This PowerPoint explores A03 as part of AS English Language therefore how to link phonology, graphology and lexis-semantics to meanings, writer's authority and how the writer shapes the reader's
This PowerPoint explores A03 as part of AS English Language therefore how to link phonology, graphology and lexis-semantics to meanings, writer's authority and how the writer shapes the reader's response.
The text is a webpage
exploring child discipline.
The main audience of the
text are parents. A
secondary audience of the
text are possibly teachers
and other adults who care
The main purpose of the
text is to advise parents and
other adults methods of
However a minor purpose is
to reassure parents that
poor behaviour is normal .
Another minor purpose
could be to guide parents to
The mode of the text is
blended but it contains
mainly features of the
written mode and some
features of the spoken
Paragraph 2: Lexis, Register and a two mode features
But features of the spoken mode used include:
Hyperlinks, use of direct
address ‘your’, collocation
Makes the text highly
interactive. Comment on
how this represents
children and behaviour.
Register and mode
Creates a high register Shows the text is highly
Temperaments and 2 other
Begin with the main
idea/purpose i.e. to
topics: assumes parents
it can be updated
to reflect current
Develop the main idea: link to specific
1. The writer assumes that parents are struggling with
specific methods of discipline. This is revealed by the
graphology since the blue font represents a set of
hyperlinks e.g. “stopping interruptions, time-out”. This
makes the text highly interactive and are deliberately
placed next to the main text to match the secondary
purpose of guiding parents and other carers to additional
sources of information and sections within the website.
Furthermore this reveals the text as semi-permanent as
the website can be updated and additional hyperlinks
placed to guide parents and other adults. It can be
updated to reflect current concerns with behaviour.
Tabs: Children need
guiding until teens.
Bold: parents are
assumed to be
struggling with toddlers.
Bold helps to reassure and guide parents.
Tabs shows the audience could be adults who work with a
specific age group.
Caption: Assumes parents are concerned with children’s
health and suggests that the writer is a paediatrician and so
an expert. Implies that it is only by following the guide that
their children will be healthy and mentally well. Suggests
children are currently not psychologically well.
The writer represents children as unhealthy and This idea is
revealed through the caption “a paediatrician's guide to your
children’s health and safety”. This is in grey underneath the
colourful heading “keepkidshealthy”. The grey font emphasises the
writer’s view that currently children are unhealthy . The fact that
the writer has identified themselves as “a paeditrician” shows that
they are knowledgeable and they can assist with parents and other
adults who have trouble managing their children. Parents are
therefore more likely to take the advice regarding their children’s
upbringing. The writer also implies that the children are mentally
unwell “secure…loved” which could be the secondary meaning of
health in the caption thus creating cohesion. It emphasises that
parents are responsible for their child’s wellbeing and therefore
must follow the advice presented in the guide. Although the text is
generally impersonal (a feature of the written mode) the caption
aims to be personal by using “your children” emphasising the role
of the parents regarding children’s health.
individuals and not
Aims to reassure parents and other adults. Writer assumes
that parents and adults take care of more than one child and
are attempting to apply the same methods of discipline but
the discipline is not working. Advises parents that children
are not the same and requires specific attention and
Furthermore, the writer represents children as
separate individuals who may require alternative
methods of discipline. This is portrayed by the
repetition of “different”. “All children are different and
have different temperaments… a style..that may work
with other children may not work with yours”.
Here, the writer is making several assumptions about
the audience; audience may not be just parents of one
child but parents of several children whose methods
used to work; adults who take care of groups of
children and parents who have tried to copy other
parents/adults when disciplining their child.
The repetition of ‘different’ therefore matches the
aim of reassuring parents that it is not necessarily
their fault if discipline is failing particularly if it worked
with others. The writer is implying that parents are
perhaps blaming themselves and is suggesting that
they shouldn’t. The writer represents children as
separate individuals and so challenges the belief that
all children are the same and respond to the same
discipline methods. Parents and adults are thus more
likely to take their advice as the above indicates that
the webpage contains additional methods and
behaviour as key to
The writer views parent’s behaviour as key to disciplining
children. This is revealed through the semantic field of
parent’s behaviour created by the lexis “behave (how you
behave), firm, consistent, give in”. The lexis reveals that the
writer is aiming to reduce the distance of the text even
though it is received through the visual channel and indicates
that parents are possibly behaving ‘incorrectly’ and so is
implicitly blaming parents and carers for children’s behaviour.
This challenges the conventional view of the audience since
parents and carers before reading article are likely to assume
that their behaviour is correct and it is only their child’s that
needs changing. However, the writer with the above semantic
field, is suggesting that for the child’s behaviour to
change, parent’s and carers behaviour must change. The
writer is assuming that parents are not behaving in a firm
manner. This helps the writer to meet the purpose of advising
Secondary Semantic Field
behaviour as difficult
and aggressive. Lack
The writer also represents child’s behaviour as
aggressive created by a secondary semantic field of
aggression i.e. argues, fights and violent’. The effect
of the secondary semantic field of aggression
indicates that the writer understands the challenges
parents and others involved with children face. It is
also an attempt by the writer to sympathise with
those who are facing problems with young children
and to reassure parents that these problems can be
solved. Parents, who face such aggression are more
likely to follow the advice given by the writer. It is also
assumed by the writer that parents want to end such
behaviour and are not violent/aggressive themselves.
•Links to education,
responsibility and lack of
• Links to
The writer in the text comments on specific parental
responsibilities such as “teaching” which is also
presented in bold. The connotations of the lexis
“teaching” includes education, responsibility and
correction. The writer is implying therefore that children
have to be taught how to behave. It is assumed therefore
that the audience, who are parents, and carers are not
teaching children explicitly how to behave and are
expecting children to pick up behaviour. This helps the
writer to advise parents and to specifically suggest
methods to assist parents and others to help teach
behaviour. Shows the text is highly planned.
• Represents children as lost.
• Shows that children have
options but is the parent’s
• Represents consequences of
parent’s behaviour and
Another specific concept represented in the text are
views of reward and punishment. This is shown through
the antonyms “won” and “doesn’t pay” which explores
how children can be rewarded for poor behaviour if
parents are inconsistent. The focus is switched from
typical rewards that parents give (e.g. chocolates) to the
child’s view where if the child manages to delay an
activity they are shown as having “won” whereas if the
parents are consistent the child will learn that poor
behaviour is not rewarded. By showing the perspective of
the child, the parent is more likely to follow the writer’s
advice and will learn how to reward correct behaviour.
writer has met
his purposes…Although the main
topic is child
minor topics are
represented asDifferent framworks
interlink to create
cohesion (with examples)
The text is
aims to be
What not to write
Makes the reader read on.
Shocks the reader.
Grabs the reader’s attention.
Meets the purpose of the text.
Makes you/the audience want to…
The writer assumes…
Another specific concept/idea represented…
The specific view of the writer is….
Another attitude displayed is…
The writer is implying/indicating….