EDUC6124 A1: ESP Text analysis (Text 1)

c3109550

Text 1 Register: client telephoning a salesperson

Register Variables
The register variables of this text identify the register as belonging to the transactional genre. The text involves a record of spoken dialogue between a client and salesperson.

Grammatical features
Field: Telephone reservation of a hotel room The field is evident through the following key grammatical features (Ramsay, 1998), as well as the structure of the text as a dialogue transcript, the Participants receptionist, guest (Larry Smith), Sir, you, we Attributes single, double, how long, great Processes help, make, check in, staying, take, have, confirm, look forward Circumstances certainly, next month, 15 , 20
th th

Tenor: Transactional service between customer and salesperson Mood - Includes a combination of statements (indicative, declarative) and questions (interrogative) Modality Low to medium. Use of may, would, like to, certainly Identifiers - non-reciprocal behaviour between participants, polite expressions indicating distance, or lack of intimacy, customer (guest; Larry Smith) tone of requesting command, ordering and listing of features. Mode: Indirect diaglogue, oral/verbal communication (telephone conversation) The consistent switch between producer and receiver in the dialogue of this text indicate that the original mode of this text is verbal. Furthermore, the emphasis on details and descriptions specifies lack of visual aids; this indicates that persons are not present. Theme - make a reservation Rheme - Would you like a single or double? This question does not make sense without the previous theme indicating that this question pertains to a room reservation.

EDUC6124 A1: ESP Text analysis (Text 1)

c3109550

Stages of the text

Orientation: R: G: Good morning. Grand Hotel. How may I help you? Hello. I'd like to make a reservation for next month.

The opening two sentences of this text serve as the orientation into the field, tenor and mode of this text. The separation of their sentences into attributed dialogue identifies the mode as indirect dialogue, most likely through telephone media. The field is introduced by both the receptionist introduction Grand Hotel. How may I help you? and the guests response I'd like to make a reservation. The salesperson to customer tenor is also established through the non -personal introduction of the first speaker as Grand Hotel rather than by name, and the equally non -personal and non-specific response Hello. Complication: This text complicates once the receptionist begins to ask the guest for clarifying details, signalled by their use of when, would and how as opening words to their sentences. The use of and is a cohesive device that links the And how long will you be staying sir? line of dialogue to the receptionists earlier Would you like a single or double? This effectively continues their polite interrogative mood. The use of the noun sir by the receptionist clearly refers to the guest as the other participant in this text. This identifies the receptionist as providing the service to the guest. Lexical Choices and Vocabulary This text contains everyday vocabulary for the most part; there are some technical terms used, but they are easily recognised by both of the producers of this text who share a common understanding of the cultural and social context of their discourse. An example of some specific technical terms in this text is single and double. Within the context of this text booking a reservation it is clear to both participants that these terms refer to a particular type of hotel room. As the context of the discourse has already been clearly established in the opening line of Grand Hotel this technically descriptive vocabulary is easily recognised and interpreted by the guest when used by the receptionist. Processes As verbs and verb groups, processes occur consistently throughout this text. In particular the receptionist uses verbs that are positive, to indicate the interpersonal relationship of salesperson to customer; help, like, staying, include, look forward, choosing are all verbs used by the receptionist. The verb groups used are majorly concerned with describing material processes. For example, the clause we look forward to seeing you. Circumstances The circumstances are very specific in this text. Both of the participants are active producers and receivers of the dialogue, and both are aware that the discourse involves making a reservation. They are both familiar with, and seeking the confirmation of specific details.

EDUC6124 A1: ESP Text analysis (Text 1)

c3109550

Cohesion At sentence level, cohesion is not a distinctive feature as the text is a dialogue between two people. The cohesion between the Theme and Rheme in this text is not through explicit cohesive devices common in written modes, but is rather implicit in the relational nature of the dialogue, as is common in indirect verbal dialogue texts like this one. At text level, the sentences throughout the text all directly relate to the proceeding sentence, usually as the answer to a question or as a clarification of detail. This creates a high level of cohesion, especially in the first half of the text. For example, the guests statement A single with a bathroom please is a response dependent for meaning upon the receptionists question Would you like a single or double? This question itself is dependent upon earlier sentences in the text that have established this question as referring to the details of a hotel reservation. The inferences and technical terms used in this text indicate that it occurs within a native English speaking cultural context. Both participants in the discourse consistently place the theme of their individual sentences towards the start of their clauses or phrases, a stylistic feature of the English language commonly used by English speakers. (Butt, 2012) Additionally the use of contractions such as Ill, 20 and OK indicate to an English reader that the participants are fluent speakers of English, especially in the implied assumption of both participants understanding of their use of contractions and discoursespecific terms like single. (Eggins, 1994) Function On the interpersonal level, this text clearly functions as the proceedings of a transaction. The evident attitudes, encoded in the tenor and mode of this text reveal a politeness on both parts, indicating a distant, professional relationship.
th

References Butt, D., Fahey, R., Spinks, S., & Yallop, C. (2012). Using functional grammar: an explorer's guide (3rd ed ed.). South Yarra, Vic: Palgrave Macmillan. Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London: Printer. Ramsay, A.A. (1998). The complete Guide to English Usage for Australian Students. Melbourne: Morton Bay Publishing

EDUC6124 A1: ESP Text analysis (Text 2)

c3109550

Text 2 Register: expert-written declarative exposition for a specialist audience

Register Variables
The register variables of this text identify it as belonging to the report genre. It is an example of specialised discourse, written for a particular audience that are either experts or novices training in the field of this text.

