Hi there! I attached this file for the example how to analyze register of systemic functional linguistic of news items, my friend and I use CNN as the native and The Jakarta Post as foreign.
This document discusses narrative discourse and its key elements. Narrative discourse involves retelling experiences through a connected sequence of language that matches events. It comprises temporally ordered clauses, and changing their order alters the interpreted chronology. A successful narrative requires contextualization, closure, and stylistic embellishment. It also needs essential structural elements like characters, setting, and plot development according to linguist William Labov. Narrative discourse encompasses how the plot is narrated through devices like flashbacks and involves both a realized text and interactive context. There is disagreement around analyzing narrative units and their interconnections in works like novels.
Elements of Plot PowerPoint Presentation guestea2354
This document discusses plot structure in short stories. It describes Aristotle's three-part plot structure of beginning, middle, and end, and Freytag's modification of adding rising action and falling action. Freytag's pyramid structure contains five parts: exposition, rising action, climax, falling action, and resolution. Conflict is also discussed as being essential to plot, with types including human vs nature, human vs society, human vs self, and human vs human.
This document discusses speech act theory and politeness in speech acts. It begins with an introduction to speech acts and J.L. Austin's speech act theory. Direct and indirect speech acts are explained, along with how to categorize different types of speech acts such as representatives, directives, commissives, etc. Felicity conditions for speech acts are presented. The concept of politeness and how it relates to maintaining face is discussed. Indirect speech acts are explained as a way to be polite. Sentence types and identifying them is also covered. In the end, references used in the document are listed.
The document provides a step-by-step guide for analyzing the style and techniques used in a non-fiction text. It outlines key areas to examine such as the audience, theme, tone, emotion, diction, syntax, organization, perspective and more. Examples are given for each category to illustrate what to look for and how different writing choices can impact the overall style.
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
The document discusses coherence and cohesion in texts. It defines coherence as how a text makes sense through relevance and concepts, while cohesion refers to grammatical and lexical relationships that hold a text together. It presents Halliday and Hasan's taxonomy of cohesive devices, including reference, substitution, ellipsis, conjunction, and lexical cohesion. Reference involves pronouns, demonstratives, and comparatives linking elements. Substitution replaces items with other words or clauses. The document provides examples and explanations of different types of cohesive devices.
Semantic roles describe the relationship between participants and the main verb in a clause. The main semantic roles are agent, patient, theme, experiencer, goal, instrument, and locative. The agent performs the action, the patient undergoes the action, the theme is affected by the action, the experiencer experiences the action, the goal is the location or entity towards which an action is directed, the instrument is used to carry out an action, and the locative specifies the place where an action occurs. Examples are provided to illustrate each semantic role.
This document discusses narrative discourse and its key elements. Narrative discourse involves retelling experiences through a connected sequence of language that matches events. It comprises temporally ordered clauses, and changing their order alters the interpreted chronology. A successful narrative requires contextualization, closure, and stylistic embellishment. It also needs essential structural elements like characters, setting, and plot development according to linguist William Labov. Narrative discourse encompasses how the plot is narrated through devices like flashbacks and involves both a realized text and interactive context. There is disagreement around analyzing narrative units and their interconnections in works like novels.
Elements of Plot PowerPoint Presentation guestea2354
This document discusses plot structure in short stories. It describes Aristotle's three-part plot structure of beginning, middle, and end, and Freytag's modification of adding rising action and falling action. Freytag's pyramid structure contains five parts: exposition, rising action, climax, falling action, and resolution. Conflict is also discussed as being essential to plot, with types including human vs nature, human vs society, human vs self, and human vs human.
This document discusses speech act theory and politeness in speech acts. It begins with an introduction to speech acts and J.L. Austin's speech act theory. Direct and indirect speech acts are explained, along with how to categorize different types of speech acts such as representatives, directives, commissives, etc. Felicity conditions for speech acts are presented. The concept of politeness and how it relates to maintaining face is discussed. Indirect speech acts are explained as a way to be polite. Sentence types and identifying them is also covered. In the end, references used in the document are listed.
