Text Analysis – Current Educational Philosophy Issue Your Text a.docx

Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current
philosophy of education issue. The selected text must have been
constructed within the past year. The assignment requires that
you make links between your chosen text, concepts, videos, and
readings from the course. The purpose of the exercise is to help
you to critically examine the way how text inscribe meanings
that influence how we conduct education in this country. You
may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages
long.
Use the handout on Text Analysis while working to make sure
all criteria are met. If you work with a partner, only one paper
is required. The grade the paper achieves will be assigned to
both students.
The format for the paper should be analytic, interpretive, and
normative – do not mix up the order of the three perspectives.
These perspectives must be clearly delineated in your paper in
order to ensure full credit.
It is essential that you remember that this is an analysis and not
a report. As such, your goal is to analyze the text not “re-
describe” it. Remember! This is not a book report or a “text”
description.
Restrict your analysis to a few themes of the text (preferably the
main theme), focus on how the argument was constructed and
how the text informs education in contemporary society.

Utilize course concepts, videos, written texts, quotes,
paraphrases, readings, discussion, etc. to help ground your
ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what
and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for
explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires
the reader to construct meaning from the text. To help you in
this process, you should attempt to answer at least the following
questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the
text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim
(Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts
and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or
deductive)?
6. How is the argument presented, i.e. what rhetorical devices
are used to make the argument (narrative, metaphors, visual
imagery, imagery, ideographs, euphemisms, rhetorical
questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument?
INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have
influenced the writing of this text or the way audiences
interpreted it?
3. What might those who read this text when it was first written

or released understood the text to have meant?
4. Or for the case of a recent text, how might this text have
been interpreted had it been written 10 or twenty years ago?
(You can select whatever time frame you like).
5. What cultural, social, political events might have influenced
the production and the reading of this text?
6. What important information was not mentioned/included in
this text?
7. Can you place this text within a discourse?Which one?
8. What concepts from this course are used in the text?
9. How can you use concepts from this course to bring meaning
to this text?
10. What popular myths are drawn upon to bring meaning to this
text? NORMATIVE READING
1. What values (moral, political, etc. ) does the author raise in
this text?
2. What values do you bring to the text as the reader?
3. What can you say about the values of the author?
4. What can you say about the ideology of the author?
5. Whose interests are served by this text?
6. Does it serve the status quo or transformation?
7. Who is being empowered by this text?
8. Can this be read as a hegemonic or a counter-hegemonic text?
CATEGORY
4 POINTS
3 POINTS
2 POINTS
1 POINT
ARGUMENT
Clearly identifies the major argument, including the type of
argument and form of evidence and cites at least three (3)
examples from the text to support the claim.
Identifies the argument fairly well, including the type of
argument and form of evidence, and cites two (2) examples
from the text to support the claim.

Argument is unclear, or does not include either the type of
argument or the form of evidence or cites only one (1) example
from the text to support the claim.
Does not identify the argument, the type of argument, nor the
form of evidence, and does not include any examples from the
text to support the claim.
RHETORICAL DEVICES
Clearly identifies at least three (3) rhetorical devices, provides
examples of their use in the text and describes the potential
impact on the reader. Clearly addresses fallacies and offers
comments on how to revise the argument.
Identifies two(2) rhetorical devices, provides examples of their
use in the text and describes the potential impact on the reader.
Addresses fallacies fairly well and offers a few comments on
how to revise the argument.
Section is unclear or identifies only one (1) rhetorical device,
provides examples of its use in the text and describes the
potential impact on the reader. Vaguely addresses fallacies and
offers comments on how to revise the argument.
Paper either does not identify the rhetorical devices, provide
any examples of their use in the text, or describe the potential
impact on the reader. Does not address fallacies or does not
offer comments on how to revise the argument.
Clearly identifies the date the text was created, cites at least
three (3) events that might have influenced the creation and
interpretation, as well as at least three (3) course concepts.
Identifies the date the text was created, cites two (2) events that
might have influenced the creation and interpretation, as well as
two (2) course concepts.
Section is unclear, or identifies the date the text was created,
but cites only one (1) event that might have influenced the
creation and interpretation, as well as one (1) course concept.
Paper either does not identify the date the text was created, cite
events that might have influenced the creation and
interpretation, or does not reference any course concepts.

