1. The Study and Production of Texts
Semester 2
Lesson 4

2. A Warmer
Brexit: 10 ways you could be affected by no-deal by the Visual Journalism team BBC News 11 March 2019

3. HOMEWORK Lesson 3 https://www.slideshare.net/bettul01/data-commentary
Read article p.18
Read texts p.21 – 24
Analyse the data and be prepared to present the data in class during a discussion

4. HOMEWORK Lesson 3 (cont’d)
Readings p25 – 27
STUDENT A
read p
STUDENT B
read
p27 & find another text

5. Turn to
p22

6. 1
highest 2 3 4
lowest

8. The data presented relates to the percentge of the Welsh population who are able to speak Welsh (c.1 in 4) and also their geographical distribution. It is clear from the data that there is a far greater number of Welsh speakers in North Wales than there is in South Wales, as indicated in Chart 1 and Figure 3. This noticeable difference can be illustrated by the fact that in four regions in North Wales the percentage of respondants who claim to be able to speak Welsh is above 40%, compared with six regions in South Wales where less than 10% of the participants surveyed said they were bilingual. There could be historical or geographical reasons for this higher intensity of Welsh speakers, but this information is not provided by the data. However, it might be suggested that the rapid industrialisation of South Wales in the 19th century resulting in the influx of non-Welsh speakers to the region could be an important contributary factor to the decline of the Welsh language in this highly populated part of Wales.

9. The data presented relates to the percentge of the Welsh population who are able to speak Welsh (c.1 in 4) and also their geographical distribution.
It is clear from the data that there is a far greater number of Welsh speakers in North Wales than there is in South Wales, as indicated in Chart 1 and Figure 3.
This noticeable difference can be illustrated by the fact that in four regions in North Wales the percentage of respondants who claim to be able to speak Welsh is above 40%, compared with six regions in South Wales where less than 10% of the participants surveyed said they were bilingual.
There could be historical or geographical reasons for this higher intensity of Welsh speakers, but this information is not provided by the data. However, it might be suggested that the rapid industrialisation of South Wales in the 19th century resulting in the influx of non-Welsh speakers to the region could be an important contributary factor to the decline of the Welsh language in this highly populated part of Wales.
1. Location
2. Highlight
3. Comment

10. Work with a partner.
Why is this a successful text?

11. The data presented relates to the percentge of the Welsh population who are able to speak Welsh (c.1 in 4) and also their geographical distribution. It is clear from the data that there is a far greater number of Welsh speakers in North Wales than there is in South Wales, as indicated in Chart 1 and Figure 3. This noticeable difference can be illustrated by the fact that in four regions in North Wales the percentage of respondants who claim to be able to speak Welsh is above 40%, compared with six regions in South Wales where less than 10% of the participants surveyed said they were bilingual. There could be historical or geographical reasons for this higher intensity of Welsh speakers, but this information is not provided by the data. However, it might be suggested that the rapid industrialisation of South Wales in the 19th century resulting in the influx of non-Welsh speakers to the region could be an important contributary factor to the decline of the Welsh language in this highly populated part of Wales.

12. Your objective
Data
Text

13. FLOW

14. COHESIVE DEVICES

15. COHESIVE DEVICES are those elements of text which hold language together, by giving structure, meaning, direction and purpose to the text.

16. Lexical cohesion (repetition of words and use of word chains/families/fields/nets)
Grammatical cohesion (e.g. pronoun or article reference)
Conjuncts or Linking words (e.g. and, no wonder, nevertheless, so)
Paragraph structure (topic sentence, explanatory sentence and concluding sentence)
Tense consistency
Repetition
Anaphoric Reference (backward reference)
Cataphoric reference (forward reference)

