Workshop 2 Frameworks

L5Englishworkshop#2analyticalframeworks[writing]201415.
notebook
October29,2014
Level5DiplomainTeachingEnglish(Literacy&ESOL)
Workshop#2
Reviewcurrentknowledgeandestablishaframeworkforanalysing
anddescribinglearners'writing.
(Demonstrateaknowledgeofhowwrittenlanguagecanbedescribedandanalysed)
ExploringthestructureoftheEnglishlanguage
Establishaframeworkforanalysinglearners'writing
Applytheframeworktoavarietyoftexts
L5Englishworkshop#2analyticalframeworks[writing]201415.notebook
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morpheme
esarhpanahtregraltubecnetnes
anahtrellams,tinularutcurtsa
clause
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Whataspectsoflanguagewouldyoucommentonoranalyse
whendescribinglanguageat:
wordlevel?
sentencelevel?
(includingphonemelevel)
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Whatdoweunderstandbytheseterms?
Phoneme
Morphemes
Digraphs
Morphology
Boundmorphemes
Blends
Trigraphs
Unboundmorphemes
Orthography
Dipthongs
Graphemes
Affixes
October29,2014
Whataspectsoflanguagewouldyoucommentonoranalyse
whendescribinglanguageat:
textlevel?
discourselevel?
October29,2014
Howdoyouthinkthese5languagefeaturesarelinked?
layout
register
genre
context
structure
Register:"avarietyoflanguageselectedforuseinaspecificsocialsituation.In
particular,theregisterdifferentiates
formalfrominformaluseoflanguage,e.g.the
registerofweatherforecastingwhichwillvaryindifferentsocial,andinwrittenand
spokencontexts."ESOLCoreCurriculum
October29,2014
Proofreadthetextprovided,underliningalltheerrorsyou
find
Commentonthegenreofthispiece
Whatdoyouthinktotheorganisationand
structuringofthistext?Whatadvicemightyougive
Janette?
DescribeJanette'scontrolofsentence
structure
Choose3differenttypesofpunctuation
errorandcommentontheirnature.
CommentonJanette'scontrolof
vocabulary
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WhatisCohesionintexts?
Cohesionreferstothetechniquesanddevicesusedtoconnectdierentpartsofatextwitheachother.
Typesofcohesions
HallidayandHasan(1976)idened:
Grammacalcohesion includesreference,idencaon,ellipsis andconjuncon.
Lexicalcohesionincludesrepeon andcollocaon.
Grammacalcohesion:
Reference
Referenceoeninvolvestheuseofthepronouns(he,she,it,they).EgMygrandfatherwasanIrishman.HewasborninDublin.
Heisthecohesivelinkreferringbackto
grandfather.
Demonstravepronouns( this,that)canbeusedsimilarly.EgHeknewtherewasnoonewhowouldhelphim.
Thatwastheproblem
hefaced.Hereasinglewordreferstoawholeclause.
Referencescanbebacktosomethingalreadymenoned anaphoricreference.Referencesforwardareknownascataphoric
reference.
Idencaon istheuseofdeterminerssuchasthe,this,thattoindicatethatanounhaspreviouslybeenmenoned.Whenanounisrst
used,itisoenprecededbytheindenitearcle a,butlaterreferenceswillusethe.EgAshipappearedonthehorizon.WhenPauland
Lauraarrivedwiththeiricecreams,Ipointedtheshipouttothem.
Ellipsisoccurswhenelementsareomiedfromasentence.Thisbecomesacohesivedeviceifanearlierpartofthetextenablesusto
supplythemissingelements.EgBeercanslieredtheoor,thetelevisionhadbeenkickedinandgraweresprayedoverthewalls.Abit
ofamess.
Becauseoftheinformaoncontainedintherstsentence,weunderstandthatthesecond,incomplete,sentencemeans
Theroomwasinabit
ofamess.
Conjuncon referstotheuseofconjunconsandconjuncveadverbsascohesivedevices.Suchwordsincludeand,but,because,
however,therefore,then,althoughetc.Thesewordslinktogetherpartsofatextandindicatetherelaonshipbetweenthem.EgTheprime
ministerpromisedthattheeconomywouldsoonrecover.
Butithasnotdoneso.
Lexicalcohesion:
Repeon caninvolvethesamewordbeingrepeatedindierentsentences.Somemes,asynonym,ratherthantheoriginalword,isused.
