Chapter 5

EVALUATING MESSAGES AND

IMAGES OF DIFFERENT TYPES
OF TEXTS

GROUP 4
 Learning
Objective
At the end of this chapter, you must be able to evaluate
messages and images of different types of texts; employ
various semiotic systems in understanding multimodal
texts; and practice critical reading and listening
TEXTS Provide the means for communicating and
form an important part of study in any given
course. It is important to understand how the
features of texts affect reading
comprehension, particularly in examining
similarities and differences of the traditional
print-based and multimodal texts.
What is a
multimodal? The term ‘multimodal’ refers to the use of
multiple modes of communication to convey
information or ideas.

These modes can include not only speech but

also visual elements like images, videos,
graphics, text and other multimedia
components.

Multi-modal presentations are a curriculum

requirement and these tasks usually involve
delivering an oral presentation accompanied
by visual elements.
 Forms of multimodal texts:

Paper Digital Live

Two or more of the following semiotic systems

are included in a multimodal text:

Linguistic system Visual system Audio system

Gestural system Spatial system

CRITICAL READING
AND LISTENING
Multimodal texts require readers and listeners to
become critical readers and listeners. Since
comprehension is the central goal of both reading
and listening, the ability to comprehend
multimodal texts develops students to become
critical readers and listeners as well as active
evaluators of multimodal texts.
 Critical Reading of
Multimodal Texts
Critical reading is the process of reading that goes beyond
comprehension of a text. It means to say that one to be a critical
reader must be actively involved in responding to the reading
text. It is very useful at all stages of academic study but is
particularly important when evaluating messages of multimodal
texts.
 Critical Reading
involves

1 2 3 4

Carefully considering Identifying the strengths Identifying the Looking at the image
and evaluating a reading and implications of the weaknesses of the text and deciding how the
text text reading fits into the
greater academic
context
 1 2 3

Source Message Medium

Who created the message? What does the message say What type of text is used to
Is the source reliable? (subject, main point, support) deliver the message?
Was it by a news organization, Is the information fair and logical? What are the advantages and
a public citizen, an editorial What points of view are shared in limitations of the text format?
team of a scientific journal, or the message?
an advertiser? Which ones are left out?
What images or sounds catch your
attention?
 3 4

Audience Context

. Who is the target audience of What is the purpose of the

the message? message?
How might other people Who controls the transmission
interpret the message of the of this message?
text?
Listening as a Critical
Thinking Activity
Listening is a voluntary active process, it is psychological.
According to Lynch (2013), adults listen 50 percent or less, while
teenagers listen 25 percent or less. Studies show that those who
practice listening skills get better grades, higher pay and achieve
their goals more often than those who do not. For you to be able
to access the message of an argument, you must be a critical
listener.
 1. Involves being able to access the strengths and

Lynch qualifies that weaknesses of an argument; 2. Involves being able to

distinguish between the fact, theory and opinions of an
argument;
critical thinking 3. Allows for thinking outside of the box;
4. Allows for compromise and growth;
5. Involves being able to judge the credibility of
sources;
6. Requires accessing the quality of evidence;
7. Involves discerning relationships between ideas;
8. Involves priorities on what to remember and in what
context;
9. Allows for fewer mistakes and reduces trial and error
in everyday life;
10. Does not mean negative thinking;
11. Is a normal process that requires practice and
reinforcement;
12. Requires an open mind and the ability to consider
and understand all sides of an issue, and;
13. Means replacing name calling and images with
reason compromise and the ability to persuade instead
of attack
1. Identify support for the claims. This
Kadjan-Baumeyer
means performing research to determine suggests to readers
the process the speaker used to actually
gather facts and information. Look for and listeners to
things like dates and sources.
perform the following:
2. Evaluate the argument of the speaker or
the text. Try to figure out whether the
speaker is using emotional appeals, a
logical argument or actual evidence to
state the case. Sometimes, a speaker uses
overstatements to stress a point and to
make it more appealing. It is perfectly legal,
but it can be misleading. This is especially
true if you have not done your homework.
When it comes to evaluating an argument,
there are a few things you can do to get
the most information.
 EVALUATING
MULTIMODAL TEXTS
Putting communication at the front of your
mind and becoming more aware of how
you communicate in a given situation can
be informative and have many positive
effects
 EVALUATING MULTIMODAL TEXTS