17. (1) The data presented relates to the percentge of the Welsh population who are able to speak Welsh (c.1 in 4) and also their geographical distribution. (2) It is clear from the data that there is a far greater number of Welsh speakers in North Wales than there is in South Wales, as indicated in Chart 1 and Figure 3. (3) This noticeable difference can be illustrated by the fact that in four regions in North Wales the percentage of respondants who claim to be able to speak Welsh is above 40%, compared with six regions in South Wales where less than 10% of the participants surveyed said they were bilingual. (4) There could be historical or geographical reasons for this higher intensity of Welsh speakers, but this information is not provided by the data. (5) However, it might be suggested that the rapid industrialisation of South Wales in the 19th century resulting in the influx of non-Welsh speakers to the region could be an important contributary factor to the decline of the Welsh language in this highly populated part of Wales.

19. With a partner, try putting the following text in the correct order
With a partner, try putting the following text in the correct order. There is one extra sentence.
Cotton
But, in the cotton fields, the bolls are picked before this can happen.
Pure textiles like cotton are rare today.
Cotton grows best in warm, wet lands, including Asia, the southern United States,India, China, Egypt and Brazil.
Cotton is a very useful plant.
Inside its round fruits, called bolls, are masses of white fibres.
When the fruits ripen, they split and the fibres are blown away.

20. Cotton
Cotton is a very useful plant. Inside its round fruits, called bolls, are masses of white fibres. When the fruits ripen, they split and the fibres are blown away. But in the cotton fields, the bolls are picked before this can happen. Cotton grows best in warm wet lands, including Asia, the southern United States, India, China, Egypt and Brazil.
(from Pocket Encyclopaedia by A. Jack)
a, e, f, g, b, d

21. The following are some clues that might have helped you put the sentences in the correct order.
Word chains/families/fields/nets: cotton, plant, fibres, fields….
Repetition: Inside its round fruits….When the fruits ripen…
Pronoun reference: Cotton is a very useful plant. Inside its round fruits…
Article reference: …masses of white fibres…the fibres are blown away.
Use of linkers: But in the cotton fields…
Layout: Cotton title usually goes at the start.

22. Lexical Cohesion

24. Welsh population
geographical distribution
North Wales
South Wales
four regions in North Wales the percentage
six regions in South Wales
historical or geographical reasons
the rapid industrialisation of South Wales in the 19th century
the influx of non-Welsh speakers to the region
in this highly populated part of Wales

26. The three main moves in Data Commentary:
Location Element and Summary Statement
Highlighting Statements
Comments

27. 1 2 3 Highlighting Statements + Comments together
Statement 1 & Comment 1
Statement 2 & Comment 2
Statement 3 & Comment 3 1
Highlighting Statements
+ Comments together
Statement 1
Statement 2
Statement 3
All Highlighting Statements
followed by
All Comments
Comment 1
Comment 2
Comment 3
then 2
Most important point Type 1
Minor points Type 2
A Mix 3

28. Opening paragraph 1 2 3 1 2 3 Finishing paragraph Refer to more than
location
& highlight point 2
location
& highlight point 3
all comment
Refer to
more than
one chart
at a time OR 1
location, highlight
& comment 2
location, highlight
& comment 3
location, highlight
& comment
Finishing
paragraph

29. Turn to p6

31. The data presented
relates to
It is clear from the data that
This noticeable difference can be illustrated by the fact that
the percentage of respondants who claim
this information is not provided by the data
it might be suggested
hence
an important contributary factor
the decline of

32. http://writingcenter.unc.edu/esl/resources/ writing-data-commentary/

37. HOMEWORK Lesson 3 (cont’d)
Readings p25 – 27
STUDENT A
read p
STUDENT B
read
p27 & find another text
Data
Is the data used effectively?
What language supports the arguments?
How are these texts organised?
Language
Text

38. HOMEWORK

39. http://www.ted.com/talks/tim_berners_lee_ the_year_open_data_went_worldwide

40. Interesting article
Tim Berners-Lee on 30 years of the world wide web: 'We can get the web we want'

41. HOMEWORK Lesson 4
Reflect
Revise
Revise some more