TEXT ANALYSIS & ICONOGRAPHIC

DOCUMENT COMMENTARY GUIDELINES

UNIT I: TEXT ANALYSIS

The standard approach to the text analysis for the “BAC” Exam as per the Department of
English from the “Institut Pédagogique National” consists of five (5) different steps:

I. Introduction
II. Summary
(a) Text structure
(b) Summary proper
III. Commentary
IV. Evaluation
V. Branching out

I. Introduction
Introducing the text consists in providing the following pieces of information:

1. The title of the text; here is possible way of starting your introduction of the text: “the
text submitted to our analysis is entitled followed by the actual title of the text that you
are analyzing.
2. The identity of the person who wrote the text; you could say: “This text was written
by followed by the author’s full name.
3. The source where the text was taken from; you could mention this by stating this: “This
text was taken from followed by the name of the place or object wherein the text was
published. You would most likely be able to get this information by looking at the
bottom of the text.
4. The date on which the text was made public; you could say that this text was published
on followed by the actual date of publication of the text subjected to your analysis.
5. The nature of the text; now the text you are analyzing could be anything ranging from
a press article, an online article, to an extract from any given source identified on
subsection n° 4 above-mentioned.
6. The genre of the text; the list of genres consists of, but is not limited to the following

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 Informative/explanatory, i.e. we can define the informative text in a

very simple way: it is the kind of texts that offer data, definitions, and
descriptions of phenomena.
 Descriptive, i.e. A descriptive text usually focuses on describing a
single location, object, event, person, or place. It endeavors to engage
all five of the reader's senses to evoke the sights, sounds, smells, tastes,
and feel of the text's subject.
 Narrative, i.e. a narrative text structure uses a story structure that
includes story elements such as setting, characters, conflict, plot (rising
action, climax, falling action), and resolution.
 Argumentative, i.e. looking for argumentation in a text means asking
the text certain types of questions. What claims are contained in the
text? What is the author arguing in favour of? The claim may also be
referred to as the thesis statement. Sometimes the author will direct an
open discussion towards a claim, which is presented at the end of the
article. The claim can therefore also be referred to as the conclusion.
Often the author presents the claim early on (“I will argue that”),
follows it by arguments (discussion, debate, analysis, review) and then
finally presents the claim again, this time as a conclusion.
 Polemical, i.e. a polemical text is meant to argue a point, a polemic is
"a strong written or spoken attack against someone else's opinions,
beliefs, practices."
 Controversial, i.e. Controversy is a state of prolonged public dispute or
debate, usually concerning a matter of conflicting opinion or point of
view. The word was coined from the Latin “controversia”, as a
composite of “controversus” – "turned in an opposite direction".
 Expository, i.e. an expository text, usually nonfiction,
informational text. This type of text is not organized around a story-like
structure but is instead organized based on the purposes and goals of

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the author or by content. Examples include news articles,

informational books, instruction manuals, or textbooks.
 Explanatory, i.e. An explanatory text (sometimes called an explanation)
is a type of non-fiction text that explains a process (for example, how
something works or why something happens)
 Injunctive, i.e. an injunction - a formal command or admonition, bid,
bidding, command, dictation - an authoritative direction or instruction
to do something.
7. The general/main idea; the majority of details in a text reference the general/main idea.
Basically, it’s the topic that comes up over and over again in an article, book, or other
piece of nonfiction. The term main idea is generally associated with informational,
nonfiction texts like newspaper articles. The main idea tells the reader what the
paragraph, article, or other section of a text is going to be about. Often the main idea is
explicitly provided in a declarative statement, which is a statement of fact ending in a
period. Feel free to use the following prompt to present the main idea of the text you
are analyzing: “This text deals with… / this text is about ...”
8. The writer’s/author’s intention; all texts are written for a reason – the writer will have
an aim or purpose, for example to inform the reader or to persuade the reader.
Often, texts have more than one purpose. Texts also have an intended audience – the
people (or person) that the writer hopes will read the text.

II. Summary
Once you are done with the introduction of the text you are analyzing, the next step you move
onto consists in summarizing it. This step is divided into two sub steps the first of which is unveiling
the text’s structure.

a. Text structure: text division into parts

The structure of a text is how it is organised and how its parts fit together. Writers structure
their texts deliberately to have an effect on the reader. You might need to look at paragraphs

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individually. There is usually one important idea per paragraph, but some texts have more. Within each
paragraph, ideas can be structured in different ways. A common approach is to start with a topic
sentence – the big idea – and then develop it with details or examples. Paragraphs often end with a
hook to make you consider the ideas included in the paragraph that you have just read, or a link to the
next paragraph.

