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This document provides guidance for students analyzing poems from other cultures. It outlines a progression of poem analysis skills from basic description to deeper exploration of poetic form, language, imagery, rhyme, rhythm, and tone. Students will prepare a reading of a poem and present their analysis to the class. The presentation will be evaluated based on speaking/listening skills and the clarity and quality of the reading and analysis.
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Poetry uses heightened language and imagery to intensely convey meaning. Imagery is described as "painting with words" by using figurative language to create vivid images. Creative nonfiction also employs poetic techniques like imagery to include concrete and evocative details. When writing poetry or creative nonfiction, authors should select topics close to their own experiences, carefully plan out their approach, and consider how to formulate an appropriate thesis statement around their chosen subject.
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The document outlines the expectations and schedule for an English 9 semester 2 class, including arriving on time, having no cell phones, and being respectful. It also provides the reading standards and objectives for the week, which include analyzing themes, characters, and language in literature as well as writing skills. The schedule details activities for each day such as reading poems, learning about literary elements, and drafting a personal essay.
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Students in Year 10 will complete controlled assessments in response to modern texts, demonstrating their critical understanding. They will also write two creative pieces and an analytical essay focusing on analysing everyday speech. Additionally, they will study a Shakespeare play and pre-19th century poetry, comparing the writing methods. In Year 11, students will read and analyze fiction and non-fiction texts to understand writers' craft, and they will study poetry and short stories in preparation for exams testing their comprehension of themes, ideas, and language use.
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Poetry uses heightened language and imagery to intensely convey meaning. Imagery is described as "painting with words" by using figurative language to create vivid images. Creative nonfiction also employs poetic techniques like imagery to include concrete and evocative details. When writing poetry or creative nonfiction, authors should select topics close to their own experiences, carefully plan out their approach, and consider how to formulate an appropriate thesis statement around their chosen subject.
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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.
Genre analysis and the language 2847
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
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2) SFG represents grammar as system networks that show the paradigmatic choices available and realization rules that map choices to syntactic structures. This models the relationship between semantic choices and surface structures.
3) In SFG, language is analyzed in terms of three metafunctions - the ideational to represent experience, the interpersonal to enact social relationships, and the textual to organize messages
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Tips for Writing a Poetry Analysis Essay A Master’s Guide.pptx
The document provides tips for writing a poetry analysis essay in 3 paragraphs or less. It discusses understanding the basics of poetry such as poetic devices. It emphasizes the importance of reading the poem multiple times to understand deeper layers of meaning. Key elements to analyze include identifying the speaker and audience, exploring themes, examining imagery and figurative language, and considering the poem's structure, meter, rhyme, and tone. Strong analysis requires using evidence from the poem to support interpretations.
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This document discusses various aspects of style and stylistics. It defines style in language as "distinctive linguistic expression" and says stylistics is the study of style in language. It discusses style as choice, as an expression of personality, as conformity or deviation from norms, and as something influenced by time period and situation. It also outlines different types of stylistic analysis including linguistic, literary, functional, encoding, decoding, and affective stylistics. Encoding stylistics examines an author's individual style and choices while decoding stylistics analyzes a text from the reader's perspective. Affective stylistics closely examines how a text affects the reader in the process of reading.
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01 stylistics and its objectives
This document provides an overview of stylistics as an academic field of study. It discusses the historical development of stylistics from the study of elocution in the early 20th century to its modern conceptualization. Stylistics is described as the linguistic study of style in texts and draws on various subfields of linguistics. The document outlines several branches of stylistics including functional, individual style study, stylistics of decoding, and literary stylistics. It also defines key concepts in stylistics including the notion of norm, stylistic function, stylistic coloring, context, and expressive and imaginative means of language.
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Genre refers to major types of literature and communicative events that have recognized structures and purposes. There are three main approaches to analyzing genre: the ESP school focuses on academic genres, the Sydney school emphasizes communicative purpose and staging, and rhetorical genre studies views genres as social actions. While the approaches have differences, they also share similarities in recognizing the social dimensions and purposes of genres. Applying genre theory to pedagogy can help students develop competence in valued genres of their disciplines and communities.
