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The purpose of this study is to build a framework of text analysis (TA) for students taking translation courses at the undergraduate level and to seek ways to identify an untapped component in the teaching of translation to be utilized. A brief background introduction is followed
by an example taken from translations of published works and exercises done by students to justify the need for a TA component in translation education. The study showed that Halliday's (1991) concepts of field, mode, and tenor of discourse as text analysis criteria proved useful in helping students establish grounds for constructive critique and improve translation skills.