By changing language and structure, writers can convey meaning, create interest, and show a
particular viewpoint. Language and structure also change according to text type.

Non-fiction texts can use the same literary devices as fiction texts. These include:

 connotation

An idea or image which is suggested by a word, which is not its dictionary meaning, e.g. the
connotation of 'desk' might be school.

 dialect

The language of a particular subset of English speakers - often those living in a particular place
- having its own unique diction, vocabulary, spelling and even grammar.

 dialogue

The words said by a character in a story or play.

 literary device

Any method an author uses to add meaning or interest to a text, such as metaphors, similes or
alliteration.

 metaphor

A comparison made without using 'like' or 'as', e.g. 'sea of troubles' and 'drowning in debt'.

 ominous

Suggestive of danger to come.

 pathetic fallacy

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Technique where the environment (usually the weather) reflects the emotions of the main
character.

 rhetorical question

A question asked just for effect with no answer expected.

 simile

A comparison using 'like' or 'as' to create a vivid image, e.g. as big as a whale; float like a
butterfly, sting like a bee.

 synecdoche

A type of metaphor where you use part of something to refer to the whole. For example, in
the phrase ‘all hands on deck’, the hands are people and the deck is the ship.

Now in order to get your text structure, you might need to go through the following process:

1. Read the text quickly in order to find the main ideas (skimming)

2. If necessary look at special passages of the text in order to make clear that you've got all the
main ideas (scanning).

3. Take a pencil and underline the most important words (marking).

4. Write down key-words, i.e. words that sum up the meaning of the text, but which needn't
necessarily occur in the text (making notes).

5. Sum up the key-words in simple sentences (summing up in simple form)

Here are a number of prompts that you can use while presenting your text division: “The text
can be divided into ‘three’ parts. The first part is from line 1 to line… and is about… The second part
starts from line…and goes down to line…; it deals with… The third and last part is from line… down
to the end; it is about…”

b. Summary proper: cutting a long story short

Your summary proper is nothing else but a short version of the original text. Only the main
ideas from the text division are mentioned. Here is a hint for you: “The text starts with…; it then

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concentrates on…; next, it moves to… before ending with…” All you do is to combine the simple
sentences or statements summing up each part of the text by using conjunctions like "as, though,
because, since" etc. or participle constructions or infinitives. Compare the original text with your text
to find out that you've got the essential information.

Remember that an oral summary, like the written summary, involves a brief synopsis of
the text read and includes the main points/ideas of the text. In the case

We said earlier that an expository text is usually a nonfiction, informational text. This type of
text is not organized around a story-like structure but is instead organized based on the purposes and
goals of the author or by content. Examples include news articles, informational books, instruction
manuals, or textbooks.

Should you therefore have to summarize an extract from a press article, you could simply say
that: “in this text/article/excerpt/extract the author firstly followed by the main idea from the first
part of the text division; secondly plus the main idea from the second part of the text division, etc.
and lastly followed by the main idea from the last part of the text division.

III. Commentary
The oral commentary is meant to assess your ability to: develop a personal individual
understanding of the thoughts, feelings or ideas conveyed by the author in the text / extract you have
been given.

Comment, in detail, on the way the literary choices made by the author and the effect that
these may have on the reader – you should consider features such as diction, tone, imagery, symbols,
structure, etc.

You will need to structure your oral commentary in a clear, sensible and logical fashion. You
are expected to share your understanding of the text and your ability to explain in details aspects of
this text in an informed and persuasive manner.

You may begin your commentary in the following way: “As I said before...” followed by the
main idea that you are going to explain. Do not forget to quote the text to back up your claims. Repeat
this process in case you have more than one main idea or aspect from the text to comment on.

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You can also choose 1, 2, or 3 aspects of the text structure on which you can comment. Explain
and justify by quoting from the text. You may take into account (depending on the text):

 The characters: their behavior, their relationships, their evolution;

 The setting: place and time of the action; the action evolution;

 The style: figures of speech (comparison, images, symbols…);

 The tone: sad; glad; pathetic; dramatic; ironic, simple, tempered…

In order to demonstrate excellent understanding of the text, you will need to go beyond the
immediate words from the text.