The document provides a step-by-step guide for analyzing the style and techniques used in a non-fiction text. It outlines key areas to examine such as the audience, theme, tone, emotion, diction, syntax, organization, perspective and more. Examples are given for each category to illustrate what to look for and how different writing choices can impact the overall style.
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
The document discusses coherence and cohesion in texts. It defines coherence as how a text makes sense through relevance and concepts, while cohesion refers to grammatical and lexical relationships that hold a text together. It presents Halliday and Hasan's taxonomy of cohesive devices, including reference, substitution, ellipsis, conjunction, and lexical cohesion. Reference involves pronouns, demonstratives, and comparatives linking elements. Substitution replaces items with other words or clauses. The document provides examples and explanations of different types of cohesive devices.
Semantic roles describe the relationship between participants and the main verb in a clause. The main semantic roles are agent, patient, theme, experiencer, goal, instrument, and locative. The agent performs the action, the patient undergoes the action, the theme is affected by the action, the experiencer experiences the action, the goal is the location or entity towards which an action is directed, the instrument is used to carry out an action, and the locative specifies the place where an action occurs. Examples are provided to illustrate each semantic role.
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
This document discusses the distinction between constative and performative utterances as described by J.L. Austin. Constatives are statements that can be true or false, such as "the window is open." Performatives are utterances that perform an action, like orders, promises, and bets. Implicit performatives do not specify the speech act, while explicit performatives use performative verbs like "I promise." Performatives can be happy if well-chosen or unhappy if inappropriate. The key difference is that constatives report or describe while performatives perform an action in saying something.
The curriculum map outlines an 8th grade English curriculum with a focus on African and East Asian literature. The first quarter explores African literature and how it examines human struggles. Students will read and analyze various poems and stories from Africa. They will also practice oral presentation skills. The second quarter focuses on East Asian literature inspired by nature, including Japanese zen stories and haikus. Students will continue to improve reading comprehension, vocabulary, and composition skills. The curriculum aims to develop values such as respect, acceptance, determination and embracing diversity.
The document summarizes key elements of a short story, including plot, which follows a chain of related events from the exposition through the climax and resolution; characters, which can be main or secondary, protagonist or antagonist, round or flat, dynamic or static; setting, which establishes the time and place; point of view, which can be first person, third person limited, or third person omniscient; and other elements like theme, style, symbolism, and mood.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
This document defines and provides examples of different semantic roles including agent, patient or theme, instrument, experiencer, and location. It explains that semantic roles describe the underlying relationship that participants have with the main verb in a clause. For example, in the sentence "The boy kicked the ball", the boy is the agent performing the action of kicking, while the ball is the theme or patient that is affected by the action. The document also introduces feature notation as a method to express the existence or non-existence of semantic properties using plus and minus signs, such as [+HUMAN] to denote entities that are human.
The document discusses M.A.K. Halliday's theory of ideational metafunction. It explains that ideational metafunction refers to using language to express experiences of the physical and mental world. Key components of ideational metafunction include transitivity and voice. Transitivity involves processes, participants, and circumstances, and categorizes processes into six types: material, mental, relational, behavioral, verbal, and existential. Voice refers to active and passive constructions. The document provides detailed explanations and examples of these concepts.
The document discusses the concepts of theme and rheme in clauses. It defines theme as the element that comes first in a clause that represents what the clause is about. Rheme is defined as the rest of the clause that typically contains new information. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal. The document provides examples and explanations of how to identify different types of themes and analyzes theme patterns in texts.
This document defines and describes the key elements of drama, including setting, characters, plot, theme, style, and types of drama. Setting identifies the time and place events occur. Characters are described through their physical, social, psychological, and moral aspects. Plot lays out the series of events and can be natural or episodic. Theme is the unifying idea of the play. Style refers to the mode of expression. Types of drama discussed include tragedy, comedy, tragicomedy, farce, and melodrama.