Grammatical features
Field: Digital Video Media; in particular, the interplay of visual and verbal elements The opening of this text is a general classification (Board of Studies, 1999) of the field: Images appear to work in a number of ways. Subsequent is a technical classification of images as Visual elements an integral element in videotext. These features identify the text as a report. (Board of Studies, 1999) Participants images, visual elements, verbal elements, videotext, video-mediated task development Attributes visual, integral, number of (ways), dynamic, complex Processes provide, work, thought, interplay, influence, interpretation, differentiate, present, challenge, taken, think, used Circumstances appear to (work), merely, better, emerging, reliably, too complex Tenor: expert to audience familiar with the field This tenor manifests in the purpose of the text. The title Exploring Digital Video Media suggests that this text is designed for an audience somewhat familiar with digital video media; the extended use of specialised participants in the texts reinforces this. The genre is that of an exposition. On the surface the text appears to function only to inform, potentially with an instructional focus. Closer examination of linguistic features, such as medium modality in the sentences they are better thought of and should be taken into account in the text reveals a persuasive agenda. Mood Declarative; the text contains a series of statements that construct a presentation of knowledge and opinion Modality Medium, evident in appear to better thought of should be taken Mode: written declarative communication (exposition) The initial theme in the text Images is sustained throughout the text through a number of subsequent themes that explore the aspects of how images work in number of ways; these themes make up the description phase of the report. (Board of Studies, 1999) This text is evidently produced by a single producer and is concerned with the detailed exploration of the field of Digital Video

EDUC6124 A1: ESP Text analysis (Text 2)

c3109550

Media; in particular, the interplay of visual and verbal elements. To this end, several technical terms and complex sentences are used, indicating the original mode of this text is written. Theme Visual elements do not merely provide 'support' for verbal elements Rheme - they are better thought of as an integral element in videotext that interplays with verbal elements to influence a listener's emerging interpretation Theme - The level of 'support' an image offers cannot be reliably differentiated Rheme presenting a number of challenges for video-mediated task development Theme - The interplay of the two types of element is too complex to think of videotext simplistically Rheme - Salomon's (1979) contention that dynamic visual media are 'whole message units' should be taken into account

Stages of the text

Orientation: A combined general and technical classification of the field serves as the orientation of this text. This is possibly to make the text accessible to a non-specialist audience; however, from the outset there is an assumed knowledge of the discourse-specific meaning of image in the text. Complication: In the complication stage, the assumed knowledge continues with minimal scaffolding; an audience is expected to understand what a videotext is as well as what is meant by element within this texts discourse. Resolution: The only resolution offered by this author is a statement that informs the passive receiver that the field that has been introduced is very complex. This suggests that the text is an extract from the orientation of a larger text. Lexical Choices and Vocabulary A dominant feature of this text is the use of technical vocabulary. This suggests that the text is written for an English-speaking, specialist audience. There is some use of attitude vocabulary in the text, used to express an opinion that the interplay of verbal and visual elements is too complex to think of videotext simplistically. Processes The process verbs in this text also indicate a technical producer and audience for this text. For example, the meaning of interplay is not expounded in the text. Circumstances The circumstances in this text function to illuminate the process(es) (Butt, 2012) and they are mostly expressed through adverbs and adverbial phrases attached to the processes in the text. They are used

EDUC6124 A1: ESP Text analysis (Text 2)

c3109550

to emphasise the perspective of the producer, in an attempt to inform and persuade the recipient of the text. Cohesion The grammatical features of this text strongly suggest that it was written by an English speaker, and composed for an English audience. The theme is consistently placed before the rheme, and the word element is repeatedly used as a cohesive device to link visual and verbal and then to consolidate the link through the common classification of them as two types of element at the conclusion of the text. All of the themes within the text directly relate to the initial images theme, all serving to provide additional information. This text pays careful attention to the establishment of the theme and its expansion.

References Board of Studies, NSW. (1999) Teaching about Texts. Sydney: Board of Studies NSW. Butt, D., Fahey, R., Spinks, S., & Yallop, C. (2012). Using functional grammar: an explorer's guide (3rd ed ed.). South Yarra, Vic: Palgrave Macmillan.