NORMATIVE READING
Clearly identifies and describes the author’s values and
ideologies that are embedded within the text by citing at least
three (3) examples, as well identify personal values that
influence the reading of the text.
Identifies and describes the author’s values and ideologies that
are embedded within the text by citing two (2) examples, as
well identify personal values that influence the reading of the
text.
Section is unclear, or identifies and describes the author’s
values and ideologies by citing only one (1) example, as well
identify personal values that influence the reading of the text.
Paper either does not identify and describes the author’s values
and ideologies, provides no examples, or does not identify
personal values that influence the reading of the text.
OVERALL STRUCTURE
Clearly demonstrates knowledge of the rudiments of textual
analysis by delineating the different readings, citing at least
four (4) course concepts throughout the paper, and having fewer
than four (4) grammatical or factual errors.
Demonstrates knowledge of the rudiments of textual analysis by
delineating the various readings, citing three (3) courseconcepts
throughout the paper, and having five (5) to seven (7)
grammatical or factual errors.
Paper demonstrates a poor understanding of the rudiments of
textual analysis by not delineating the various readings, citing
only one (1) courseconcept throughout the paper, or having
eight (8) to ten (10) grammatical or factual errors.
textual analysis by not delineating the various readings, by not
citing courseconcepts, or by having more than ten (10)

Due June 5, 2015
Textual Analysis Assignment
Why a Textual analysis
Specific way to deconstruct or critically analyze a text.

Different from a traditional analysis because it requires
“reading” way beneath surface arguments.
Allows for a complex understanding of various messages.
Details
Find a “text” that addresses a current educational issue
“Text” means anything that you can get meaning from
Examples: articles from journals, newspapers, magazines,
credible online sources, radio broadcast or podcast, television
program or news item, etc.
Text must be current (within past six months) .
Analytical reading: What is?
Looks at the argument and rhetorical elements of a text?
Tries to answer the questions:
What is it the author or producer is trying to get me to believe?

How are they trying to get be to buy in to their perspective?
Educators who can read “text” critically can develop more
informed positions on educational issues as opposed to
positions that are merely influenced by rhetoric.
Section 1:Analytical reading
What is the major argument of the text?
Be explicit and state this out front.
Frame this as an argument ex. “the major argument of this text
is that schools need to substantially overhaul..”
DO NOT FRAME this as a general statement ex. “the major
argument of this text is about schools needing to overhaul.”
What is the evidence from the text that this is the major
argument?
Cite and quote a couple of references to support why you think
this is the major argument.
Be explicit but don’t summarize the entire article. Example:
“evidence to support this claim can be found on page 6 when the
author writes… “schools in the U.S. are in need of a
fundamental overhaul….”

Section 1:Analytical reading (con’t)
Is the argument implicit (implied) or explicit (overt)?
Does the writer directly state his position?
Or does the reader have to draw inferences and try to figure out
what the argument is?
Be explicit about this: “The argument is explicit…the writer
specifically states that…..(page 7).
DO NOT leave me to guess or try to figure it out.
What type of evidence or argument does the text make?
Empirical (relies on empirical data such as facts and statistics)
Analytical (uses concepts, language and definitions)
Normative (makes a moral claim about the rightness of an
action)
Be explicit about this: “the texts relies upon an analytical
argument. For example, the writer uses the concept of the first
amendment freedom to make his/her case.. On page 19, he/she
writes……”
Section 1:Analytical reading
What rhetorical devices are being used to persuade the “reader?
Be explicit about this:

