used for reporting in Introduction to Stylistics
includes the types of style (expository/argumentative, descriptive, narrative, persuasive) basic principles in stylistic analysis, teaching of language and literature: a case for stylistics, and stylistics and levels of language
used for reporting in Introduction to Stylistics
includes the types of style (expository/argumentative, descriptive, narrative, persuasive) basic principles in stylistic analysis, teaching of language and literature: a case for stylistics, and stylistics and levels of language
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
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.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
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.
Rhetorical moves and audience considerations in the discussion sections of ra...jodischneider
European Conference on Argumentation talk
Jodi Schneider, Graciela Rosemblat, Shabnam Tafreshi and Halil Kilicoglu “Rhetorical moves and audience considerations in the discussion sections of Randomized Controlled Trials of health interventions” [Conference Panel Presentation], 2nd European Conference on Argumentation: Argumentation and Inference, Fribourg, Switzerland, June 20-23
1 of 3 talks in Jodi Schneider and Sally Jackson, organizers, “Innovations in Reasoning and Arguing about Health ”[Conference Panel], 2nd European Conference on Argumentation: Argumentation and Inference, Fribourg, Switzerland, June 20-23.
From my writing course, a set of four moves that underpin many journal articles in the social sciences and humanities. Accompanies a blog post on patthomson.net
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
3. DiscourseCommunity Swales (1990) gives the followingdefinitions: A discoursecommunity has a broadlyagreed set of common public goals. It has mechanisms for intercommunication amongitsmembers(e.g., meetings, correspondence, newsletter, mailing list).
4. DiscourseCommunity c. It uses participatorymechanismsprimarilyto provide information and feedback (in accordance with the common goal). d. A discoursecommunity has developed and continues to developdiscoursal expectations (pp. 25-26).
5. Genreis a termfor grouping texts together, representing how writers typically use language to respond to recurring situations (Hyland, 2004).
6. A genre comprises a set of communicative events, the members of which share some set of communicative purposes (Swales, 1990). Exemplars of a genre exhibit various patterns of similarity in terms of structure, style, content and intended audience.
7. Genreis a social action and a speech eventthat has communicative goal shared by the members of a particulardiscoursecommunity.
13. research article, conference proposal, business report, grant application, letter to the editor, reference letter, MA dissertation, MA dissertation proposal, lecture, seminar
22. This genre alsofollows the acceptable rhetorical structure popular in that discipline. Example: An adjustmentletter in a discoursecommunitylike the Baggage Claims in an airport must adhere to the policies and format in thatdepartment. It must alsobewrittenfollowingbaiscprinciples of business communication. If itdoes not followtheseprinciples, its genre integrityisatstake as well as the integrity of the departmentthatproducedit.
23. b. Discursive Processes and Genre Bhatia (1999) points out thatprofessional genres are often the "products of a set of establishedproceduresthatform an important part of the disciplinary culture within a profession" (p.23).
24. Example: In the field of information technology, a project proposal is a collaborative work that follows a cyclical process as groups collaborate with clients, with other members of the company, and with other members of the design group.
25. c. GenericPurposes and Intentions "Althoughmany of the genres employed in well-establishedprofessionalcontexts serve recognizable and somewhatstandardized set of communicative purposes, theyrarely, if ever, serve a single purpose. If nothingelse, theyalmostalways combine a more immediate single purposewith the moststanderdizedones of maintenance and continuance of goodwill and a mutuallybeneficialprofessionalrelationship" (Bhatia, 1999, p. 25).
26. Example: - the use of newsletters by universities to inform the community about the developments in their institution and to market fund raising programs to the alumni
27. d. Genre Participants "Practicing genre isalmostlikeplaying a gamewithitsrules and conventions. Established genre participants, bothwriters and readers, are likeskillfulplayers, whosucceed by their manipulation and exploitation of, ratherthan a strict compliancewith, the rules of the game" (Bhatia, 1999, p.24).
28. e. Genre Versality Although genres like business lettersfollowconventional formats, different institutions and companies have theirownnorms for structuringtheircomminications. This is the reasonwhy new employeesneed to acquaintthemselveswith the corporate culture in theirworkplace.
29. Genre Analysisis a process of lookingatseveralsamples of a particular genre to analyzetheirsimilarities and differences in terms of theirpurposes, macrostructure and languagechoice.
30. Genre Analysis: The CARS Model Swales (1990): Move and step analysis of introductions to research articles: the CARS (creating a research space) model Move 1: Establishing a territory Step 1. Claiming centrality and/or Step 2. Making topic generalizations and/or Step 3. Reviewing items of previous research Move 2: Establishing a niche Step 1a Counter-claiming or Step 1b Indicating a gap or Step 1c Question-raising or Step 1d Continuing a tradition Move 3: Occupying the niche Step 1a Outlining purposes or Step 1b Announcing present research Step 2 Announcing principle findings Step 3 Indicating Research article structure
37. Genres written by writers from different L1 backgrounds writing in English (Precht’s (1998) study of recommendation letters written by British, American, German and Eastern European lecturers)
41. b. Look for available in-house style guides or documentation manual. c. If you are doing the genre analysis for a graduatepaper, itis best to look for relatedresearch. This isalsoa good idea if you are conductingneedsanalysis to design an EOP (English for OccupationalPurpose) course.
42. d. Next, ask about theirpurposes, intendedreaders, and writingprocesses e. Look for macro patterns. Theserefer to the major sections of a document. If you notice deviations to the pattern, find out theirreasons. f. Next, analyze how each section isorganized
43. g. Finally, pay attention to the languagefeatures. For example, you check the use of voice, tense, and idioms. Manycompanieswant to have a distinct "voice ", and onlythosewhobelong to thosecompaniesunderstand how that "voice"isprojected.
44. "Genre analysisadds to ourunderstanding of how languageisusedwithin an important discoursecommunity, and is a model of appliedlinguistics in its best sense – itdraws on linguistic and sociolinguistictheory to classify the nature of language use and languagelearning in an educational setting". – Long and Richards
45.
46. Bunton, D. (2005). The structure of PhD conclusion chapters. Journal of English for Specific Purposes, 4: 207-224.
47. Hartford, B., & Bardovi-Harlig, K. (1992). Closing the Conversation: Evidence from the Academic Advising Session. Discourse Processes, 15, 93-116.
48. Hoey, M. (1983). On the surface of discourse. London: Allen and Unwin.
49. Hoey, M. (1994). Signalling in discourse: a functional analysis of a common discourse pattern in written and spoken English (pp. 26-45). In: M. Coulthard (Ed.). Advances in written text analysis. New York: Routledge.
50. Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: University of Michigan Press.
51. Swales, J. (1990). Genre Analysis: English in academic and research settings. Cambridge: Cambridge UP.