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This document provides an overview of contrastive rhetoric, which examines how a person's first language and culture influence their writing in a second language. It traces the history and development of contrastive rhetoric from the 1960s to present. It also discusses key topics within contrastive rhetoric like error analysis, cultural influences on writing conventions, genre studies, and research methods. The conclusion emphasizes that contrastive rhetoric raises awareness of cultural differences in writing patterns across languages.
Discourse and Genre (the relationship between discourse and genre)
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.
Genre analysis and the language 2847
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
Types of corpus linguistics Parallel ,aligned...
Parallel corpora consist of original texts and their translations between two or more languages. They are aligned so that corresponding segments, such as sentences or paragraphs, can be matched between languages. This allows users to search for words or phrases in one language and see the translations in the other language. Parallel corpora can be used for contrastive linguistics to analyze similarities and differences between languages, as well as for translation studies and lexicology. Examples of parallel corpora include the English-German Translation Corpus and the English-Norwegian Parallel Corpus. Comparable corpora contain similar text types and genres in different languages or language varieties to allow for comparison. Aligned corpora explicitly link translated elements, such as sentences, phrases, or words, between
Stylistics
Stylistics is the scientific study of style in literary texts. It explores how readers interact with and are affected by language use in texts. Stylistics has links to linguistics and literary studies. It examines various linguistic features like phonology, lexicon, and syntax that influence a text's meaning. Stylistics has several branches that study different aspects of style, including lexical, phonological, grammatical, and individual author styles. The goal is to better understand language and literary works through analyzing stylistic devices and their effects.
Ao1 2 3 el and tennyson titles
The discussion analyzed the potential meanings of the titles in Enduring Love and selected Tennyson poems, providing textual evidence. They evaluated how the titles encapsulate themes, give indications of genre, highlight characters, and can be used ironically to suggest alternative interpretations. The discussion concluded that writers carefully choose impactful titles to engage readers and suggest where the narrative will go.
Context of Text Development
This document defines and discusses the concepts of hypertext, intertextuality, and the three types of intertextuality. It begins by defining hypertext as text on an electronic device that contains links to other text for the reader to access. It then defines intertextuality as the shaping of a text's meaning by another text through devices like allusion or quotation. The document outlines the three types of intertextuality: obligatory intertextuality involves a deliberate comparison between texts, optional intertextuality has a less important connection that shifts meaning slightly, and accidental intertextuality occurs when readers connect a text to another without an anchor in the original text.
McCool Chapter 3
This document discusses the relationship between language and culture. It explores how culture can influence attitudes toward language, communication styles, and writing conventions. Specifically, it contrasts low context cultures with high context cultures. Low context cultures prefer direct, explicit communication and value clarity, while high context cultures rely more on implicit meanings and value ambiguity, humility, and respect for authority. Emotion, formality, and views on negative statements also differ across cultural contexts.
Types of writings
Collaborative work
Edwin Valencia - Modern Languages student
Valentina Muñoz - International Business and Modern Languages student
Teoría discursiva - 2017-1
Systemic Functional Grammar
This document provides an introduction to Systemic Functional Grammar (SFG). It discusses the following key points:
1) SFG views language as a system of choices and was developed based on the work of Malinowski, Firth, and Halliday. It examines language from a functional perspective rather than just a structural perspective.
2) SFG represents grammar as system networks that show the paradigmatic choices available and realization rules that map choices to syntactic structures. This models the relationship between semantic choices and surface structures.
3) In SFG, language is analyzed in terms of three metafunctions - the ideational to represent experience, the interpersonal to enact social relationships, and the textual to organize messages
Intro. to Stylistics
This document provides an introduction to stylistics. It defines stylistics as the study and interpretation of texts from a linguistic perspective, linking literary criticism and linguistics. The document discusses topics like the objects of stylistic study, principles of stylistics, linguistic features that reveal meaning, concepts like foregrounding and collocation, and speech and thought presentation techniques.