You may also want to comment on any relevant social, economic, historical, political or cultural
context and how understanding this context can help to illuminate the text or allow us to see it in a
different light.

All in all, during the oral commentary, you are expected to show that you have mastered critical
thinking when you discuss a passage. Evaluators are looking to see that you understand the subject
matter, so your ideas need to be relevant and focused.

But what exactly is critical thinking?

Critical thinking is the intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or
generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief
and action.

Critical thinking encompasses six vital skills:

 Problem solving:
Problem solving is the act of defining a problem; determining the cause of
the problem; identifying, prioritizing, and selecting alternatives for a solution; and
implementing a solution.
 Analysis:
Analysis is the process of breaking a complex topic or substance into smaller parts in
order to gain a better understanding of it.

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 Creative thinking:
Creative thinking is: A way of looking at problems or situations from a fresh
perspective that suggests unorthodox solutions (which may look unsettling at
first). Creative thinking can be stimulated both by an unstructured process such as
brainstorming, and by a structured process such as lateral thinking.
Creative thinking is the ability to consider something in a new way. It might be a new
approach to a problem, a resolution to a conflict.
 Interpretation:
Interpretation is the act of explaining, reframing, or otherwise showing your own
understanding of something. A person who translates one language into another is
called an interpreter because they are explaining what a person is saying to someone
who doesn't understand. Interpretation requires you to first understand the piece of
music, text, language, or idea, and then give your explanation of it. A computer may
produce masses of data, but it will require your interpretation of the data for people to
understand it.
The basic definition of interpretation is the “action of explaining the meaning of
something; the way something is explained or understood.”
 Evaluation:
Evaluation is to determine or set the value or amount of; appraise: to evaluate property.
to judge or determine the significance, worth, or quality of; assess: to evaluate the
results of an experiment.
 Reasoning:
Reasoning is the process of thinking about something in a logical way in order to form
a conclusion or judgment. the ability of the mind to think and understand things in a
logical way
Reasoning is the process of using existing knowledge to draw conclusions, make
predictions, or construct explanations. Three methods of reasoning are the deductive,
inductive, and abductive approaches.
 Deductive reasoning: conclusion guaranteed

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Deductive reasoning starts with the assertion of a general rule and

proceeds from there to a guaranteed specific conclusion. Deductive
reasoning moves from the general rule to the specific application: In
deductive reasoning, if the original assertions are true, then the
conclusion must also be true. For example, math is deductive:

If x = 4
And if y = 1
Then 2x + y = 9
 Inductive reasoning: conclusion merely likely
Inductive reasoning begins with observations that are specific and
limited in scope, and proceeds to a generalized conclusion that is likely,
but not certain, in light of accumulated evidence. You could say that
inductive reasoning moves from the specific to the general. Much
scientific research is carried out by the inductive method: gathering
evidence, seeking patterns, and forming a hypothesis or theory to
explain what is seen.
Conclusions reached by the inductive method are not logical
necessities; no amount of inductive evidence guarantees the
conclusion. This is because there is no way to know that all the possible
evidence has been gathered, and that there exists no further bit of
unobserved evidence that might invalidate my hypothesis.
 Abductive reasoning: taking your best shot
Abductive reasoning typically begins with an incomplete set of
observations and proceeds to the likeliest possible explanation for the
set. Abductive reasoning yields the kind of daily decision-making that
does its best with the information at hand, which often is incomplete.
A medical diagnosis is an application of abductive reasoning: given this
set of symptoms, what is the diagnosis that would best explain most of
them? Likewise, when jurors hear evidence in a criminal case, they must

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consider whether the prosecution or the defense has the best

explanation to cover all the points of evidence. While there may be no
certainty about their verdict, since there may exist additional evidence
that was not admitted in the case, they make their best guess based on
what they know.

IV. Evaluation: Critical Assessment of the Text

This task is carried out in two sub steps:

a. Assessing the value/interest of the text

You can achieve this goal by answering the following questions:

i What is the author trying to say?

ii Who is the text intended for (the audience)?
iii Is the author trying to persuade you or inform you in the text?
iv Can you think of anything that is left out of the text?
v Does the author present a balanced picture of the topic?
vi Does the writer oversimplify complex ideas?
vii Are the ideas of others represented fairly and accurately?
viii What does this text add to the body of knowledge? This could be in terms of theory,
data and/or practical application
ix Is there evidence to support the points made by the author?
x Is there any indication of bias from the examples, tone or language used by the author?

b. Stating your opinion about the text

Do you agree with the points made by the author?

i If yes, say why.

ii If not, say why not.

