During the lesson the teacher askd the class about what is the most important thing that we treated this year. I think that the most important matter we did (we're doing and we will continue to do) is textual analysis. First this cognitive method permits you to have a more scientific way of approach. Also it allows you to face knowingly everything you have to face and to add sense at what you notice. Textual analysis can be applied not just to litterary texts but also to paintings, sculptures, math problems, phone bills and people.

What makes a textual analysis efficient?

Correct use of inglish language

The writer must have clear in his mind why and for who is he writing

The text must have a specific language (in this case literary language)

The writer must explain the message of the poem he is analysing

The writer must explain the way the message is convaied by the poet

The writer must add meaning at the information he gives

The information provided should be supported by reference to the text

The analysis should treat the poem in depth

The text should have a logical and efficient structure

The text must be coherent, fluent and relevant (to the poem in analysis)

The text should have a well-ordered layout divided into sequences

Correction of a textual analysis

 

" Starting with the title you sense what are the setting of the poem and what the character is going to do in the other verses, the feelings and reactions of him: the character is a student who is hearding an astronomer's lesson in a class; the pronouns "when" drive us to make hiypotesis of what are his approac to the lesson and his reaction. "

 

Grammatical corrections:

• What are the setting --- what is the setting
• The feelings and reactions of him --- his feelings and reactions
• Hearding --- hearing
• An astronomer's lesson --- an astronomy lesson / the astronomer's lesson
• The pronouns "when" drive us --- the adverb "when" drives
• To make hypotesis of what are his approac --- to make hypothesis about what is his approach

Lexical and syntactic correction:

• Starting --- considering
• You sense what are the setting of the poem --- the reader can identify/ find out the setting of the poem
• What the character is going to do in the other verses --- speaking voice's next actions
• Drive us --- leads the reader

" The poem is composed by a single stanza of eight lines also called free verses; each lines finish with a comma, this device has the aim of slow down the rhythm and force the reader to fix the attention on the words.
In the first four lines there're a lot of indications that make us understand of the student feelings in the situation: at the beginning of the lines there's many repetition of the pronouns "when"(anaphora) that give at the text an effect of monotony."

 

Grammatical corrections:

• Each lines finish --- each line ends
• The aim of slow down --- the aim to slow down
• On the words --- on words
• Make us understand of the student feelings --- make us understand about student's feelings
• There's many repetition of the pronouns "when" that give at the text ... --- there are many repetitions of the adverb "when", that gives at the text

Lexical and syntactic correction:

• by a single stanza of eight lines also called free verse --- by a single stanza of eight line and it is in free verse
• to finish --- to end

 

 

" The verbs in passive and infinitive form give a sense of detachment. The verbs to see, to heard both express superficial percetions. As a result we conceive the student has not interest to the lesson and he shows a passive approac to the activity. Infact It seems that the line as increased their lenght as he grow his tediousness. "

 

Grammatical corrections:

• The verbs to see and to heard both express --- the verb to see and to hear both express
• Percetions --- perceptions
• Has not interest --- is not interested
• Approac --- approach
• Infact --- In fact / Indeed
• Lenght --- length
• He grow --- he grows

Lexical and syntactical corrections:

• It seems that the line as increased their lenght as he grow his tediousness --- Indeed it seems that the increase of line's length is parallel to the increase of boredome

 

" The last four lines are totally different from the first ones, they have a tone of resolution in which the boy became tired of the cold lecture and go outside to admire the immensity of the star.
According to my conclusion there're more different ways to approac to the same thing, in particular the boy prefers a more direct and emotive relation with his love, the space and the stars, rather than a scientific and numerical rapresentation of it. But Everyone have their personal interpretation of thing that have all the same importance."

 

Grammatical corrections:

• From the first ones --- from the first

• The boy became ...and go ... the immensity of the star --- the boy becames ...and goes... the immensity of the stars

• There're more different ways to approac --- there are different ways to approach

• Rapresentation --- rappresentation

• Everyone have their personal interpretation --- everyone has their own personal interpretation

Lexical and syntactic corrections:

• the boy --- the speaking voice
• in wich --- where
• his love --- his passion
• But Everyone have their personal interpretation of thing that have all the same importance ---- ??????

 

Comment:

 

• The analysis is very superficial
• There isn't a connotative analysis
• Punctuation is not good
• There are a lot of grammatical errors
• The analysis doesn't explain how the message is convaied
• The text is not coherent and it hasn't an efficient structure