Transitivity refers to the grammatical analysis of processes and participants in clauses, categorizing verbs and their arguments into types of processes including material, mental, relational, behavioral, and existential. These process types have inherent participants like actors, goals, sensors and phenomena. Analyzing transitivity patterns in text can provide insights into the ideological perspectives and worldviews expressed by revealing what types of processes are foregrounded.
EAP involves training students to use English appropriately for academic study. It is a branch of applied linguistics focusing on effective teaching methods and analyzing students' academic language needs. There are three main parts of EAP: background research, practice, and materials development. EAP began in the 1970s and focuses on reading, writing, and teaching formal academic genres, starting with an analysis of learners' situations and language requirements for their specific fields of study.
This document provides an overview of different literary genres including fiction, fantasy, romance, adventure, crime fiction, horror, science fiction, mystery, historical fiction, realistic fiction, and traditional literature. It discusses key elements and conventions of each genre such as settings, characters, plots, and themes. Examples of texts from various genres are also given. The document is intended to help classify literature and provide guidance on the characteristics of different genres.
2. The Locutionary, Illocutionary and Perlocutionary ActsThe loc.docxeugeniadean34240
This document discusses speech acts and their components. It describes speech acts as having three components: the locutionary act, which is the literal utterance; the illocutionary act, which is the intended meaning or force behind the utterance; and the perlocutionary act, which is the effect on or intended response from the listener. An example of requesting someone to close the door is used to illustrate how it can function on these three levels. The document also discusses challenges in interpreting speech acts, such as implicit vs explicit meaning, the influence of context and culture, and how misunderstandings can occur.
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
The document discusses different elements of plot structure in stories and how authors use structure to convey meaning. It defines plot, structure, and common types of plot structures like chronological order and flashbacks. It also discusses how analyzing elements like dialogue, action, description, direction, focus, time and place can reveal the deeper meaning communicated through an author's structural choices. Examples from Hawthorne's "Young Goodman Brown" are provided to show how structure was used to convey Goodman Brown's realization of his own sin. Structure in poetry is also briefly discussed.
This document discusses various theories of functional grammar. It begins by defining text and explaining how functional theories of grammar see language as a tool used to carry out functions. It then outlines several prominent functional theories including systemic functional grammar, functional discourse grammar, role and reference grammar, and lexical functional grammar. For each theory, it discusses their key concepts and how they differ from formal theories of grammar by focusing on how language is used in context rather than just formal relations. It also covers concepts within functional theories like transitivity and the analysis of experience, interaction, and message construction.
This document discusses context and co-text in language. It defines context as the circumstances and audience that influence the meaning communicated by a speaker or writer. It also discusses reference as using linguistic forms like pronouns or definite articles to identify something, and how reference relies on shared knowledge between the speaker and listener. Finally, it explains how inference, collaboration between communicators, and pragmatic connections within a sociocultural community are necessary to understand references in context.
This document provides information about prose, including its definition, elements, and types. Prose is defined as writing without a strict rhythmic structure, unlike poetry. The elements of prose discussed are theme, setting, plot, characters, and point of view. Two main types of prose are described: fiction, which includes folktales, short stories, and novels; and non-fiction, including diaries, essays, articles, biographies, and reviews. Several authors who wrote notable prose are listed, with details provided about James Thurber. The document concludes with a summary of one of Thurber's short stories called "The Night the Bed Fell."
This document defines rhetoric and discusses its history and uses. It explains that rhetoric was defined by Aristotle as discovering all means of persuasion on a topic. Rhetoric can be used in speeches, which have three main types or genres. There are also many rhetorical devices that can be used in writing, such as alliteration, metaphor, and hyperbole, to draw attention to ideas and emphasize messages. Overall, the document discusses how understanding and using rhetoric can improve communication skills.
