“CHAPTER 5: Evaluating Messages

and Images of Different Types of Texts”

Texts - provide the means for communicating and form an
important part of study in any given course.
 TYPES OF TEXTS SHARE CHARACTERISTICS BY
PARDO (2004)
• understanding of the author's intent •social purpose of the texts
•how it is structured •how well it is written
•the subject matter •vocabulary
•language choices •reading level
•other surface features
 PRINT-BASED AND MULTIMODAL
TEXT DISTINGUISHED
•Print-based-refers to those texts that are prepared
in prints,but any printed texts is a multimodal since
it involves various communication modalities.

•Multimodal Texts- refers to those types of the

texts that use a combination of two or more
communication modes, such as print, image, and
spoken texts as in film or computer presentations.
MULTIMODAL TEXTS
When a texts combines two or more
semiotic systems(linguistic, visual, audio,
gestural, spatial) it is considered
multimodal.
Semiotic is the study of meaning-making. It explores signs
and symbols as important components of communication.
FORMS OF SEMIOTIC SYSTEMS INCLUDED IN A
MULTIMODAL TEXTS MULTIMODAL TEXT

1. Paper 1. Linguistic System

2. Visual System
2. Digital
3. Audio System
3. Live
4. Gestural System
5. Spatial System
 *Critical Reading of Multimodal Texts
Critical reading is the process of reading that goes beyond comprehension
of a texts.
-Critical Reading involves:
1. Carefully considering and evaluating a reading text,
2. Identifying the strengths and implications of the text,
3. Identifying the weakness of the text; and
4. Looking at the image and deciding how the reading fits into
the greater academic contexts.
 *Listening as a Critical Thinking Activity

Listening is a voluntary active process, it is

psychological. Critical listening requires active thinking, it
involves analyzing the information of a speech and making
important decisions about truth, authenticity and relevance.

LYNCH QUALIFIES THAT CRITICAL THINKING:

a. Involves being able to access the strengths and
weaknesses of an argument.
b. Involves being able to distinguish between the fact,
theory, and opinions of argument.
c. Allows for thinking outside the box.
d. Allows for compromise and growth.
e. Involves being able to judged the credibility of sources.
f. Requires accessing the quality of evidence.
g. Involves discerning relationships between ideas.
h. Involves priorities on what to remember and on what context;
i. Allows for fewer mistakes and reduces trial and error ;
j. Does not mean negative thinking;
k. Is a normal process that requires practice and reinforcement;
l. Requires an open mind and the ability to consider and understand
all sides of an issue, and
m. Means replacing name calling and images with reason
compromise and ability to persuade instead of attack.
TO ANALYZE MULTIMIDAL TEXTS, RADJAN- BAUMEYER SUGGEST
TO PERFORM THE FOLLOWING:
1. Identify supports from the claims.
2. Evaluate the argument if the speaker or text.
EVALUATING MULTIMODAL TEXTS
I. SOURCE- Examine if the source is reliable or not.
*SOURCE ANALYSIS:
a. Who created the message?
b. Is the source reliable?
 EVALUATING MULTIMODAL TEXTS

II. MESSAGE-The content of the text should be examined in

order to get it's message.
a. What does the message say?
• What is the subject? •What is the main point?
•What is the main point supported?
b. Is the information is fair and logical?
c. What points of view are shared in the message?
Identifying the subject, main point, support.
•SUBJECT- a person, product, service, place etc. that is
talk or specifies about in the texts.

•MAIN POINT- Main idea of the claim of the source.

*Explicit main point- well expressed in the texts, orthographic features like
sentences, phrases, clauses.
*Implicit main point- is covertly expressed in the texts and can only be extracted
based on suggestive features such as, graphics, images, or sound effects.

•SUPPORT- Message support it's main point depends on

the format and purpose of the message.
 Evaluating logic and balance
Biased information has the following
indicators:
a. The language is offensive,
expressions might me biased in terms
of gender, race, ethnicity, age and
disability.
b. The message appeals more to the
emotion rather than the reason or
logic.
c. Ideas are worded with the intent to
oversimplify or over generalize.
d. The message is one-sided or
only presents a limited viewpoint.
Analyzing Points of View
MESSAGE ANALYSIS: “Summerset
Tea”
1. What values and lifestyle are represent in the
advertisement? 2.
What point of view is represent?
3. What does the message imply about it's
creator?
4. Do the embedded values, lifestyle, and point of
view reinforce present- day societal assumptions?
5. What
values, lifestyle, and point of view are omitted from
the message?
 Creating meaning through Images and Sounds
Visual Elements Sound Technics
1. Lightning 1. Sound
2. Effects
Camera Angle
3. Composition 2. Music
4. 3. Voice-
Body Language over or narration
III. MEDUIM- In transmitting message may be
conventional or digital or mixed up.
CONVENTIONAL MEDIA
Broadcast movies radio
Print letters books
DIGITAL MEDIA
Websites presentations blogs
Emails social networking
MEDUIM ANALYSIS: Book as a Media Format
1. What type of texts is used to deliver the message?
2. What
IV. are the advantages
AUDIENCE- receiver ofand
thelimitations
message of the media format?
Audience Analysis: Sample Research Article
1. Who is the target audience of the text?
2. How might other people interpret the message of the text?
V.CONTEXT- In this section included the purposes and authorship of
the text.
What is the purpose of the message?
1. To inform
2. To entertain
3. To persuade
Who controls the transmission of the message?
1. Government
2. Corporations
3. Individuals