Name the device, “the author uses several metaphors, rhetorical
questions, and visual imagery as the main devices to make his
case.”
Cite specific examples, “For example, the metaphor of
competition is used on page 7 when the author writes… The
author also repeatedly asks….Visual imagery is used when the
author provides a picture of a dilapidated school building.”
Describe the potential impact of the usage, “The visual imagery
evokes pity amongst the reader and the writer is able to elicit
agreement with his argument.”
Section 2: Interpretive Reading
Purpose of Interpretive Reading
To provide valuable background context that helps in
interpreting or making sense from the argument.
To consider broader contextual cues that might impact how we
interpret the text or the underlying motive of the author.

Section 2: Interpretive Reading
When was text made?
Be explicit about this, “This text was published in the
September 11th, 2009 edition of Time magazine.”
What was going on around the time the text was developed that
might have influenced the production of this text and how the
readers might have interpreted the text?
Be explicit, know something about the time period and
speculate.. “September 11, 2009, marked the eight year
anniversary of the tragic events…. The date evokes feelings of
nationalism and anti-American sentiments are not
condoned….The writer was perhaps drawing upon this.
Section 2: Interpretive Reading (con’t)
How might this text be interpreted differently had it been
produced at a different time?
Be explicit, and speculate. Justify your answer: “If this text
were written 50 years ago, people might have had very similar
reactions and might have interpreted this text similarly. In
1957 when the Russians launched the space satellite, Sputnik,
Americans were in a frenzy…….

What other cultural, social, political events might have
influenced the production and the reading of this text?
Be explicit, and speculate. Justify your answer: “Other events
that might have influenced……
Section 2: Interpretive Reading (con’t)
What important information was not mentioned/included in this
text?
Be explicit, speculate what information you think could make
the argument more convincing or that might have skewed the
argument? “The author fails to mention how many….”
How can you use concepts from this course to bring meaning to
this text?
Be explicit, “Important course concepts that might be useful to
think about the arguments in this text include the concepts of
politics, open systems theory, and school choice. In class we
noted that….”

Section 3: Normative Reading
Why normative reading?
Helps to identify the values that are embedded in the text.
Allows the reader to analyze hidden ideologies and consider
hidden agendas.
Forces reader to consider potential impact of the argument and
think about who is likely to support the position.
Recognizes the relationship between value positions and the
interpretation of messages.
Section 3: Normative Reading
What values (moral, political, etc. ) does the author raise in this
text?
Be explicit, cite examples. “The author raises many political
values in this texts concerning equity, fairness, social justice,
and how best to address differences….. Or how best to fund
schools. For example….”
What values do you bring to the text as the reader?
Be explicit, and specific, state how these influence your
interpretation of the argument. “As a professor of education
who has received training in critical theory, I uphold the values
of …….Because of these values, I struggled with identifying
with the arguments in his text. My firm beliefs that…contradict
many of the arguments proposed by the author.

What can you say about the values of the author?
Be explicit, cite examples. “From the arguments being made
within this text it is apparent that the author espouses fairly
conservative values. Fire example, the author writes that….
What can you say about the ideology of the author?
Be explicit, cite examples. “The authors perspectives suggests
that his ideology is aligned with views consistent with
individuals who have been raised in strict religious
communities. His political ideologies might also align well
with conservatives who might argue that….
13
Section 3: Normative Reading (con’t)
Whose interests are served by this text?
Be explicit, justify your answer. “The interests of parents and
others who are anti-public schools are best served by this text.
Should the expectations of this author come to fruition, it could
lead to a revamping of public schools as we know them.”
Does it serve the status quo or transformation?
Be explicit, justify your answer. “ This conservative argument
serves the interest of the status quo as the author seeks to return