The document outlines the 5 step process for requesting and receiving a custom paper from the website HelpWriting.net. The key steps are:
1. Create an account and provide contact details.
2. Complete a 10-minute order form providing instructions, sources, deadline and attaching a sample paper if desired.
3. Review bids from writers and choose one based on qualifications.
4. Receive the paper and authorize payment if pleased. Revisions are allowed.
5. Request multiple revisions to ensure satisfaction. The website guarantees original, high-quality content and refunds are offered for plagiarized work.
Newspaper study (Erasmus+ project "Understanding and Critical Media Literacy"...Maria Mitarea
A Ppt made by students of 3rd Gymnasio Kalamatas made for the Erasmus+ project "Understanding and Critical Media Literacy" The study was carries out for educational purposes only. No infringement is intended
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
This document discusses the distinction between constative and performative utterances as described by J.L. Austin. Constatives are statements that can be true or false, such as "the window is open." Performatives are utterances that perform an action, like orders, promises, and bets. Implicit performatives do not specify the speech act, while explicit performatives use performative verbs like "I promise." Performatives can be happy if well-chosen or unhappy if inappropriate. The key difference is that constatives report or describe while performatives perform an action in saying something.
The curriculum map outlines an 8th grade English curriculum with a focus on African and East Asian literature. The first quarter explores African literature and how it examines human struggles. Students will read and analyze various poems and stories from Africa. They will also practice oral presentation skills. The second quarter focuses on East Asian literature inspired by nature, including Japanese zen stories and haikus. Students will continue to improve reading comprehension, vocabulary, and composition skills. The curriculum aims to develop values such as respect, acceptance, determination and embracing diversity.
The document summarizes key elements of a short story, including plot, which follows a chain of related events from the exposition through the climax and resolution; characters, which can be main or secondary, protagonist or antagonist, round or flat, dynamic or static; setting, which establishes the time and place; point of view, which can be first person, third person limited, or third person omniscient; and other elements like theme, style, symbolism, and mood.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
This document defines and provides examples of different semantic roles including agent, patient or theme, instrument, experiencer, and location. It explains that semantic roles describe the underlying relationship that participants have with the main verb in a clause. For example, in the sentence "The boy kicked the ball", the boy is the agent performing the action of kicking, while the ball is the theme or patient that is affected by the action. The document also introduces feature notation as a method to express the existence or non-existence of semantic properties using plus and minus signs, such as [+HUMAN] to denote entities that are human.
The document discusses M.A.K. Halliday's theory of ideational metafunction. It explains that ideational metafunction refers to using language to express experiences of the physical and mental world. Key components of ideational metafunction include transitivity and voice. Transitivity involves processes, participants, and circumstances, and categorizes processes into six types: material, mental, relational, behavioral, verbal, and existential. Voice refers to active and passive constructions. The document provides detailed explanations and examples of these concepts.
The document discusses the concepts of theme and rheme in clauses. It defines theme as the element that comes first in a clause that represents what the clause is about. Rheme is defined as the rest of the clause that typically contains new information. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal. The document provides examples and explanations of how to identify different types of themes and analyzes theme patterns in texts.
This document defines and describes the key elements of drama, including setting, characters, plot, theme, style, and types of drama. Setting identifies the time and place events occur. Characters are described through their physical, social, psychological, and moral aspects. Plot lays out the series of events and can be natural or episodic. Theme is the unifying idea of the play. Style refers to the mode of expression. Types of drama discussed include tragedy, comedy, tragicomedy, farce, and melodrama.
Transitivity refers to the grammatical analysis of processes and participants in clauses, categorizing verbs and their arguments into types of processes including material, mental, relational, behavioral, and existential. These process types have inherent participants like actors, goals, sensors and phenomena. Analyzing transitivity patterns in text can provide insights into the ideological perspectives and worldviews expressed by revealing what types of processes are foregrounded.
