Presentation title

EVALUATING
MESSAGES/
Mirjam Nilsson

IMAGES OF TEXT
 At the end of the lesson, the students
should be able to:
1. Evaluate multimodal texts critically to enhance receptive (listening, reading,
viewing) skills.
2. Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers.
3. Adopt awareness of audience and context in presenting ideas.
4. At the end of the lesson, the students should be able to:
5. Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers.
6. Adopt awareness of audience and context in presenting ideas.

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 What is text?

 In literary theory, a text is any object that can be “read”, weather this object
is a work of literature, a street sign, an arrangement of buildings on a city
block, or style of clothing . It is a coherent set of signs that transmits some
kind oof informative message.

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 What is message?

 A verbal, written, or recorded communication sent to or left for a recipient

who cannot be contacted directly.

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Purposes of messages
1. To inform or educate
 Your message should be neutral and unbiased.
2. To Entertain
 Your message should give your audience an
enjoyable and relaxing feeling.
3. To persuade
 Your message should be able influence your
audience towards your point.
 EVALUATING MESSAGES

WHY DO WE EVALUATE MESSAGES?

 The importance of evaluating the effectiveness of the messages is by

developing and using strategic questions to identify strengths and
weaknesses.

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 FOUR MAIN QUALITIES FOR AN
EFFECTIVE MESSAGE”
1. SIMPLICITY
2. SPECIFICITY
3. STRUCTURE
4. STICKINESS

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 1. SIMPLICITY

 In order to ensure that our messages have simplicity, we should ask

ourselves two questions:
– is my purpose evident?

– Is my core message clear?

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 2. SPECIFICITY

 Refers to our choices of language and its usage on order to ensure language
is specific we may ask ourselves:

– Is my language specific?

– is my language concrete, rather than abstract?

– am i suing words which have additional meanings and could perhaps

be misconstrued?
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 3. STRUCTURE

 Ideas should be organized and easy to follow.

– Does my messages have a STRUCTURE?

– is there a more effective way to arrange my ideas?

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 4. STICKINESS

  Stickiness is how much an idea stays around in our culture

and commands our attention. It combines the idea of being

memorable, and staying near the front of our mind. 

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 “EVALUATING
IMAGES”
It is important to critically evaluate images you use for
research, study and presentation images should be
evaluated like any other source, such as journal articles or
books, to determine their quality, reliability and
appropriateness. Visual analysis is an important step in
evaluating an image and understanding its meaning and
also.
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 THREE STEPS OF EVALUATING
IMAGES

1. Identifying Source

2. Interpret contextual information

3. Understand implications

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 ‘’CONTENT ANALYSIS”
 What do you see?
 What is the image all about?
 Are their people in the image?
 What are they doing?
 How are they presented?
 Can the image be looked at different ways?
 How effective is the image as a visual message?

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 “VISUAL ANALYSIS”
 How is the image composed?
 What’s in the Background and what is in the foreground?
 What are the most important visual?

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 “IMAGE SOURCE”
 Where did you find the image?
 What information does the source provide about the origins of
the image?
 Is the source reliable and trustworthy?
 Was the image found in an image database or was it being use
in another context to convey meaning?

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 “TECHNICAL QUALITY”
 Is the image large enough to suit your purposes?
 Are the color, light and balance, true?
 Is the image a quality digital image without pixelation or
distortion?
 Is the image in a file format you can use ?

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 “CONTEXTUAL INFO”
 What information accompanies the image?
 Does the text change how you see the image?How?
 Is the textual information intended to be factual an inform or
into intended to influence what and how you see?
 What kind of context does the information provide?

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