
– mobile media.

• Show an awareness of the potential for educational, political or ideological

influence of the Media.
Areas to be considered could include:
– public service broadcasting
– campaigns
– censorship
– satire
– propaganda.

• Show the way mass media use language and image to inform, persuade or
entertain.
Points to be considered could include:
– the diversity of audiences
– use of style and register
– overt and covert forms of bias
– layout and use of images
– deliberate manipulation of audience
– placement and the selection of platform.

• Consider the changing historical, cultural and social contexts in which

particular texts are written and received.
Areas to be considered could include:
– the impact of different forms of publishing, for example, serialization
– political pressure and censorship
– dominant and minority social groups
– the role of the individual and family in society
– the impact of prevailing values and beliefs
– protest and polemic.

• Demonstrate how the formal elements of the text, genre and structure can not
only be seen to influence meaning but can also be influenced by context.
Aspects to be considered could include:
– narrative technique
– characterization
– elements of style and structure
– poetic language.

• Understand the attitudes and values expressed by literary texts and their
impact on readers.
Students should be able to recognize that:
– there can be very different readings of the same text
– the context of reception, including the individual reader, influences the way a text is
read
– different values may be in contention within a text.
 • Explore literary works in detail.
Points to be considered could include:
– understand the explicit and implicit meanings in a text
– identify and situate a text or an extract in the context of a larger work
– respond to the key features of texts such as language, characterization and
structure.

• Analyse elements such as theme and the ethical stance or moral values of
literary texts.
Issues to be considered could include:
– identify the evidence in the text for a particular stance
– consider point of view in different literary genres.

• Understand and make appropriate use of literary terms.

Examples could include:
– imagery
– persona
– tone
– metaphor
– irony.

Source: IBDP Lang Lit guide 2015

CALP terms for Duffy’s Poems

Postmodern and Poststructuralist works were written after World War 2
a. Populist (appeal to ordinary people)
b. Demotic (colloquial) in its style
c. Narrative techniques
i. fragmentation (interrupted sequence of events, character development
and action, to talk about a chaotic universe)
ii. paradox (seemingly absurd or contradictory statement or proposition
which when investigated may prove to be well founded or true)
d. Authorial self-reference - elements of autobiography.
e. Rejection of dogma (a principle or set of principles laid down by an authority as
incontrovertibly true)
f. Dismissing taboos (a social or religious custom prohibiting or restricting a
particular practice or forbidding association with a particular person, place, or
thing)