EAP involves training students to use English appropriately for academic study. It is a branch of applied linguistics focusing on effective teaching methods and analyzing students' academic language needs. There are three main parts of EAP: background research, practice, and materials development. EAP began in the 1970s and focuses on reading, writing, and teaching formal academic genres, starting with an analysis of learners' situations and language requirements for their specific fields of study.
This document provides an overview of different literary genres including fiction, fantasy, romance, adventure, crime fiction, horror, science fiction, mystery, historical fiction, realistic fiction, and traditional literature. It discusses key elements and conventions of each genre such as settings, characters, plots, and themes. Examples of texts from various genres are also given. The document is intended to help classify literature and provide guidance on the characteristics of different genres.
2. The Locutionary, Illocutionary and Perlocutionary ActsThe loc.docxeugeniadean34240
This document discusses speech acts and their components. It describes speech acts as having three components: the locutionary act, which is the literal utterance; the illocutionary act, which is the intended meaning or force behind the utterance; and the perlocutionary act, which is the effect on or intended response from the listener. An example of requesting someone to close the door is used to illustrate how it can function on these three levels. The document also discusses challenges in interpreting speech acts, such as implicit vs explicit meaning, the influence of context and culture, and how misunderstandings can occur.
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
The document discusses different elements of plot structure in stories and how authors use structure to convey meaning. It defines plot, structure, and common types of plot structures like chronological order and flashbacks. It also discusses how analyzing elements like dialogue, action, description, direction, focus, time and place can reveal the deeper meaning communicated through an author's structural choices. Examples from Hawthorne's "Young Goodman Brown" are provided to show how structure was used to convey Goodman Brown's realization of his own sin. Structure in poetry is also briefly discussed.
This document discusses various theories of functional grammar. It begins by defining text and explaining how functional theories of grammar see language as a tool used to carry out functions. It then outlines several prominent functional theories including systemic functional grammar, functional discourse grammar, role and reference grammar, and lexical functional grammar. For each theory, it discusses their key concepts and how they differ from formal theories of grammar by focusing on how language is used in context rather than just formal relations. It also covers concepts within functional theories like transitivity and the analysis of experience, interaction, and message construction.
This document discusses context and co-text in language. It defines context as the circumstances and audience that influence the meaning communicated by a speaker or writer. It also discusses reference as using linguistic forms like pronouns or definite articles to identify something, and how reference relies on shared knowledge between the speaker and listener. Finally, it explains how inference, collaboration between communicators, and pragmatic connections within a sociocultural community are necessary to understand references in context.
This document provides information about prose, including its definition, elements, and types. Prose is defined as writing without a strict rhythmic structure, unlike poetry. The elements of prose discussed are theme, setting, plot, characters, and point of view. Two main types of prose are described: fiction, which includes folktales, short stories, and novels; and non-fiction, including diaries, essays, articles, biographies, and reviews. Several authors who wrote notable prose are listed, with details provided about James Thurber. The document concludes with a summary of one of Thurber's short stories called "The Night the Bed Fell."
This document defines rhetoric and discusses its history and uses. It explains that rhetoric was defined by Aristotle as discovering all means of persuasion on a topic. Rhetoric can be used in speeches, which have three main types or genres. There are also many rhetorical devices that can be used in writing, such as alliteration, metaphor, and hyperbole, to draw attention to ideas and emphasize messages. Overall, the document discusses how understanding and using rhetoric can improve communication skills.
The document outlines the 5 step process for requesting and receiving a custom paper from the website HelpWriting.net. The key steps are:
1. Create an account and provide contact details.
2. Complete a 10-minute order form providing instructions, sources, deadline and attaching a sample paper if desired.
3. Review bids from writers and choose one based on qualifications.
4. Receive the paper and authorize payment if pleased. Revisions are allowed.
5. Request multiple revisions to ensure satisfaction. The website guarantees original, high-quality content and refunds are offered for plagiarized work.