Introduction to linguistics (2 of 16)
Introduction to linguistics (2 of 16)
Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
Lexical competence
Vocabulary knowledge involves both a quantitative and qualitative aspect. The quantitative aspect refers to the number of words known, while the qualitative aspect refers to the depth of knowledge about each word, including its frequency, collocations, register, form, associations, meanings, and relationships to other words. Fully knowing a word is an elaborate process that takes place gradually over a long period of time as learners acquire in-depth information about its characteristics and how it is organized in the mental lexicon.
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The document discusses how writers use tone, style, word choice, figurative language, and other language techniques to indirectly express their purpose and communicate attitudes without expressly stating them. It provides examples of how writers establish tone through word choices and sentence structures, tailor their style to the intended audience, use connotative and denotative word meanings, make comparisons through similes and metaphors, and employ symbols to represent ideas. Understanding these indirect language aspects is important for discerning an author's full message and purpose.
Unpacking a poem
This document provides guidance for analyzing the poem "Nettles" by Vernon Scannell. It outlines 8 steps for students to take to unpack the poem, including considering the title, shape, personal response, voice, vocabulary, imagery, structure, and developing an overall interpretation. The goal is for students to think about how these various elements of the poem work together to present the idea of parental anger and support different interpretations of the work.
Week of july 9
This document outlines the weekly plan and expectations for an English 9 semester 2 class. The week will focus on poetry about memory and family. Students will read and analyze poems such as "My Papa's Waltz" in small groups, learning about literary elements like imagery and figurative language. They will write a draft poetry analysis and get peer feedback. The plan provides learning objectives, activities, and resources for each day.
Keynote - Ase - Analiza poeziilor
This document discusses conducting a semiotic analysis of linguistic constructs in classic poetry to identify the key elements that make a work a masterpiece. It aims to identify the constituent units in a poetic semiotic system, understand relationships between units, and determine what makes poetry successful. A quantitative study is needed using objective analysis of signs/words, cognitive definitions, punctuation, idioms, and meanings to understand patterns in masterpieces. The analysis will decide on content to target, indicators for analysis, a method for mass analysis, and draw conclusions from the results.
Pbl, who are you2
This project asks 7th grade English students to explore their personal identity. Over several weeks, students will read literature, engage in writing exercises, and create a digital and written product. They will analyze characters, themes, and their own experiences to write a memoir. Along the way, students will develop vocabulary, analyze texts, draft and revise writing, and reflect on their learning. Their work will be presented to classmates, teachers, and family.
literarycriticism-121106195643-phpapp01.pptx
This document provides an overview of literary criticism and its various approaches. It discusses how literary criticism can help poets evaluate and improve their own work by introducing them to different themes, cultures, and critical lenses. Various schools of criticism are described, including traditional, new criticism, rhetorical, stylistic, and more. The document concludes by suggesting poets practice self-critique using checklists and by gaining exposure to different literary criticism to strengthen their own writing.
2012 TESOL Seminar 2: Building a 4x4 toolkit for academic literacy
This workshop presents a framework for teachers at all levels for selecting and assessing the language needed for successful academic writing.
Poetry Project
This document outlines a unit plan for a 4th grade English/Language Arts class where students will create self-portrait poetry anthologies by finding poems that reflect themselves and then performing their chosen poems through creative arts projects. The unit introduces students to poetry, teaches poetry analysis skills, and has students discover themselves through finding poems that speak to them in order to build relationships and foster community in the classroom.
Literary criticism
Literary criticism provides poets with tools for self-evaluation and improvement. It introduces them to works from different time periods and cultures. Literary critics have many skills including close reading, analysis, and evaluation of literature. There are various approaches to literary criticism such as new criticism, rhetorical, stylistic, and more, each with their own focus and techniques. Practicing criticism can help poets develop their craft by reflecting on their work and gaining insights from different critical lenses.