schooling to some imaginary past or keep things primarily the
same.”
Who is being empowered by this text?
Be explicit, justify your answer. “For those who already have
power are mainly empowered. This texts does not seek a
fundamental change in the distribution of wealth and power but
seeks to maintain power in the hands of those who are already
wealthy.”
Can this be read as a hegemonic or a counter-hegemonic text?
Be explicit, justify your answer. “Because the major arguments
seek to preserve the status quo, this text might be read as a
hegemonic text.”
Other Important Information
Indicate the differences between the three readings
Use subheadings or state explicitly which reading you are
doing. “From an interpretive perspective…”
Do not spend time summarizing the text or retelling the story.
Focus on doing the analysis, I’ll know what text is about.
Focus on one major, bottom-line argument.
Trying to highlight too many arguments make the paper seem
fragmented.
You may do this with a partner.
Make sure you state the differences in your values in the
normative reading. “Kate was brought up in a religious
household and have these values. This is why she supports the

argument. On the other hand, my close-knit family has
influenced my beliefs about…This is why I do not support the
argument.”
Textual Analysis
Have Public Schools Adequately Accommodated Religion – No
Analytic Reading
Warren Nord makes the argument that public schools have
not adequately accommodated religion, but not the argument
that is thought to be made on this aspect. Rather than arguing
that religion should be allowed in schools from a religious
perspective, he argues it from an educational perspective. Nord
argues, quite explicitly that “the study of religion has a
legitimate and important place in the public school curriculum”
and that by not teaching religion “public schooling
discriminates against religious ways of making sense of the
world”. (Nord, 1999) With this, Nord is making the
argumentclaims that students are missing a big chunk of
education by not being taught about religion; students are not
able to learn about how it has affected history and they are not
able to use this perspective of religion when learning.
Comment by Terrence Harewood: This is a very interesting
argument, especially given what we have discussed in class
about mysticism and supernaturalism as an important way of
explaining reality.

The majority of Nord’s arguments make normative claims.
He claims that by not teaching religion students are limited in
their ability to make substantial decisions, students do not get a
full view of the world, and students are not given a liberal
education. According to Warren Nord, a liberal education is “a
broad education, one that provides students with the perspective
to think critically about the world and their lives” (Nord, 1999).
This will appeal to a parents’ values by raising the following
question: do you want your children to be taught one specific
theory and from one point view, or do you want them to learn
all of the theories and perspectives before making a decision on
what to agree with? Nord also states that “public schools
nurture a secular mentality” (Nord, 1999). This means that
students are not taught about religion at all, though he argues
that it is important to learn these views to make educated
decisions. Nord would argue that students are not able to
critically think without learning all of the facts. Comment by
Terrence Harewood: Very good introductory analysis.
Nord uses juxtapositions, an analogy, and a hyperbole to
make his point. Nord uses a statement about public school
curriculum that is endorsed by both religious and educational
groups, and then uses it to point out where education and
religion should be intertwined. The statement is, “Because
religion plays significant roles in history and society, study
about religion is essential to understanding both the nation and
the world. Omission of facts about religion can give students
the false impression that the religious life of human kind is
insignificant or unimportant. Failure to understand even the
basic symbols, practices and concepts of the various
relgionsreligions makes much of history, literature, art and
contemporary life unintelligible.” (Nord, 1999). Nord later goes
on to address many issues this statement raises, by comparing
them to how religion is currently dealt with in public school,
and also uses this statement to show how it can be fixed. At the
very beginning of his argument, Nord makes a war analogy to
compare the debates over religion in schools to war. He makes