Newspaper study (Erasmus+ project "Understanding and Critical Media Literacy"...Maria Mitarea
A Ppt made by students of 3rd Gymnasio Kalamatas made for the Erasmus+ project "Understanding and Critical Media Literacy" The study was carries out for educational purposes only. No infringement is intended
Student Name
Date
Class
Title:
Abstract (or Executive Summary):
Here include a 2-3 sentence summary of your problem and solution
Context:
Here include a brief overview of the problem. Make sure to provide researched, substantiated details that will provide context for how and why this is a problem. This section may be 2-4 paragraphs long.
Recommendation:
Here include details of the proposed solution and any research that provides evidence that the solution will solve the problem. This section may be 2-4 paragraphs long.
List of Works Cited
Here list all of the sources you used in researching this paper. Remember that lists of works cited are organized alphabetically by last name of author.
example:
Adichie, C. (2009, July). The danger of a single story [Video File]. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Simpson, L. (2015). Islands of Decolonial Love: Stories and Songs. Winnipeg, Manitoba: ARP Books (Arbeiter Ring Publishing).
Wagamese, R. (2015). One story, one song. Vancouver, Canada: Douglas & McIntyre.
APA Bibliographic Citation (Be sure to include the hanging indent)
1. Cacas, Samuel R. (1994). Asians under attack. Human Rights, 21(4), 34–35. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9411160782&site=eds-live
2. Clarkin, Thomas. (2019). Why We Can’t Wait by Martin Luther King, Jr. Salem Press Biographical Encyclopedia. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89876602&site=eds-live
3. Mohn, Elizabeth. (2019). Racism in the United States. Salem Press Encyclopedia. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=139001307&site=eds-live
4. TheCapitol. Net. (3 C.E., Winter 2012). The Hidden, Shameful History of Legalized US Anti-Chinese Racism. Business Wire (English). https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bwh&AN=bizwire.c40457159&site=eds-live
5. Wong, Eugene F. (2019). Racial/ethnic relations: theoretical overview. Salem Press Encyclopedia. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=96397619&site=eds-live
Example of a Parenthetical In-text Citation for this Source
Type of Source
(ex. journal article, book, website)
1. (Cacas, 1994)
2. (Clarkin, 2019)
3. (Mohn, 2019)
4. (TheCapitol.Net, 2012)
5. (Wong, 2019)
1. Periodical
2. Book
3. Journal article
4. Newspaper
5. Journal article
Summarize this source in one to two sentences
1. In Samuel R. Cacas’s article Asians under attack, the article provides information on the nationwide audit released by the National Asian Pacific American Legal Consortium in April 1994 regarding hate-motivated anti-Asian violence in the U.S.
2. In Thomas Clarkin’s article Why We Can’t Wait by Martin Lu.
Student Name
Date
Class
Title:
Abstract (or Executive Summary):
Here include a 2-3 sentence summary of your problem and solution
Context:
Here include a brief overview of the problem. Make sure to provide researched, substantiated details that will provide context for how and why this is a problem. This section may be 2-4 paragraphs long.
Recommendation:
Here include details of the proposed solution and any research that provides evidence that the solution will solve the problem. This section may be 2-4 paragraphs long.
List of Works Cited
Here list all of the sources you used in researching this paper. Remember that lists of works cited are organized alphabetically by last name of author.
example:
Adichie, C. (2009, July). The danger of a single story [Video File]. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Simpson, L. (2015). Islands of Decolonial Love: Stories and Songs. Winnipeg, Manitoba: ARP Books (Arbeiter Ring Publishing).
Wagamese, R. (2015). One story, one song. Vancouver, Canada: Douglas & McIntyre.