Story & rhymes through the times new
This document outlines the learning objectives, activities, and pupil focus for a spring term story and rhymes unit for Year 8 students. It includes activities like analyzing structural elements in fairy tales, writing from a character's perspective, describing settings and characters, comparing descriptive language in stories, creative writing exercises, analyzing poems, and converting news stories to ballads. The overall goal is for students to explore a variety of literary techniques and genres through close reading, discussion, creative writing, and peer review activities.
Understanding by Design Lesson Plan
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
Eng Lang Lit Spec
This document provides teaching resources for analyzing poetry for the LL1 section of the GCE English Language and Literature exam. It includes frameworks for analyzing single poems and comparing poems, as well as guidance on contextualizing poems and using grammar concepts like nouns and adjectives. Practical suggestions are given for structuring poetry lessons, such as having students analyze poems in groups and providing unseen texts to analyze. Sample activities include identifying parts of speech in poems and researching poets' biographical and historical contexts.
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The document provides information about a lesson on analyzing poetry using the SMILE framework:
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- Students are split into groups to teach their peers about one aspect of the SMILE framework. They will then present their section to help the whole class complete an analysis table for future poetry lessons.
- The goal is for students to learn a structured approach for examining how poets use narrative, language, structure, and imagery to present themes like power and control.
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Year 9 assignment.imaginative literary transformation
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G322 TV DRAMA past questions
This document appears to list past exam questions for a course on representation in TV drama from 2009-2014. The questions focused on analyzing how representations of class and status were constructed through technical elements like camera work, editing, sound, and mise-en-scene in an extract from Downton Abbey. Multiple past questions from 2009-2014 are listed with no other context provided.
Marlynne Grant, researchED conference 6th september 2014
The document summarizes the results of two longitudinal studies that tracked the literacy development of children taught systematic synthetic phonics (SSP) from reception through secondary school. The studies found:
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film opening conventions and discussion of genre
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iPads can be useful tools in the media classroom for several reasons. They allow for quick research in the classroom through internet searches and accessing prepared resources. Students can screengrab, annotate, and comment on videos and articles. This aids formative assessment as evidence of student understanding is captured. iPads also save time by providing instant access to resources and allowing quick uploading of student work to sites like YouTube. Examples showed how iPads can support collaborative work, critique and redrafting through apps like Explain Everything and iMovie. This makes the learning process visible and supports literacy development.
21 october Presentation
Teachers will lead collaborative enquiries to develop aspects of their pedagogy. They will focus on a specific cohort, gather evidence of their practice's impact on student learning, and engage in collaborative planning, observing, recording, reflecting and tweaking. The goal is to embed effective practices and share results. Teachers will use regular CPD sessions and mentor support for planning and discussion. The process involves identifying an inquiry question, designing an evaluation, investigating issues, planning interventions, reviewing with experts, refining approaches, and evaluating impact.
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Stopping people doing good things discusses effective teacher development. It argues that replacing teachers is less effective than helping existing teachers improve, as expertise develops gradually over many years of deliberate practice. The document advocates a strengths-based approach to teacher learning, focusing on developing teachers' existing strengths through small, incremental changes while maintaining flexibility. Teachers are encouraged to make public commitments to specific improvement goals to increase accountability and motivation to change. Overall, the document promotes long-term, personalized development of teacher expertise through formative assessment practices.
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Representations of the law (blog version)
Opening credits and themes in television shows serve several important functions: they establish the setting, mood, subgenre, and overarching themes and ideologies of the show. Specifically, the opening scenes and credits of The Wire introduce its gritty portrayal of the law and police work in Baltimore through realistic scenes of officers dealing with crime, while A Touch of Frost presents a more traditional representation of a detective and his work in a small English town.
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The document discusses creativity in TV crime drama genre. It explores how genres evolve through new variations that audiences find popular, such as CSI's forensic science focus. Innovation comes from creative producers and writers expressing the "zeitgeist" or spirit of the times in their shows. Examples given are Prime Suspect addressing women's issues and The Wire portraying the political dimensions of crime. The most innovative programs come from non-mainstream networks with creative freedom, like HBO, which produce challenging shows like The Wire and The Shield with morally ambiguous characters. Genres remain creative by tapping cultural trends and hybridizing with other genres, such as Hill Street Blues combining crime and soap opera elements.
