This document discusses what makes a text and the key components of texts. It explains that texts must be self-contained, well-formed, hang together, make sense, and have a clear purpose. Cohesion and coherence are achieved through various linguistic devices like conjunctions, pronouns, and repetition. The context, register, topic, audience and purpose all influence the type of text that is produced. Different types of texts include classroom texts, literary texts, and authentic texts adapted for language learning. Tasks must be designed to work with texts based on factors like vocabulary, grammar complexity, and the intended skill being practiced.
Systemic functional linguistics is developed by Michael Halliday (1985) with his Introduction to Functional Grammar based on the model of language as social semiotic resources.
People can use language resources to accomplish their purposes by expressing meanings in context.
FEEL FREE TO USE IT!
Systemic functional linguistics is developed by Michael Halliday (1985) with his Introduction to Functional Grammar based on the model of language as social semiotic resources.
People can use language resources to accomplish their purposes by expressing meanings in context.
FEEL FREE TO USE IT!
Discourse analysis (Linguistics Forms and Functions)Satya Permadi
Discourse analysis is an umbrella term for all those studies within applied linguistics which focus on units/stretches of language beyond the sentence level (Judit, 2012). We as the human is use a natural language utterance which language serves in the expression of 'content' described as transactional and that function involved in expressing social relations and personal attitudes we describe as interactional. Spoken and written language has relation each other. But written language and spoken language have different form. The book concerns with sentence which is 'text-sentence‘, so it will connected to behavior and involves contextual considerations. The data which is used in this book is based on the linguistic output of someone other than the analyst. Besides, discourse analyst discovers regularities in his data.
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Discourse analysis (Linguistics Forms and Functions)Satya Permadi
Discourse analysis is an umbrella term for all those studies within applied linguistics which focus on units/stretches of language beyond the sentence level (Judit, 2012). We as the human is use a natural language utterance which language serves in the expression of 'content' described as transactional and that function involved in expressing social relations and personal attitudes we describe as interactional. Spoken and written language has relation each other. But written language and spoken language have different form. The book concerns with sentence which is 'text-sentence‘, so it will connected to behavior and involves contextual considerations. The data which is used in this book is based on the linguistic output of someone other than the analyst. Besides, discourse analyst discovers regularities in his data.
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Chapter 3 The Process of Translation Chapter 3Ivet Sanchez
This module deals with the specific elements in a written communicative process and the different types of treatments it undergoes when translating from English into Spanish or vice versa.
Teachers can monitor and assess student engagement with readingwinda kho
Teachers can monitor and assess student engagement with reading by using informal and formative assessment processes to gauge students’ attitudes towards reading. This may be in the form of a reading conference.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. What makes a text?
Types of text we can engage with in everyday life:
Radio news (spoken receptive)
Pages of a novel (written, receptive)
Sporadic conversation with a partner (spoken
interactive)
Reading and responding an e-mail (written, receptive)
Making shopping lists (written, productive)
Writing a paragraph (written productive)
3. >texts are
Self-contained
Well-formed
Hang together
Make sense
Have a clear communicative purpose
Recognizable text types
Appropriate to their context
4. >cohesion
Cohesive devices
levels
Lexical
cohesion
Direct repetition,
word families,
synonyms, antonyms
Words from the same
semantic field, lexical
chains and lists.
Substitution
Grammatical
cohesion
Reference
Substitution of clause
element
Ellipsis of clause
elements
Conjuncts (linkers)
Comparatives
tenses
Rhetorical
cohesion
Question-answer
Parallelism
5. >reference
Types of reference
It is commonly achieved through the
use of articles and pronouns
Anaphoric
reference:
Back reference
Cataphoric
reference:
The referring
word anticipate
the referent
6. >nominalizationIt is a process to make reference less focused, more
general way, using certain nouns.
>conjunctsContribute to the unity
and relation between
parts of the texts.
categories
>additive
>adversative
>causal
>temporal
7. >what makes a text
make sense?
>coherence
Capacity of the text to
make sense, it is
divided into two
perspective:
Micro-level coherence
topic and comment
8. >micro-level: topic and comment
Topic:
Given information
Comment:
New information
End-weight: it’s the
placement of new
infomation in the
latter part of the clause
Passive construction:
to place the object in
the topic slot and
placing new
information in the
comment slot
Cleft Sentences: these
sentences are used to
alter the normal order of
sentences elements to
place special enphasis on
the new information.
9. >macro-level coherence: topic
at the macro-level texts achieve coherence because they
are obviously about something. That is, there is an
identifiable topic or topics.
Key words
Script
Schema
ArethAre words that occur with frequency of
these same words
Is the knowledge represented mentally
Are the wsys in which we expect things to
happen
10. >spoken texts
>text in context
Pragmatics
Study of language in its
contexts in use, and how
these contexts impact on
the way we produce and
interpret text.
Text type
Audience
Topic
Purpose
Mode
To take into
considerationa at the
time of creating texts
11. >context, text type and text
There is a direct relation between text, text type and
context in which the text operates.
Context
Text type
text
12. >text functions
Michael Halliday defined text as “language that is
functional”
>macro-functions: :
Refering Expressing Regulating Interacting Playing
using language to
convey or solicit
information
feelings: saying
what you like or
dislike
Using
language to
influence
people and
get things
done, such as
requesting,
ordering,
promising,
warning
Usinf
language to
mantain
social
relations
Using
language
imaginatively
and playfully.
13. >context and register
Possible components of the contexts that might impact the
language choices in texts production:
FIELD
The what of the situation:
what kind of social activity
is going on, and about what
kind of topic
TENOR
The who of the situation:
the participants, the
relationship and so on.
MODE
The how of the situation:
the means by which the text
is being created .
These
contextual
dimensions
determine the
REGISTER of
the resulting
text
14. >classroom texts
>text Needs
To be
Intelligible
Degree of
simplification
(in terms of
syntax and
vocabulary)
The writer
should keep the
audience in
mind, he should
respect the
“tenor”
16. >authentic tasks
Purpose of the
classroom texts
linguistic For skill
development
or strategies
Level of
difficulty of
text will
depend on:
•Vocabulary
•Specialized or
unspecialized
•Idiomatic or
not idiomatic
•The grammar
of syntax
complexity
•The register
(formal/inform
al)
•Discourse
structure
•Top-
down/bottom-
up factors
18. >designing tasks
TAVI TALO
TEXT AS A VEHICLE OF
INFORMATION
TEXT AS LINGUISTIC
OBJECT
The information
within the text is
seen as more
important than
language.
Text is used for
language work,
specially
vocabulary or
grammar.
A good strategy is to combine both purposes in the one
text
19. >text-based syllabuses
This approach focuses on texts rather
than on language structures.
These criterions should be follow for
selecting material
frequency usefulness Difficulty
20. >literary text
Literary
texts
They are a type of
text that are neither
intended, neither to
display, not to
inform.
•Have easthetic function
•Seduce through
expressivity
•Provoke feelings
•Are subjective
•Produce effects
•Are metaphoric
•Are iconical
•Are playful
•Are highly valued by
cultures