statements such as “public administrators have been on the front
lines of our culture wars over religion and education” and “the
causes of war are deep-seated”. Here Nord is making the point
that religion in schools have caused many debates that have
gone on for many years, and may never be settled with one side
winning completely. This statement can also be taken as a
hyperbole, because it makes it seem as if these debates are very
hostile and hard fought. Nord later states that “we don’t agree
about everything, but we do agree about a lot” (referring to
religious groups and educational groups), and that “a large
measure of common ground has been found”. (Nord, 1999).
Nord addresses the fact that the war analogy is a hyperbole and
allows the reader to see that the fight between religion and
schools is not as tough as it might seem. Comment by Terrence
Harewood: Is this the example of the juxtaposition you
mentioned earlier? If so, make it more explicit.
Though Nord makes many points as to why religion should
be taught in schools, he does seem to argue with an inductive
reasoning, while using a slippery slope fallacy. Nord’s
statements tend to make it seem that if students are not taught
about religion, then they will never be able to think critically
about the world, meaning they will never be able to make
critical decisions. Comment by Terrence Harewood: I see the
slippery slope here, but I would like to see more of why you
concluded this was an inductive argument.
Interpretive Reading
Written around 1999, right before the turn of the century,
not a whole lot was going on with education and religion. The
biggest issue of the time seemed to be that Kansas had decided
to drop all standards dealing with evolution from their
curriculum. The biggest world event going on around this was
the shooting at Columbine High School. This shooting appealed
to the values and morals of many people, and whether it was
right or wrong. It dealt with, from a philosophical perspective,
axiology. Is this right or wrong? Who decides whether this is
right or wrong? This made people think about where schools

where going and what was driving it there, was it the teaching
of evolution and was it by teaching students about religion?
Another issue during this time was creating core standards for
all students. One issue was the inclusion of religion and how it
should be addressed in schools.
These events could have influenced the reading of this text by
appealing to what parents want their students to be taught in
schools and how it can influence their action and the actions of
their peers. Things like school shootings can make some parents
firmly believe that religion taught in schools can hinder things
like this, while others think that it will increase the chances of
this happening.
If this text wereas written just ten years earlier, it would have
been right around the time creationism being taught in school
was being debated. In 1987 Edwards v. Aguillard made the
court decide on whether creationism should be taught with
evolution or not, which the court decided it should not be. This
article could have brought the views on how teaching this could
help students to become better critical thinkers. Comment by
Terrence Harewood: Very good use of outside information.
Not mentioned in this text, that is always important to address
when discussing religion in schools, is which religions should
be taught and which should not be taught? Or should they all be
taught? Should only the relevant ones be taught and if so will
that be endorsing a specific religion by choosing to teach that
one? Comment by Terrence Harewood: Very good point?
Also, a related issue is how do we distinguish between a
religion and a cult?
This author makes claims seated in purpose two, calling for a
change in the way religion is being taught and the way teachers
are taught to handle religion in the classroom. Going against
purpose one, this author believes that students should be taught
about different views and cultures to make an educated decision
rather than just the dominant belief or culture. This also deals
with metaphysics, based on the question of whether God is real.
This deals more with the idealist side by claiming that it is a

belief and should be taught to show the different perspectives.
Two popular myths that this argument busts is that religion
cannot be taught without taking sides, and teaching about
religion cannot be for solely educational purposes. Comment by
Terrence Harewood: Since the author is arguing for legitimizing
another way of knowing, you may also interpret this as
addressing a different type of epistemology.
Normative Reading
Nord raises the issue of a call to change our schools. He
see this as something in society that needs to be fixed so that
students can learn about religion and its history and struggles.
Nord does not seem to agree with purpose one, which holds
American values at number one and looks to teach students
mainly about the American values and not be taught different
perspectives to make their own decision. Comment by
Terrence Harewood: Can we conclude here that he values
diversity or plurality, or even democracy as crucial drivers in
helping people think critically about the world.
I believe that Nord writes from more of a liberal view
point, because he is focusing on different issues which are
mainly social and economic, and he wants students to be able to
learn to make their own decisions. He also writes with the
students interests in mind, he is calling for this change to make
students better thinkers and better decision makers. He wants
them to have a more well-rounded education, or a liberal
education. Nord is writing for transformation, with a counter-
hegemonic argument that is looking to empower educators to
make a change. Comment by Terrence Harewood: Why did you
draw this conclusion?
What I bring to this text is my views keeping religion in
schools. I think it is important to teach students about religion
because it is a part of their history, and it will allow them to
look at different perspectives. I also believe that critical
thinking is a very important skill taught in schools, and I agree
with Nord that by looking at religion students are able to learn
about these views and cultures to make better decision about