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In a nutshell, critically assessing the text is to identify the writer's intentions; identify where in
the text the writer has attempted to achieve that intention; develop your analysis of the writer's choices
and their impact on the reader.

V. Branching out

You branch out into a new discussion by talking about something that is related to what you
have just discussed in the text but that takes you in a new direction:

Use the text as a starting point to talk about a topic in relation to the one the text is about. You
may for example link an idea from the text to your own environment or experience, or draw a parallel
with your own experience.

Here are some hints: “This text reminds me of…; after analysing this text, I feel prompted to
talk about… etc.

UNIT II: ICONOGRAPHIC DOCUMENT COMMENTARY

The standard approach to the iconographic document commentary for the “BAC” Exam as
per the Department of English from the “Institut Pédagogique National” consists of five (5) different
steps:

I. Identification or Presentation
II. Description
III. Interpretation or Commentary
IV. Evaluation
V. Branching out

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I. Identifying or presenting the document

Identifying the document consists in providing the following pieces of information:

1. The title of the document, if and when available:

Hints: “the document entitled…” etc.
2. The nature of the document:
Hints: It is …/ it consists of…/ it is composed of…:
 A photograph / A photo / A snapshot / A shot of ...
 A drawing (un dessin) /A cartoon (un dessin humoristique) A strip cartoon /
A comic strip ... (une bande dessinée)
 An advertisement / An advert / An ad (une publicité) / A full page
advertisement...
 A painting (un tableau)
 A cover page/A front page (une page de couverture)
 A chart / A diagram ... (un graphique) /A map ... (une carte).

3. The date, source and author:

Hints:
 “It dates from. . .”
 “It comes from. . . / It is an extract from . . . / It is an advertisement for . . .”/
it was published on the internet/ in the magazine
 “It was drawn by . . . / painted by . . . / taken by . . . / made by. . .”
 a painter / a photographer / a cartoonist / an advertiser. . .

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II. Describing the content of the document

The description of the document consists in saying what you actually see in the document.
Here is a chronological order you can follow:

i. Describing the layout:

To begin with (pour commencer), I'll briefly describe the layout
(Organisation) of the document /
It consists of ... / It is composed of ... /It is made up of...
There is a ... title / slogan / text / photograph / drawing / cartoon /
chart / Pie-chart ( Diagramme en secteur ) / graph ( Graphique ) /
map / plan / diagram / Sketch ( Schéma ) / Caption ( Légende ) /
Bubble ( Bulle )...
It shows ... / it represents ... / in this photo, we are shown ... / we
can see...
It is a close-up (un gros plan).

ii. Localizing the objects, the characters, and the setting (cadre) :
The scene takes place in ... / The setting ( Le Cadre ) ... It is seen
from a distance ( Vu de loin ) / from afar ( De loin ) / from above (
De dessus ) / From below ( Par en dessous ) / from the rear ( De
derrière ) ...
At the top of the page (En haut) / at the bottom of the page (
En bas).
In the foreground (Premier plan) / in the background (Arrière
plan / Second plan), we can see...
In the top right-hand / In the top left-hand corner ( En haut à droite /
En haut à gauche ).
To the right hand side / To the left hand side ... there is ...
In the middle ( Au milieu ) / Under the title ( Sous le titre ) / below
the picture ( Sous la photo / l'image ) / opposite the drawing ( En face

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du dessin ) / next to ( à côté de ) etc. ○ Between ( Entre ) / Behind (

Derrière ) / In front of ( Devant ) / To the right ( A droite ) / To the
left ( A gauche ) / Above ( Au-dessus ) / Under ( Au-dessous ) *etc.