EgHerapidlypickedupthebrokenbitsofthevase.Heacted
quicklytoavoidbeingfoundout.
Collocaon referstothetendencyforwordstooccurstogetherinshortexpressionseg
terracedoengoeswith house;andlongerpieceseg
areviewofaplayislikelytoinclude
actor,director,performanceetc.Collocaoniscohesivebecauseitinvolvestheuseofwordsalreadylinked
inthereadersmind.
Antonymhotistheantonymofcold
Hyponym dogisthehyponymofmammal
Hypernymmammalisthehypernymofdog
Meronymbrimandcrownaremeronymsofhat
Deixisextralinguisccontent,whoisspeaking,placeetc(I,there,you,now,there,that)
Simplerepeon waslookingandlooked
Complexrepeon whereitemssharethesamemorphemehavedierentgrammacalfuncons(druganddrugging)
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Cohesion&Coherence
anaphoricreference
cataphoricreference
exophoricreference
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Marcosfather,Nicolo,wasoneofthesemerchants.In1260whenMarco
wassixyearsold,hisfatherletheirhomeinVeniceandtravelledto
Cathay,whichisnownorthernChina.ThatpartofAsiawasruledbya
mancalledtheKublaiKhan.Marcoofcourse,alsobecameinterestedin
travel,andwhenhisfatherdecidedtomakeasecondjourneytoCathay,
hewentbackwithhim.
FromGenoa,theywentbyboattoAcre,andthenoverlandtoHormuz,
buttheycouldnotndagoodone,andsoconnuedthejourney
overland.BeforetheyreachedCathay,theyhadtocrosstheGobiDesert.
OntheirarrivalinCathay,theywerewelcomedbytheKublaiKhan,who
askedthemtostayinhiscountry.MarcoPolobecameakindof
ambassadorfortheKhan.HeandhisfatherstayedinCathayfor17years,
eventuallyleavingin1290..
HereisatextaboutMarcoPolo.Onthefirstexampleidentifyalltheanaphoric
referencesyoucanfindtwohavebeendoneforyou.Onthesecondexample,try
toidentifyasmanydifferentlexicaltiesaspossible.Whatimpactdotheselexical
&anaphorictieshaveonthetext?
GrammaticalCohesion
MarcoPolowasoneoftherstEuropeanstomakethelongjourneyEast,
acrossAsia.Beforehishistoricvoyagein1271AD,thepeopleofEurope
knewverylileaboutEasterncountriesorthepeoplewholivedthere.
Tradesmen,however,wereinterestedinndingsaferoutestotheEast,
sothattheycouldbuyandbringbacksilksandspices.
October29,2014
12
Marcosfather,Nicolo,wasoneofthesemerchants.In1260whenMarco
wassixyearsold,hisfatherletheirhomeinVeniceandtravelledto
Cathay,whichisnownorthernChina.ThatpartofAsiawasruledbya
mancalledtheKublaiKhan.Marcoofcourse,alsobecameinterestedin
travel,andwhenhisfatherdecidedtomakeasecondjourneytoCathay,
hewentbackwithhim.
FromGenoa,theywentbyboattoAcre,andthenoverlandtoHormuz,
buttheycouldnotndagoodone,andsoconnuedthejourney
overland.BeforetheyreachedCathay,theyhadtocrosstheGobiDesert.
OntheirarrivalinCathay,theywerewelcomedbytheKublaiKhan,who
askedthemtostayinhiscountry.MarcoPolobecameakindof
ambassadorfortheKhan.HeandhisfatherstayedinCathayfor17years,
eventuallyleavingin1290..
LexicalCohesion
MarcoPolowasoneoftherstEuropeanstomakethelongjourneyEast,
acrossAsia.Beforehishistoricvoyagein1271AD,thepeopleofEurope
knewverylileaboutEasterncountriesorthepeoplewholivedthere.
Tradesmen,however,wereinterestedinndingsaferoutestotheEast,
sothattheycouldbuyandbringbacksilksandspices.
October29,2014
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Examplesofanaphoriccohesiveties
4.Johnlookedoutofthewindow
2.Hethoughthesawashapeinthebushes
3.Maryhadtoldhimaboutthefoxes
1.However,nobodyhadseenoneformonths
5.Coulditbeafox?
Putthesesentencesinthecorrect
ordershowingtheanaphoricties
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Examplesofanaphoriccohesiveties
4.Johnlookedoutofthewindow
2.Hethoughthesawashapeinthebushes
5.Coulditbeafox?
