Abstract   This article demonstrates the applicability of classification theory to various textual-analytic approaches such as grounded theory, content analysis, discourse analysis, and conversation analysis/membership categorization analysis. This applicability is based on three factors: extant and elicited texts can be broken down into categories that are essentially classification systems created and defined by the researcher, extant texts are themselves explicit or implicit classification systems, and classificatory frameworks can be applied to extant and elicited texts “in order to clarify their contribution to processes of meaning-making” (Fairclough, N. (2003).  Analysing discourse: Textual analysis for social research . London: Routledge, p. 11). The recommendation is made that classification theory should be incorporated in the teaching of textual-analytic approaches in university-level research-methods courses, especially in the field of library and information science (LIS).