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1. Who is the author of the text under consideration? Is it a group of authors? Representing which cultures?
2. Can you identify the source of this publication?
3. Is it a scientific text? Does it reveal:
¨ the logical sequencing of utterances with clear indication of their interrelations and interdependence? (do you find transition words, introductory words?)
¨ terms, specific to a certain branch of knowledge (e.g. psychology, education, etc.)?
¨ quotations?
¨ references?
¨ foot-notes?
¨ impersonality of writing seen through the frequent use of passive constructions?
¨ language means which are objective, precise, unemotional, devoid of any individuality (scientific vocabulary, abbreviations)?
¨ the goal to disclose by research the inner substance of things and phenomena of objective reality and find out the laws regulating them? What functions does the text perform (informative, educational)?
Give examples from the text.
4. As you read the text, can you identify which article it is from:
¨ a discussion article (discussion of various points of view on the topic);
¨ a review article (summary of previous various research and perspectives);
¨ a research article (presents a summary of a certain research, describing its goals, setting, participants, methods of research, procedure and results’ analysis).
5. What is the title of the text?
¨ Is it explicit or implicit in stating the topic of the text?
¨ Does it hold any connotation? or lexical-stylistic or syntactical-stylistic devices? If yes, why do you think the author has chosen them? (to give prominence to…, to attract the readers’ attention to …, to inform about …, to persuade of…)
6. Name the key words of the text (they are nouns found in the title, subtitles, introduction, conclusion, abstract, in other words – the most frequently used words).
7. Can you observe the structure of the text vividly?
¨ How many parts does the author develop?
¨ or how many parts could you subdivide the text into (depending on the number of subtopics)?
¨ Is the given extract showing the introduction, the main part or the conclusion of the article?
¨ Can you observe the subtitles of the text? Are they given in bold ink? Are they statements or questions? Can you identify which subtopics they introduce?
8. Can you identify the key sentences in every part or is it necessary to think the part over and make up the sentence by yourself?
¨ What are the sentence patterns like: simple, complex, compound, elliptical, inverted?
9. What are the key ideas of the text?
10. What is the message of the article (The author wants to prove…, to make us believe…, to attract our attention to…)?
11. Can you imagine the introduction to / the conclusion of the given extract?
12. Does the text hold any examples?
¨ Are they appropriate in the Belarusian setting?
¨ Do they aid the comprehension of the text?
13. Does the text hold any lexical or syntactical stylistic devices?
¨ Can you give examples?
¨ What function do they serve (help to characterize…, illustrate the theory through colourful examples…, make the text more expressive, etc.)?
14. What’s your personal attitude to the ideas of the text?
¨ Do you find them worth of your attention as a would-be teacher of English?
¨ Can they enrich your experience?
¨ Would you like to learn more on the topic?
¨ Have you ever practised them? How? Were you successful? If not, would you like to try them? Can you imagine the ways?
Task 4. Read the article that follows (text 17) and prepare its written analysis according to the algorithm provided above. Be descriptive and detailed.
Text 17. Establishing the creative environment in technology education: Creativity doesn't just happen by chance; the prepared environment nourished it.
(By Richard E. Peterson //
The Technology Teacher, Dec 2001 v61 i4 p7(4))
Creativity is closely associated with advances in technology, and it is logical that an important objective of technology education is the development of creative abilities. To be successful in developing the creative abilities of students, it's important to be able to establish a supportive classroom environment. Technology educators must be familiar with the essential characteristics that define creativity and be able to identify the variables that contribute to a classroom environment that will support the development of creative abilities.
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