1. SOURCE 2. MESSAGE

Readers or listeners of a text should ask first After evaluating the source, the content of
about its authorship. There is a need to the text should be examined in order to get
identify if the source is an individual or a team its message.
although the number of writers does not
warrant credibility of the text
 Identifying the
Subject, Main Point,
and Support
The subject of the message may be a
person, product, service, place, program,
among others.
It concerns on what is talked about in the
text. It is the reason that makes a claim or a
main point.
Identifying the Subject, Main
Point, and Support
It concerns on what is talked about in the text. It is the reason that
makes a claim or a main point

main point

explicit main point

implicit main

fact

opinion

claim
Evaluating
When evaluating a message, it is important

Logic and to examine the chain of reasoning used by

the source, as any gaps or problems can
undermine the validity of the conclusion.
Balance Every point of the message should follow
on from the last point. If there is a gap
between two ideas, this undermines the
overall conclusion. Likewise, some readings
are more biased than others. A biased
statement is characterized by prejudice,
partiality, or preference for or against a
person, an object, or an idea.
 Biased
information has
the following
indicators:
a b c d

The language is The message appeals Ideas are worded with The message is one-
offensive; expressions more to the emotion the intent to sided, or it only presents
might be biased in terms rather than to reason or oversimplify or a limited viewpoint.
of gender, race, logic overgeneralize. Analyzing Points of
ethnicity, age, and
disability.
 All multimodal text messages reflect the
culture of their creators—their values,
Analyzing
lifestyles, points of view, preferences,
among other things. A rigorous analysis
can tell you about the source’s values and
Points of
perspectives as well as those that are
missing in the text. View
A rigorous analysis can tell you about the
source’s values and perspectives as well as
those that are missing in the text. The
question on points of view should be given
importance: What points of view are shared
in the message? Which ones are left out?
 Creating Meaning
Through Images and
Sounds
Visual elements include lighting, camera angle, composition, and
body language. Visual Elements

Lighting Camera Angle Composition Body Language

Low lighting suggests This visual element is Visual elements should Non-linguistic elements
sadness or fear, while used to position the be arranged in a manner like the body language
bright lighting conveys viewers so that they can that they do not affect are more revealing than
happiness or joy. Soft understand the the viewer’s perception. words. They seem to be
lighting expresses relationship between more catchy than the
beauty and romance. the characters. It is very words provided in the
Use color and tone to important in shaping text.
reflect the mood you are meaning in film as well
trying to create in your as in other visual texts.
image.
 Sound Techniques

Music Voice-over or Narration

Sound Effects

This sound technique This is another sound Some videos or films

that is added after the technique that affects and television shows use
filming enhances a the mood and intensity a narrator other than the
scene making it realistic of a scene characters in the story
although the effects to speak to the
themselves are often audience.
artificially produced.
 EVALUATING MULTIMODAL TEXTS

3. MEDIUM 4. AUDIENCE 5. CONTEXT

The medium in transmitting the message The audience in the Context in this section includes the
may be conventional or digital although communication situation refers to purposes and authorship of the text.
they are often mixed up in a the receiver of the message. It may A text serves at least one of three
communication situation. Sometimes, be a person or a group for whom a purposes: to inform, to entertain, or
print-based communication needs to be message is created. to persuade. Often, a text fulfills all
backed up by a digital form in order to three purposes at once. Magazines,
achieve a better and faster for example, may entertain its
communication. readers, but it may also inform and
persuade them. Consider and
analyze the purpose before sending
any messages.
 What is the
purpose of the
message?
 1. To inform
The message provides the audience with a clear
understanding of the concept presented by the
source. Most of these multimodal texts like books,
ebooks, letters, blogposts, emails, magazines,
newspapers, video tutorials, television newscasts,
documentaries, presentations are created for
information dissemination
 2. To entertain
The message or the text amuses the audience.
Some of these multimodal texts that aim to
entertain are television sitcoms or primetime
shows, movies, music, sports and travel
broadcasts, social networks, magazines, and
comics.
 3. To persuade
The audience is provided with well-argued ideas
that can influence their own beliefs and decisions.
Persuasive devices are easy to recognize in
advertisements and commercials, but they are
subtle in other media forms.
Who controls
the
transmission
of the
message?
 The three main categories of
ownership are identified as

1. Government 2. Corporations

Multimodal texts that were created by Most of the media messages are controlled
government offices are state owned and must by private companies. Different forms of
be carefully evaluated for propaganda— multimodal texts like videos, newspapers,
publicity, advertising, marketing, and magazines, movies, web sites are controlled
information dissemination. by giant corporations

3. Individuals

Personal creations are independent media

forms. Texts and other media forms that are
free of government and corporate influences
are controlled by individuals.
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