APA Bibliographic Citation (Be sure to include the hanging indent)
1. Cacas, Samuel R. (1994). Asians under attack. Human Rights, 21(4), 34–35. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9411160782&site=eds-live
2. Clarkin, Thomas. (2019). Why We Can’t Wait by Martin Luther King, Jr. Salem Press Biographical Encyclopedia. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89876602&site=eds-live
3. Mohn, Elizabeth. (2019). Racism in the United States. Salem Press Encyclopedia. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=139001307&site=eds-live
4. TheCapitol. Net. (3 C.E., Winter 2012). The Hidden, Shameful History of Legalized US Anti-Chinese Racism. Business Wire (English). https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bwh&AN=bizwire.c40457159&site=eds-live
5. Wong, Eugene F. (2019). Racial/ethnic relations: theoretical overview. Salem Press Encyclopedia. https://libsecure.camosun.bc.ca:2443/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=96397619&site=eds-live
Example of a Parenthetical In-text Citation for this Source
Type of Source
(ex. journal article, book, website)
1. (Cacas, 1994)
2. (Clarkin, 2019)
3. (Mohn, 2019)
4. (TheCapitol.Net, 2012)
5. (Wong, 2019)
1. Periodical
2. Book
3. Journal article
4. Newspaper
5. Journal article
Summarize this source in one to two sentences
1. In Samuel R. Cacas’s article Asians under attack, the article provides information on the nationwide audit released by the National Asian Pacific American Legal Consortium in April 1994 regarding hate-motivated anti-Asian violence in the U.S.
2. In Thomas Clarkin’s article Why We Can’t Wait by Martin Lu.
Running head PROBLEM OF ILLEGAL IMMIGRATION 1PROBLEM OF ILLEGA.docxjeanettehully
Running head: PROBLEM OF ILLEGAL IMMIGRATION 1
PROBLEM OF ILLEGAL IMMIGRATION 6
What should countries do to address the problem of illegal immigration?
Illegal immigration has been a problem for decades, and the blame rests on politicians who are not ready to enforce the law. There is still a chance of fixing it, and most of the immigrants would be prepared to rally around this plan that comprises of the rule of law, decency, and common sense. As a result, this paper provides synthesized rhetorical analysis of three sources addressing the issue of what should countries do to address the problem of illegal immigration? The sources that analyzed in the paper are, controlling illegal immigration: on the scope for cooperation with a transit country, press coverage of the refugee and migrant crisis in the EU: A content analysis of five European countries, and solving illegal immigration [For Real].
The first source about controlling illegal immigration targets politicians in developed countries as the intended audience. The article has rich literature on the immigration policy that if implemented by the lawmakers of developed countries would substantially address the problem of illegal immigration.
The purpose of this text is to offer insights into the rule of law that would be used in addressing illegal immigration. The article raises the question of the assistance that leads to an increase in migration pressure from developing countries. It was articulated when the U.S raised the issue of illegal immigration from Mexico and other African countries.
The authors of this article are credible since they are authors and academicians in prominent universities. The reasons provided on how to handle the issue of illegal immigration depicts the credibility of these authors.
Reader's reaction to the article can be positive because it brings a lot of hope to deal with the immigration issue. The article is portrayed as to evoke the sufferings that immigrant employees have undergone probably when being treated as illegal immigrants, yet they are contributing to the economic growth of a country.
The elements are organized professionally. In short, the arrangement seems logical because the article is organized, starting with the abstract to a conclusion that offers comprehensive research on the topic.
Finally, the article was first published on the 3rd of July 2014 at the University of Bath. The article can be said it was timely since it happens during the review of International Economics, where the issue of illegal immigration was a critical factor in the discussion.
The second source is a project report written by three authors about press coverage of the refugee and migrant crisis in the European Union with consideration of five European countries. The report is meant to address leaders of different countries as well as the public about cooperation as well as shaping ways to find solutions to illegal immigration. The article comprehensively discuss ...
This document provides guidance on writing different types of journalistic pieces, including news, editorials, and feature stories. It outlines the key elements and formats for each type of writing. For news, the summary emphasizes the importance of including the 5 Ws and 1 H, writing in past tense, and using an inverted pyramid structure. Editorials are described as giving commentary on current issues in the third person and including a news peg, position, solutions, and call to action. Feature stories are meant to be more entertaining by revealing emotions through descriptive writing and applying literary techniques.
