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Task Description:
Text Analysis 2: Based on a systemic functional linguistic and multimodal approach
Length: 3,000 words
Text analysis and report based on a systemic functional linguistic and multimodal approaches
For this second assignment, you may use the same text as you used for the first assignment or another text that is of interest and/or professional relevance to you and, from the readings and the textbook, seems appropriate for analysis. However, your text should contain at least one visual (e.g. a photograph, a diagram, a graph). As with the previous analysis, the text you choose should not be too long.
In this analysis, you need to consider the use of lexico-grammar, register and genre theory and multimodality.
The following headings, which are similar to those suggested for the first assignment, should be used in structuring your response:
Introduction: In this section include information about the text—what it is, its source and other relevant information (e.g. the authors). You also need to include a short rationale for the selection of this particular text and the approaches used.
Text and visual analysis: In this section, you need to organise the information, from the different approaches taken, into a number of sections that are relevant. Again, sub-headings may be useful.
Brief comparison between these approaches and that of Gee’s
Implications for practice: In this section you need to outline how your text and analysis might be used productively in an adult literacy and/or numeracy course.
References: In this section, list all the authors of books, chapters and articles that you cited in your report.
Appendices: In this section, attach:
the original text, if this is possible; otherwise, attach a transcript of oral text or whatever is feasible (as Appendix A);
the results from the application the analytical tools you used (as Appendix B, C, etc.).
Your assignment should be word processed using Times New Roman 12 pt Arial 10 pt font, using double line spacing and 2.54cm margins all round. The pages should be numbered and appendices appropriately named and referenced.
Your assignment should be analytical and demonstrate good control of grammar and mechanics.
Criteria & Marking:
The criteria on which your report will be judged are:
quality of the introduction of selected text and rationale for choice of text
ability to analyse text using a systemic functional analysis and multimodal framework in a critical and thorough way
ability to address implications for teaching practice
cogency of brief comparison between approaches
ability to write logically and coherently following a report structure with appropriate use of technical terms
ability to use correct grammar, spelling, punctuation and meet set criteria regarding word count.
Resources:
Course Study Guide
The Study Guide provides detailed information about the course and the assessment requirements. It is recommended that you read through this Guide as soon as possible after enrolling in the course and then use the various sections to inform your learning and the preparation of your assignments throughout the course.
Textbook 1: Gee, James Paul (2011). An introduction to discourse analysis: Theory and method. (3rd ed.). New
York: Routledge.
This book forms the basis for the Assignment 1 text analysis.
Textbook 2: Eggins, S. (2004). An introduction to systemic functional linguistics (2nd Ed.). New York/London:
Continuum.
This book forms the basis for the Assignment 2 text analysis.
Set Readings
The Readings align with the individual Modules and will complement the textbooks in helping you analyse your texts.
3.2 Recommended Resources
Barton, D., Hamilton, M. & Ivanic, R. (Eds). Situated literacies: Reading and writing in context. New York: Cambridge
Bloor, T. & Bloor, M. (2004). The functional analysis of English: A Hallidayan approach. (2nd ed.). London: Arnold.
Butt, D., Fahey, R., Feez, S., Spinks, S & Yallop, C. (2000). Using functional grammar: An explorer’s guide. (2nd ed.). Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Butt, D., Fahey, R., Spinks, S & Yallop, C. (1995). Using functional grammar: An explorer’s guide. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Droga, L. & Humphrey, S. (2003). Grammar and meaning: An introduction for primary teachers. Berry, NSW: Target Texts.
Freebody, P. & Luke, A. (1990). ‘Literacies’ programs: Debates and demands in cultural context. Prospect, 5(3): 7-16
Gee, J. P. (2002). The social mind: Language, ideology and social practice. New York: Begin & Garvey.
Gee, J. P. (2004). Discourse analysis: What makes it critical? In R. Rogers (ed.). An introduction to critical discourse analysis in education (pp. 19-50). Mahwah, NJ: Erlbaum Associates.
Gee, J. P., Michaels, S. & O’Connor, M. DC. (1992). In M. le Compte, W. L. Milroy & J. Priessle (Eds). The handbook of qualitative research in education (pp. 19-50) Mahwah, NJ: Erlbaum Associates.
Eggins, S. & Slade, S. (1997/2004). Analysing casual conversation. London: Cassell. Reprinted 2004 by Equinox, London.
Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold.
Halliday (1985). Spoken and written language. Geelong, Vic.: Deakin University.
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Halliday, M. A. K. & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar. (3rd ed.). London: Edward Arnold.
Hammond, J. & Macken-Horarik, M. (1999). Critical literacy: Challenges and questions for ESL classrooms. TESOL Quarterly,33(3): 528-44.
Hasan, R. (1996). Literacy, everyday talk and society. In R. Hasan and G. Williams (Eds), Literacy in Society, London: Longman
Iedema, R. (1999). Formalising organisational meaning. Discourse & Society, 10(1), 49-65.
Kress, G. & van Leeuwen, T. (1998). Front pages: (The critical) analysis of newspaper layout. In A. Bell & P. Garrett (Eds.), Approaches to media discourse (pp. 186-219). Malden, MA: Blackwell Publishers.
Kress, G. & van Leeuwen, T. (1990). Reading images. Burwood, Vic: Deakin University Press.
Macken-Horarik, M. (1996). Literacy and learning across the curriculum: Towards a model of register for secondary school teachers. In R. Hasan and G. Williams (eds), Literacy in Society. London: Longman
Macken-Horarik, M. (2004). Interacting with the multimodal text: reflections on image and verbiage. ArtExpress: Visual Communication 3(1): 5-26.
Martin, J. R. (1984) Language, register and genre. In F. Christie (ed.), Children writing: A reader. Geelong, Vic.: Deakin University Press.
Martin, J. R. (1985). Process and text: Two aspects of semiosis. In J. D. Benson & W. S. Greaves (eds). Systemic perspectives on discourse (pp. 243-274). Norwood, NJ: Ablex.
Martin, J. R. (1992). Macro-genres: The ecology of the page. Mimeo, Sydney: Department of Linguistics, University of Sydney.
Martin, J. R. (1997). Analysing genres: Functional parameters. In F. Christie & J.R. Martin (eds), Genres and institutions: Social processes in the workplace and school (pp. 3-39). London: Cassell.
Martin, J. R. (2002). Meaning beyond the clause: SF perspectives . Annual Review of Applied Linguistics, 22: 52-74.
Martin, J. R. (2007). Construing knowledge: A functional linguistic perspective. In F. Christie & J. R. Martin (eds). Language, knowledge and pedagogy, (pp. 35-64). London: Continuum.
Martin, J. R., Matthiessen, C. & Painter, C. (1997). Working with functional grammar. London: Edward Arnold.
Phillips & Jorgensen (2002). Discourse analysis as theory and method. London: Sage.
Thompson, G. (2004). Introducing functional grammar. (2nd ed.). London: Edward Arnold.
Van Leeuwen, T. (2005). Multimodality, genre and design. In S. Norris & R. H. Jones (Eds), Discourse in action: Introducing mediated discourse analysis (pp. 75-93). London: Routledge.
Veel, R. (2006). The Write it Right project – Linguistic modeling of secondary school and the workplace. In R. Whittaker, M. O’Donnell & A. McCabe (Eds), Language and literacy: Functional approaches (pp. 66-92). London: Continuum
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