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Technical Codes in Music Videos
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The internet debate
This document discusses debating the impacts of the Internet. It provides guidance on how to structure a debate, including developing ideas and asking relevant questions. The learning objectives are to generate new ideas and discuss issues raised. The outcome is that participants can have an interesting and challenging discussion to share ideas, discussion, and terminology.
Ppt blog version
Pan's Labyrinth is a dark fantasy film directed by Guillermo del Toro that blends elements of fairy tales and historical fiction set in fascist Spain. It follows a young girl who escapes the cruelty of real world by exploring an fantastical labyrinth. The film features stunning visuals and performances that bring to life both the magical and horrific worlds. While containing disturbing images of violence and brutality, it balances this with scenes of beauty and innocence. The film is a complex work that addresses themes of fascism, war, and childhood through its hybrid genre style.
Berger slides
John Berger argues that society views men as active and women as passive. Berger claims that men look at women and women watch themselves being looked at, influencing gender relations and how women view themselves. Berger outlines traditional stereotypes that cast men as rational and dominant versus women as emotional and submissive. While an overgeneralization, these stereotypes formed a template for mainstream media to represent gender in advertising and other forms, reinforcing patriarchal views.
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Group exploration[1]
- 1. Poems from Other Cultures and Traditions Group exploration
- 2. Progression How far can you go with your poem analysis?
- 3. PROGRESSION: Analysing a poem I can explain I can explore the what the Form (=structure and layout) poem poem is about overall I can make notes Language on the ideas and Imagery imagery used Rhyme and rhythm Year 9 - Poems from Other Tone Cultures
- 4. Two Outcomes: • A prepared reading of the poem • A presentation to the class of your poem analysis. Success Criteria Speaking and Listening Skills Reading Skills (analysis) - Skills in Collaborative work Clarity and Quality of the - Skills in Presentation analysis Come up with a list Use information provided
- 5. Poems from Other Cultures and Traditions Group Exploration Group Presentation
- 6. Progression How far can you go with your poem analysis?
- 7. PROGRESSION: Analysing a poem I I can explore the I can see the I can look at the candescribe poem connections bigger what the between the bits picture by I can make notes on poem is about I’ve found out. reflecting and the ideas and generally evaluating. I can imagery used I can analyse of link the ideas of I have one different several poems idea about it techniques enhance together the message Year 9 - Poems from Other Cultures
- 8. Two Outcomes: • A prepared reading of the poem • A presentation to the class of your poem analysis.
- 9. Success Criteria Speaking and Listening Skills Reading Skills (analysis) Presentation Clarity and Quality of the analysis * Show awareness of your audience • Read the poem aloud in a way that by: helps others make sense of the - projecting your voice text - adopting an engaged body language • Offer a clear overview of the ideas and connecting with your audience and themes of the poem - varying tone and speed in response • Analyse (=explain the effects to audience’s reactions created by) some language (including imagery) and structural - rephrasing and clarifying as devices, as well as rhyme and necessary rhythm etc… • Aim to link the poem to other(s) poems we have studied. Highest response will compare / contrast.
- 10. Success Criteria Speaking and Listening Skills 1-5 Reading Skills (analysis) 1-5 Presentation Clarity and Quality of the analysis * Show awareness of your • Read the poem aloud in a way that audience by: helps others make sense of the text - projecting your voice • Offer a clear overview of the ideas - adopting an engaged body and themes of the poem language and connecting with your audience • Analyse (=explain the effects created by) some language (including - varying tone and speed in imagery) and structural devices, as response to audience’s well as rhyme and rhythm etc… reactions • Aim to link the poem to other(s) - rephrasing and clarifying as poems we have studied. Highest necessary response will compare / contrast. TARGET (s):