PAINTING

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iii. Describing the objects, the characters, and the setting :

 Shapes: This object is square / circular / thin / big. . .
 Characters: there is 1, 2 or 3 characters
 Age: : the woman / the man is about forty ( A peu près
quarante ans) / In her / In his forties ( Dans les 40 ans ) /
About 45 ( à peu près 45 ans ) / in her / in his mid-forties /
in her / in his late forties ( proche de la cinquantaine )...
infant, toddler, pre-school boy/girl, young boy/girl, teenage
boy/girl, young man/woman, yuppie-looking man/lady,
middle-aged man/woman, elderly man/woman
 Clothes: pants, skirt, shirt, etc.
 Expressions: happy, sad, etc.
 Attitudes: standing / sitting / lying. . .
 Colours: dark red / pale blue / navy blue, etc.
 Actions: Use the present continuous [S+VB+ING] to
describe the actions of the characters.

III. Commenting on the document or interpreting the document

Interpreting meaning in a picture requires you to

 Identify the theme and the topic of the picture. Note that the main
thing to remember about topic is that it pertains to the story's “what.”
It's driven by facts and specifics, whereas theme deals with the big
picture and overall meaning that reveal why the story matters.
 Answer the following questions:
 What is happening?

 Where is it happening?

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 When is it happening?

 Who is involved?

 What seems important to these people?

 What is the intended message, i.e., social or political

commentary?
 What is the main idea?
 What is the intended audience?
 What was the authors’ intention?

Hints: This picture shows…/ it illustrates…/ it makes me think of / I suppose / I think that.
. . We can infer / conclude that . . . What the cartoonist means / suggests is that. . The photographer
highlights (souligne) / shows / illustrates. . . The cartoonist wanted to denounce… / to make fun of
… (se moquer de) /The artist’s goal is to draw our attention to …/to make us aware of…This
document is aimed at amusing/ convincing / informing / making people buy = consume /
denouncing / criticizing / making people aware of / promoting /…

To infer means: to derive by reasoning; conclude or judge from premises or evidence: (of facts,
circumstances, statements, etc.) to indicate or involve as a conclusion; lead to, to guess; speculate; to
hint; imply; suggest.

IV. Evaluating the document

Evaluating or assessing the document consists in saying what you think about it.

Our opinions are often rooted in how we think the world should work, according to our
morals, values, and principles. If we see the world through the lens of our opinions, much of what
happens will not agree with us.

Giving an opinion is a common way of interacting with other people in formal and informal
settings. Unsolicited opinions may be unwelcome, but most leaders find themselves being asked to
express an opinion fairly often—and those with a reputation for wisdom are asked constantly.

If you want to give your opinion and you want to be heard, you must follow these principles:

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Think before you speak. Before saying something, take a step back and think through exactly
what you’re going to say. Make sure your word choices leave as little room as possible for
misunderstanding.

Make sure you have all the facts. Everyone has the right to express their opinion, but make
sure to do your research and know the facts first. The more you know, the more you can put into
words what you mean to say.

Say what you think in a detailed, straightforward manner. Provide as many relevant specifics
as possible when you give an opinion to ensure that people fully understand your point of view. Focus
on who, what, when, and where of the situation to make a detailed statement of your opinion.

Use “I” statements. “I” statements are powerful because they promote connection and don’t
make the others feel alienated or excluded. People often state opinions in a way that makes them sound
like facts—a habit that puts off the people they’re trying to persuade. A simple preface like “I think…”
or “In my experience…” can be all you need.

Provide the reasons for your point of view. Provide reasons and build a case to support your
point of view. Your opinion gains credibility when it’s backed up with solid data.

Some phrases to consider using:

 In my opinion…
 From my point of view…
 I would say…
 My impression is…
 I think…
 Speaking personally…
 I am of the opinion that ….

VI. Branching out

Use the theme or the topic of the document to start a consequent discussion by drawing a
parallel with your own experience. Show how the problem raised in the document, should that be the

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case, is experienced and/or solved around you, in your family, in your school, in your city, in your
country…etc.

Hints could be:

 This document makes me think of… /

 I think the situation is similar to…( ≠ different from)

ADDENDA
ADVERT

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COVER / FRONT PAGE

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PHOTO

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CARTOON

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STRIP CARTOON

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The primary source used to make this adaption possible

has been the “Guide Méthodologique de l’Oral d’Anglais
au BEPC et BAC” by the Department of English at the
“Institut Pédagogique national”
Any variations from the source above is a deliberate and
modest effort to put a personal touch on a collective
endeavor.
The second source has been the World Wide Web.
This by any means cannot be considered as a scientific
work.
At the age of remote and digital teaching, this is just a
tool in a toolkit intended for collective use.

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