EDUC6124 A1: ESP Text analysis (Text 3)

c3109550

Text 3 Register: expert-written declarative exposition for a non- specialist audience

Register Variables
This expert-written register can be identified through the use of specialised words to refer to the field of the text; for example coelenterata and polyp. The difference between this text and text 2 is the explicit scaffolding of these terms, which indicates an interpersonal function and producer-receiver tenor of expert to non-specialist. The title Corals: Flowers of the Sea does not establish an academic orientation. The title is only realised in the first rheme of the third paragraph which resembles a tiny flower. The experiential function of this text is a declarative exposition. The text consistently uses declaratives to offer information. The information is offered in an accessible form of discourse from the initial theme: Corals belong to a large group of animals called the Coelenterata or Cnidaria.

Grammatical Features
Field: The features and life cycle of Corals This field is evident through the extended coral theme, supported by a series of rhemes that offer supporting and/or clarifying information. Participants Corals, Flowers of the Sea, group of animals, Coelenterata, Cnidaria, shapes and sizes, body structure, tentacles, Sea anemones and jellyfish, polyp, skeleton, coral colony. Processes belong, come, have, surrounded, are, grow, found, live, form, begins, resembles, produce, divides, convert Circumstances large, basic, stinging, simple sac-like, shallow tropical, small, tiny, soft, thin Tenor: expert to non-specialist audience This tenor is evident in the explicit scaffolding of the specialist language used within the text. This accessible discourse is sustained throughout the text from the opening theme, effectively explaining a series of scientific names for the features and life cycle of coral; small animal known as a polyp, single-celled plants called zooxanthellae are examples. It is clear through the tenor and modality that the author of this text has made a judgement about the relationship with their expected audience, and has chosen the appropriate way to structure the interaction. (Derewianka, 1998: 67) Mood - Declarative; the text contains a series of statements that construct a presentation of knowledge and opinion Modality - High. This text is produced by an authoritative expert and addressed to novices. Statements like only those corals that live in shallow tropical conditions grow fast enough to

EDUC6124 A1: ESP Text analysis (Text 3)

c3109550

form reefs have a high probability, and are presented as such. There is no use of questionable modals.
Mode: written declarative communication (exposition) The theme of this text is established from the title Corals: Flowers of the Sea. In itself, this title is both declarative and descriptive, and the rest of the details functions to elaborate on this through an extended scientific description of coral. Examples of the themes and rhemes in the text illustrate this, and indicate that the text is in its original form of a written, declarative exposition. Theme corals come in a variety of shapes and sizes Rheme - they all have the same basic body structure Theme A coral begins life as one small animal known as a polyp Rheme - which resembles a tiny flower

Stages of the text

Orientation: The title and opening sentence of this text serves as the orientation into the field, tenor and mode of this text: the title establishes the field as corals; the first sentence immediately gives the general and then technical classification (Board of Studies, 1999) of coral, establishing the expert to novice tenor, and the heading and topic sentence structure establishes the mode as written report. Complication: Throughout the complication phase of this text, the expert to novice tenor is maintained through constant explanation of the technical terms used in the text. Resolution: The lack of a conclusion indicates that this text is an extract from a larger exposition Lexical Choices and Vocabulary This text contains everyday vocabulary integrated with specialised scientific jargon; however, most technical terms used are scaffolded for accessibility to the general reader, in line with the texts tenor and field, with the exception of the assumed understanding of the scientific context that determines the manner in which the term tissues is used as referring to the polyp. Processes Within this text, the processes used are generally accessible. There is a level of knowledge and some assumed vocabulary; for example, excrete and the scientific process of photosynthesis. Circumstances In this text the circumstances function to scaffold the processes and use of scientific vocabulary. saclike is used to describe stomach.

EDUC6124 A1: ESP Text analysis (Text 3)

c3109550

Cohesion and Function There is use of a range of cohesive devices in this text; Pronouns are used to refer to the field of the text: they is used to refer to the coral, and it for a polyp. There is also repetition of key terms, and use of that, which and then as function words to indicate relationships between parts of the sentence (Aitchison, 2003) and this is feature of the text, as well as the metaphor Corals: Flowers of the Sea serve to make the text accessible, and reinforce the tenor expert to general audience. The text gives attention to the explicit organisation of a thematic progression, from the descriptive features of coral through to the progressive stages of its life cycle. This improves the quality of the writing, as well as enables the majority of readers to comprehend the text. As a result, the text is not exclusively composed by or for native English speakers; it is deliberately constructed in an accessible register and vocabulary.

References Aitchison, J. (2003), Teach Yourself Linguistics, Chicago, Ill: Hodder and Stoughton Publishers Board of Studies, NSW. (1999) Teaching about Texts. Sydney: Board of Studies NSW. Derewianka, B. (1998). A grammar companion for primary teachers. Newtown, N.S.W: Primary English Teaching Association.