This document discusses what constitutes news and the factors that make an event newsworthy. It states that news must be factual but not all facts are considered news. Several elements are described as making an event or story more newsworthy, including if it involves prominent people, has an impact on or close proximity to readers, creates conflict or appeals to human emotion. The document also differentiates between "hard news" which is important factual information, and "soft news" which is more entertaining. It outlines various types and styles of news stories and leads.
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This document discusses the principles of writing for media and news writing. It defines what constitutes news based on elements like impact, timeliness, prominence, proximity, conflict, weirdness and currency. It then discusses the basics of newswriting, including using accuracy, conciseness, facts over opinions, past tense, short words, attribution rules and showing rather than telling. It provides examples of news ledes that follow the who, what, when, where structure and characteristics of good news stories and ledes.
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Conventions refer to unwritten rules and practices that are accepted as part of the way the British government works, but which are not set out in law. Some key aspects of conventions according to the passage include:
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News item text is used to inform readers about current events. It focuses on describing the newsworthy event, providing background details like location and time, and including sources like experts or witnesses. An example news item text summarizes a collision that killed 7 people on a road, providing background on the circumstances of the accident from police and noting reporting restrictions on overtaking and passenger limits.
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5. 5
Register Item
Field
Topic Government and Crime Government and Crime
Subject Matter
A national apology from
the Australian PM to
the child sex abuse
victims
A national apology from
the Australian PM to
the child sex abuse
victims
6. 6
INTERPRETATION
1. FIELD
The field of both news items (the Jakarta Post and CNN News) is the apology of
Australian Government especially the Prime Minister, Scott Morrison to the victims
of child sex abuse and his regret of being failed to overcome the case. The text
discussed in both newspapers is in the context of government and crime – the
Australian government’s response towards the investigation of child sexual abuse
case happening in the country. The texts talking about the government can be seen
from the words in the texts. Both texts were written to inform the readers about the
newest issue or development of the case that has happened for a decade.
8. 8
The Jakarta Post CNN News
Tenor
Roles Informant > reader Informant > reader
Participants Government, Australia
Prime Minister, victims,
family of the victims
Government, Australia
Prime Minister, victims,
family of the victims
TENOR
9. 9
2. TENOR
The participants which are involved in the texts are the Australia government,
the victims of child sex abuse, the family of the victims, and the Australia Prime Minister,
Scott Morrison, who is as the direct participant or speaker involved in the text. The texts
realize an equal relationship between the author and the readers (informant>reader).
However, in that case the authors have more complete understanding than the readers in
which they play a role as an informant that informs the readers about the news. The
authors wanted to tell or inform the readers about the Australia government’s apology and
confession of failure in overcoming the child sex abuse case.
On the other hand, in term of the understanding of the whole case, CNN News’s
author may have more complete information of the case. It is reflected to her writing that
she gave the elaboration of the background completely. It reveals that she really knows
what was going on in the event. Whereas, the Jakarta Post’s author didn’t elaborate the
background of the event completely instead of just telling what is going on that day.
10. 10
MODE The Jakarta Post CNN News
Language Written Language Written Language
Formal text features
- Recounting the event in
summary form
- Elaborating the background of
the event (completely)
- Noting the sources
- Recounting the event in
summary form
- Elaborating the background of
the event
- Noting the sources
MODE
12. 12
3. MODE
The writers used written language to deliver the information.
The texts use standard grammar and lexically dense. They
belong to news item because the text inform the reader. The
texts uses formal language in the form of declarative mood and
reported speech. In addition, the authors present the
information into 3 part. The first is recounting the event in
summary form. Second is elaborating the background of the
event. The last is noting the sources. Noting the sources is used
to convince the readers about their statements.