Presentation on theme: "Objectives To be able to accurately identify G.A.P., including multiple audiences and/or purposes To be able to recognise key linguistic features in texts."— Presentation transcript:
Objectives To be able to accurately identify G.A.P., including multiple audiences and/or purposes To be able to recognise key linguistic features in texts Categorising Texts Revision (1)
1.Read through each text. 2.Identify the G.A.P. for each text. (for spoken texts: situation, participants, roles) Tip: remember to carefully read any information given about the texts and consider whether a text has multiple audiences / purposes.) 3.Identify the register and mode (spoken / written) of each text. Tip: Don’t forget texts can have mixed register or combine written and spoken elements (e.g. chatroom language, planned speech). 4.Identify the most salient (noticeable and significant) linguistic features in the text and how they suit the text’s G.A.P. Grouping – reading through the texts
Categorising Texts Revision (2) Objectives To be able to group texts in several ways To be able to identify differences within groupings To be able to relate linguistic features to g.a.p. when grouping
Possible groupings mode register (formality) audience purpose topic non-Standard English feature of language, e.g. context Grouping texts – some possible groupings Context-bound/deixis specialist lexis coinages imperatives politeness features minor sentences reference to shared cultural knowledge (etc.) Try to write about four (or at least three) groupings. At least two of these should be linguistically-based groupings
Writing about a grouping State the grouping: which texts? reason for grouping them together? Explain how each text belongs in this grouping: exemplify language features relate features to g.a.p./p.r.s. Compare the texts: the extent to which they have the feature you’ve grouped them for the reasons for them having this feature Mention overlaps and grey areas: are there any texts that ‘only just’ fit into this grouping? are there others that ‘with a push’ could have been included?
I would group Texts A, B and C together as they all contain elements of spoken language. Text A contains fillers like ‘you know’. This is because it is unplanned speech between friends. Text B also contains fillers (‘…well…’) but these features have been scripted in order to make the implied speaker’s ‘voice’ sound conversational and friendly. This is done in order to win over the reader as the text’s purpose is to persusade them to buy. Text C is authentic speech but contains very few non-fluency features. This is most likely to be because the things the speaker, a teacher, is saying, like ‘Coats off’, are part of a daily routine and are therefore habitual. Text D, the email is written but contains some speechlike features, such as false starts and ellipses ‘did you see him – I’d have thought you would have…?’ This is likely to be because the email has not been planned and is between people who know each other well. In this sense it is closer to natural speech than Text B and perhaps even Text C. Writing about a grouping – an example State grouping Explain why texts belong in it Exemplify with quotes Relate features in texts to G.A.P./P.R.S. Compare texts in grouping Mention overlaps and grey areas Be tentative