This document discusses genre-based approaches to writing and text analysis. It describes how context, including situational context and cultural context, influence how a text is created based on Derewianca's model from 2001. This model evolved from earlier work by Malinowski, Firth, and Halliday. A text is analyzed based on its field, tenor, and mode, which refer respectively to the subject matter, roles of participants, and communication channel. Writing is presented as a social and cultural activity that follows genres like describing, explaining, instructing, arguing, and narrating. The document contrasts speech and writing and argues a genre-based approach helps students use writing codes effectively.
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 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.
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
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
Lecture 1st-Introduction to Discourse Analysis._023928.pptxGoogle
Introduction to discourse analysis
What is discourse?
What is discourse Analysis?
Paradigms in linguistics
Cohesion and Coherense
Types of written discourse
Types of spoken discourse
Text and discourse
Scope of discourse analysis
In systemic functional theory, language is organized as a multidimensional semiotic space according to (i) the hierarchy of stratification (semantics, lexicogrammar, and phonology or graphology); (ii) the metafunctional spectrum of meaning (ideational: experiential, logical, interpersonal and textual); and (iii) the cline of instantiation (the cline between potential and instance).
FREE TO USE IT!
According to Eggins (1994, p.7), systemic functional linguistics claims that language and context are interrelated. To understand how people use language, it need to consider the contexts of language use: the context of culture (Genre) and context of the situation (Register).
FEEL FREE TO USE IT!
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Text & Discourse
TEXT is discourse in verbal
communication.
TEXT IN USE = DISCOURSE
TEXT is a meaning poducing event.
DISCOURSE is formed by sequences of
utterances.
Ambiguity found in an isolated utterance
disappears within DISCOURSE.
6. How did this model evolve?
CONTEXT OF SITUATION & CONTEXT OF
CULTURE>>Malinowski (1923, 1935)
Development of Malinowski’s
model>>Firth (1957)
LANGUAGE SYSTEM>>M. Halliday (1985,
1994
Prev. Model>>Derewianca (2001)
7.
8. CONTEXT of SITUATION (& Language
System)
Field (IDEATIONAL FUNCTION)
refers to the subject matter or topic.
"What is happening?" "What is the activity?“
Tenor (INTERERSONAL FUNCTION)
refers to the roles of the participants in an
interaction.
"Who are participating and what is their relative
status or power?“
Mode (TEXTUAL FUNCTION)
refers to the channel of communication.
"What is the language doing?"
10. Genre Analysis – Bhatia’s ‘four-space’Genre Analysis – Bhatia’s ‘four-space’
modelmodel
Language as textLanguage as text
Language as genreLanguage as genre
Language as professionalLanguage as professional
practicepractice
Language as social practiceLanguage as social practice
(Bhatia, 2004)(Bhatia, 2004)
11. Speech vs WRITING
To communicate
Sound
Temporal
Immediate
Sequencial
Little editing (time
fillers)
To communicate
Visual
Exists in TIME
Deferred
Hierarchical
Can be editted
Enhances
abstraction>>lang
uage development
12. Why genre, text & grammar approach?
“[T]o provide students with the
ability to use the codes of writing
(the genres and grammar) effectively
and efficiently. Without these codes
writing can be a frustating and
unproductive process.” (Knapp &
Watkins, 2005:17)
16. Bibliogr. Sources
Bahtia, V. (2004):Bahtia, V. (2004): Worlds of Written Discourse: A Genre-BasedWorlds of Written Discourse: A Genre-Based
ViewView . U.K. :. U.K. : Continuum International Publishing Group.Continuum International Publishing Group.
Halliday, M. (1985): Introduction to Functional Grammar. London: E
Arnold.
Knapp, P. & Watkins, M. (2005): Genre, Grammar,Text.Technologies for
Teaching and Assessing Writing. Australia: UNSW Press.