3.Maryhadtoldhimaboutthefoxes
1.However,nobodyhadseenoneformonths
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October29,2014
Usingyourunderstandingofcohesionwhatisthe
correctorder?Theanswerisonthenextpage
16
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4
Topic
1
3
17
October29,2014
Putthistextinthecorrectorderbasedoncohesive
devicesanditsunderlyingconnectednesssuchas
conventionsofgenre.
Howdoescohesionandcoherenceaffect
theorganisationofthistext?
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October29,2014
Largeboldheadline,convention
Summarisesthethemeofthearticle
Conventionally,thesubheadingofanewspaperarticle
elaboratesontheheadline.Thisisalsoknownasthebyline.
Stateswhoantagonistis
Thisbeginsinaconventionalmannerwithsomeexpositionaltext
containingananaphoricreferencetoandelaboratingonthecollege
andthestudentintheheadline.
Setsupthecollegeasaguardianofjustice
Thisintroducesthesubjectoftheheadlineandtheuseoftherelative
clause,wherehewonanaward,makesananaphoricreferencetothe
starstudentintheheadlineandthecollege.
Givesinformationaboutpotentialdeportee
UseofbutasaconjunctionlinksJwithF.Thephraseethnic
AlbanianmakesanaphoricreferencetoF.Thewarravagedregion
makesanaphoricreferencetoCandBandtheuseofthecollocation
warravagedregionaddslexicalcohesion.
Elaboratesonpersonalinformation
UseofitsmakesanaphoricreferencetotheHomeOfficeinJ.Useoftheword
motivated sustainstheideaofthegiftedandablestudentstatedinIandF.
Backsupcasetokeepstudent
ThisparagraphreinforcesthepositionofthecollegeinC.Theuseofthe
firstnameofthestudentArthur,issufficientashisfullnamehasbeen
usedinF(ellipsis)
Supportingevidencefromprincipal.
ShemakesanaphoricreferencetotheprincipalinE.
Principaloffersreasonedopinionforoutcome
itisconventionaltoendnewspaperarticleswith
thisphrase.itservestofurthershowtheHome
Officeinabadlight.ThislinksB,J&Hthematically
Thetextispredominantlyinthe3rdpersonsingularandmoveseasilybetween
presentandpasttenses.Thisgrammaticalconsistencycontributestoboth
cohesionandcoherence
Thetextisalsocoherentbecause:
thescenarioisrealistic
thecollege'sresponseisreasonablegiventhecontext
theargumentinCislogical
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October29,2014
Analysethesetextsproducedbylearnersin
ESOLandLiteracyclasses.
Commentontheirfeaturesatphoneme,word,
sentence,textanddiscourselevel.
Identifykeyareasforimprovement
20
October29,2014
Proofreadthefollowingtext,underliningalltheerrorsyoufind
Describetheerrorsyouunderlineandtrytoexplainthem.
Whatcorrectionwouldyousuggest?
Learningalanguage
ImtravellingaroundtheworldsinceIam8yearold.Ihadchancetostudyinhighschoolin
Germanyanditwasagreatexperience,althoughthatIwasntabletospeaknotevenawordon
myrstarrival.Itriedstudybymyselflookinguptodiconariesforndingthemeaningsof
somewordsbutlaterIknewthatitwasntsucentsoIstartedtostudywithGermanteacher.
Myteacherandclassmateswereverysuporveandthe learningexperincewassucesfull.
BecauseIwastryingtospeak,listeningcarefulandwatchingT.V.everyme.
SeangPlansforESOLClassrooms
Seangdependsonthemoveofthelesson.Itsimportantfortheteacherto haveeasyaccess
toalltheseatsandwhatheorsheintendsthemtolearnfromthelesson.Thisclassroomhas
setupappropriatelyforeachstudentwhichIthinktheymightnotgetdisturbancefromeach
other,specialyiftheyaredoingexamorworkinghardquietlytomovewellinstudy.Thesetables
mighteectthestudentsandtheacviesbecausethereare fourstudentsseangat eachtable
whichisnotenoughforeachone.Butitdependsonsizeoftables.Thisisagoodseangfor
closeinteracveandcollaboravework.Pairworkismoreeasierandpreferablein
thisarrangement.Thestudentshavefullviewoftheteacherasonestudentdoesntprevent
othersfromviewingtheteacherandbothcancommunicatecomfortably.
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