Writing handwriting to analyze consists in examining the text in more detail: its constituents, instruments, themes, etc. There are infinitely many models for how an analysis can be performed – but first and foremost it is about reading the text thoroughly and with increased attention to the structure and instruments of the text. .
The writing act to interpret consists in explaining how the individual constituents should be understood in the context of the text and thus clarifying the message of the text.
The writing act to explain / explain something consists in conveying – loyal and neutral – main points of view in the material. It is markedly different from the report in that it does not follow the chronology of the text, but instead focuses on gathering the views.
The writing act to comment consists in considering the material’s information, for example, by discussing the content of the text or by perspective on other texts or contexts.
The writing act to discuss consists in raising attitudes to a topic. The topic will appear in the assignment form. A discussion juxtaposes different and often contradictory views with arguments for these, and it can be concluded with an argued personal position.
The writing act to characterize consists in highlighting the features and elements that characterize a text. The action is based on careful textual observations and uses quotations from the central parts of the text, which are, for example, central to the argument. It is important that you formulate the characteristic yourself – it must not become a blanket of quotes
The writing act to compare is about finding common features and / or differences between texts. You can analyze and compare on an ongoing basis, but it places great demands on your ability to structure your own text – and on the reader’s ability to keep things separate. Usually it will be the easiest – and best, ie. clearest and most understandable – to analyze the comparison texts separately before the comparison.
The writing action to perspective points out the text. To perspective means to draw threads, to relate to something else, for example another text, a discussion, a theme, a genre.
Here’s how to write a statement
Read the text carefully and look up the words you do not understand.
Write a short presentation of the text:
- Where did it come from?
- When is it written?
- Who wrote it?
- What is the topic of the text?
- Read the text again.
Divide it into sections and give them explanatory headings
Underline keywords, good quotes, etc.
Continuously write down the overall views, arguments and examples of the text on a note sheet. (If you write the notes on a PC, you can continue writing in the document when you have finished reading.)
In your own words, formulate the main point of view of the text and find a good quote that can support your statement. Enter both immediately after the presentation.
Lay out an outline of what you would like to include in your statement – use, for example, Word’s bulletin, but remember that the finished statement must not be bulleted!
Consider which quotes you want to use. Remember that you usually have to post the quotes and comment, explain or interpret them afterwards – but don’t re-tell (paraphrase) them!
Write the statement. It should usually fill a maximum of 1/3 of the publisher, and may end with a brief summary (3-4 lines) of the text content.
Read your statement critically:
- Clean up after the note phase if you have written in your notes: remove everything that does not belong to the final statement
- Make sure you have allowed the reader to understand the connections
- Check for sentence construction errors, word choices, spelling and punctuation
- Write about and correct where needed
- How does a business differ from a record?
- The minutes follow the chronology of the text and list the most important elements in the same order as the text does.
- The report sorts the material by materiality and presents it in the order you think gives the clearest picture.
Both the report and the report relate objectively and loyally to the publisher, and indicate author, title and source. Both avoid careful consideration.
In the statement, linguistic markings that mark distance must occur regularly. That is, expressions that show that it is the thoughts / text of others that are reproduced. It can be expressions of the type “he says”, “claims the writer”, “appears in the text” and so on.
It is a good idea to emphasize the systematics and order in its presentation by a number of linguistic formulations that clarify to the reader what is going on in the individual sections. Typical terms are:
- The main claim of the text is…
- The overall theme is…
- The main problem of the text is…
- In the text, the author argues for the view that…
- The author concludes that…
- The author claims / says / thinks / states …
- The formulations signal two things:
- Where we are in the outline of the text (initial statement, example, conclusion, etc.)
- That it is not the explanation, ie you who say / believe argue but the text / author.
- What does it mean to discuss?
- Purpose of discussion
- to test and qualify your opinions, and possibly convince a reader of your point of view.
The content of the discussion
different views on the topic of discussion. You have to take on more attitudes with others, both your own and conflicting. The views you contribute should be substantiated with references and examples – it just doesn’t seem to matter …
When discussing something in a Danish academic context, you always have the starting point in an explanation of a text. It is important to
You have made a solid and loyal statement
you have mastered your own views on the topic (which does not mean that you may not qualify them along the way, but as a starting point you must have an idea of what you mean)
You see the topic from multiple pages
that you substantiate your argument with examples and references
Here’s how to get started
Begin by choosing a pre-view and a counter-view – one will be the work text – and write down both claims and evidence. For example, here are two views on young people’s use of electronic media:
- For: Young people are getting dumber by using the electronic media (P)
- They are never present in the situation because they are tinkering with their cell phones (B)
- Facebook helps steal attention from teaching (B)
- Studies have shown that brain activity decreases when watching TV (B)
- Cons: Young people become more proficient at using electronic media (P)
- Mobile phones expand your network so you can always get a lifeline (B)
- Facebook makes it much easier to exchange information about important and social events (B)
- Young people spend less and less time watching TV shows, choosing instead what they want to see, for example on Youtube and Netflix; choosing oneself increases one’s attention and thus the yield (B)
Then find some concrete examples that can support the views and make them credible. The views can be derived from:
- texts you have read
- people who have spoken out
- something you have experienced yourself
- Take care no
… Remember that your own experiences have limited truth value – you cannot necessarily generalize based on an experience you have had. So be your own sharpest critic!