ENGL 1301 Genre Analysis Outline Assignment

Instructions: Following the example of Dr. Nelson in the Genre Analysis Outline Demo video, organize your
analysis of the genre and rhetorical situation of your written text. Complete each chart with information from
your genre analysis notes worksheet in order to plot what you need to discuss in each section of your essay.

Section 1: Introduction

a. Identify the community that uses the written text you have analyzed:
Community Hispanic students/ Staff at TAMIU

b. Identify the written text, its genre, and facts about the context of its production:
Written Text Gives prices and information about the menu and when the Restaurant is open
Genre Menu/ Advertisement
Author La Taqueria Internacional
Audience Hispanic/International Students and Staff at TAMIU
Date 2023

c. Identify (1) why the community uses the genre of the written text and (2) how the written text demonstrates
the community’s purpose in using the genre (this will be your controlling idea):
Purpose Why: To serve people looking for comfort away from home to foster independence.
How: By giving open times and affordable food items in English and Spanish to maintain
cultural identity and the open times to promote independence in the college environment.

- three conventions
- Expand and full sentences
- be complete and thorough

Section 2: Body Paragraph 1

a. Describe the main point for body paragraph #1 that helps you prove your controlling idea (genre element +
community purpose):
Point 1 Spanglish is the key to the heart of its audience. The dishes are catered to a Hispanic
audience and increases comfortability of its consumers. By utilizing a familiar dialect it
creates a home-like atmosphere. Without this nuance in linguistic choice there would be a
lack of connectivity to the Mexican American culture in Laredo.

b. Identify the quoted evidence from the written text that supports the above point:
Quoted “Potato a la Mexicana”
Evidence 1

c. Explain how the quoted evidence supports the above point:

Explanation 1 This showcases the usage of Spanish to relay the name of a dish to its Hispanic audience in
their native tongue. Thus, showing the foresight to appeal to the comfortability of the
TAMIU Hispanic population.

Section 3: Body Paragraph 2

a. Describe the main point for body paragraph #2 that helps you prove your controlling idea (genre element +
community purpose):
Point 2 The general times stated of operation correlate with peak class/break times for university
students at TAMIU. This fosters the skill of time management while maintaining reasonable
hours.

b. Identify the quoted evidence from the written text that supports the above point:
Quoted “10:30AM-3PM” & “Monday-Friday”
Evidence 2

c. Explain how the quoted evidence supports the above point:

Explanation 2 This evidence showcases the times of a normal school day promoting urgency to go during
breaks while staying laid back and allowing the students to actively choose what fits their
schedule for the day. This allows themes of self-discovery and independence to take root in
the lives of the students. Therefore, the growth of the Hispanic group personally in their
time management skills and sense of cultural ownership will be developed enough for them
to be successful and take initiative in their future career paths.

Section 4: Body Paragraph 3

a. Describe the main point for body paragraph #3 that helps you prove your controlling idea (genre element +
community purpose):
Point 3 The speech bubble portion of the advert communicates with the audience a sense of trust
with its audience. In a college environment where everything is unfamiliar having the

b. Identify the quoted evidence from the written text that supports the above point:
Quoted “We Hear You!”
Evidence 3

c. Explain how the quoted evidence supports the above point:

Explanation 3 Having the audience heard is important not only to the business ensuring pleased customers,
but also for the Hispanic community to feel a part of this “home away from home.”

Section 5: Conclusion

a. Reiterate (1) why the community uses the genre of the written text and (2) how the written text demonstrates
the community’s purpose in using the genre:
Purpose Why: To take an alienated audience and make them feel comfortable enough to be
independent while maintaining their cultural identity.
How: Providing Hispanic cuisine to a population that struggles to feel independent and
providing a sense of self within an unfamiliar college environment. The menu utilizes food
and key words that foster key cultural components of the sub-group to be celebrated and
normalized.

b. Describe why your insight about the community’s use of the genre / written text is important / significant:
Importance The flyer/menu genre is necessary to promote comfort in independence and to take initiative
to embrace cuisine culture on campus. Food shares history and history shares perspective on
a certain culture which facilitates mutual understanding omore cultures here at TAMIU.
c. Describe what readers should do with this knowledge:
Implications Sharing culture can in turn allow for other individuals to grow even when there are people
who don’t fully participate in that environment on the day-to-day. The exposure of the
culture of a sub-group in the student population benefits the overall wellbeing and growth of
all the students. Expanding social awareness of all students and adding perspective for the
rest of the population.