their own world. Comment by Terrence Harewood: What
specific religious ideologies do you have? What was the role of
religion in your own upbringing? How have these experiences
and personal ideologies impacted the way you approach this
argument?
CATEGORY
18—20 POINTS
A- — A
16—17 POINTS
B- — B
14—15 POINTS
C- — C
1—13 POINTS
D—F
Your Score
ARGUMENT
Clearly identifies the major argument, including the type of
argument, form of evidence and at least three (3) examples from
the text to support the claim. Comment by Terrence Harewood:
Very good job identifying the major argument, type of evidence
and providing concrete examples here.
Identifies the argument fairly well, including the type of
argument, form of evidence, and two (2) examples from the text
to support the claim.
Argument is unclear, or does not include either the type of
argument, form of evidence or cites only one (1) example from
the text.
Does not identify the argument type of argument, nor the form
of evidence, and does not include any examples.
20
RHETORICAL DEVICES
Clearly identifies at least three (3) rhetorical devices, provides
examples of their use and describes the potential impact on the

reader. Clearly addresses fallacies and offers several
comments on how to revise the argument.
Identifies two(2) rhetorical devices, provides examples of their
use and describes the potential impact on the reader.
Addresses fallacies fairly well and offers a few comments on
how to revise the argument.
Section is unclear or identifies only one (1) rhetorical device,
provides examples of its use and describes the potential impact
on the reader. Vaguely addresses fallacies and offers comments
on how to revise the argument.
Paper either does not identify the rhetorical devices, provide
any examples, or describe the potential impact on the reader.
Does not address fallacies or does not offer comments on how
to revise the argument.
19
Clearly identifies the date the text was created, cites at least
three (3) events that might have influenced the creation and
interpretation, as well as at least three (3) course concepts.
Identifies the date the text was created, cites two (2) events that
might have influenced the creation and interpretation, as well as
two (2) course concepts. Comment by Terrence Harewood:
Excellent good job contextualizing here and infusing course
concepts to make meaning from this text?.
Section is unclear, or identifies the date the text was created,
but cites only one (1) event that might have influenced the
creation and interpretation, as well as one (1) course concept.
Paper either does not identify the date the text was created, cite
events that might have influenced the creation and
interpretation, or does not reference any course concepts.
20
NORMATIVE READING

Clearly identifies and describes the author’s values and
ideologies embedded within the text by citing at least three (3)
examples, and identifies personal values that influence the
reading of the text.
Identifies and describes the author’s values and ideologies that
are embedded within the text by citing two (2) examples, and
identifies personal values that influence the reading of the text.
Comment by Terrence Harewood: I would have liked to see
a stronger identification of the values embedded within this
text, especially your own.
Section is unclear, or identifies and describes the author’s
values and ideologies by citing one (1) example, and identifies
personal values that influence the reading of the text.
Paper does not identify and describes the author’s values and
ideologies, provides no examples, or does not identify personal
values that influence the reading of the text.
19
OVERALL STRUCTURE
Clearly demonstrates knowledge of the rudiments of textual
analysis by delineating the different readings, citing at least
four (4) course concepts throughout the paper, and having fewer
than four (4) grammatical or factual errors. Comment by
Terrence Harewood: In general, you seem to have an excellent
grasp of the rudiments of textual analysis.
May I retain a copy of this for my records?
Demonstrates knowledge of the rudiments of textual analysis by
delineating the various readings, citing three (3) courseconcepts
throughout the paper, and having five (5) to seven (7)
textual analysis by not delineating the various readings, citing
only one (1) courseconcept throughout the paper, or having
eight (8) to ten (10) grammatical or factual errors.
textual analysis by not delineating the various readings, by not

citing courseconcepts, or by having more than ten (10)
20

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