...Text and Discourse: the differentiation of concepts Bibliographic Description: Popova ES Text and Discourse: the differentiation of concepts [Text] / E. Popov // Young scientist. - 2014. - №6. - S. 641-643. In the early 70-ies of XX century was an attempt to differentiate between categories of text and discourse. The discourse was supposed to be treated as a "text plus the situation", and the text, respectively defined as "negative discourse of the situation." Until now, the question of the relationship between text and discourse is controversial in modern linguistics. However, it is of fundamental importance for the interpretation of these concepts, which, incidentally, is also far from clear. Undoubtedly, only that text and discourse...
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...TextTell Me a Good Story: Using Narrative Analysis to Examine Information Requirements Interviews during an ERP Implementation Rosío Alvarez University of Massachusetts, Boston Jacqueline Urla University of Massachusetts, Amherst Abstract This paper reports on a participant-observation study examining how clients use narratives to convey information during ERP requirements analysis interviews. Techniques drawn from narrative analysis are used to analyze the structure and content of different types of narratives clients tell during requirements analysis interviews. First, findings reveal that interviewees organized their experience, sought to persuade listeners, and conveyed information to analysts using “stories,” “habitual,” and “hypothetical” narratives. Client narratives provide a pragmatic view of the information system, offering insight into the ways the system is actually used and the habitual practices of the work environment. Second, narratives function to signal the embeddedness of the information system in its larger organizational and social context. While analysts may be inclined to dismiss narratives as messy or uncodeable data, the insights they provide merit attention. To the degree that narratives give insight into users’ perspectives on organizational issues, they provide knowledge that is essential to any information systems project. This is especially true for ERP projects that, unlike other systems projects, seek to integrate processes spanning the entire...
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...Unit 2 Journey to Identity Text Analysis Title: Boy in The Striped Pajamas The Author: Boyne John Publication Date: 01/05/06 I chose this book because (respond in at least 2 sentences): Because I found the book trailer interesting and I also enjoyed the plot of the book. I also chose the book because it was the only book that seemed most interesting. Connecting with Character: Protagonist Bruno How do you relate to this character? Similarities Beginning: None Differences Beginning: e aren’t the same age W End: Adventurous, curious, and we both have a big heart End: e were born in different years W Identity Development. Identify the protagonist’s stage of identity development throughout the story. Beginning Stage of Identity Development Identity Moratorium Identity Foreclosure Middle End Identity Achievement Text Support “But we had plans,” He protested. “Plans?” asked Mother, raising an eyebrow.. “I’m sorry, Bruno,” said Mother, “But your plans to have to wait. We don’t have a choice in this.” “Don’t you remember you said I look like you?” he asked Shmuel. “Since I had my head shaved?” “Only fatter,” conceded Shmuel “and if I had a pair of striped pajamas too, then I could come over on a visit and no one would be any wiser.” “You’re my best friend, Shmuel,” he said; “my best friend for life.” this was being said without Bruno knowing the confusion going on around him; he just thought he was going to...
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...ASHRAF SILK AND GENERAL MILLS In mid October 2002, Khawaja Fawad Kalim, Director, Ashraf Silk and General Mills (ASGM), Gujranwala, Pakistan was faced with the difficult choice of whether or not to reemploy the two weavers who had left his company earlier. Fawad also realised that he had to take some long term measures to attract, retain and motivate weavers, to optimise the benefit from the already installed automatic looms. COMPANY BACKGROUND At the time of the partition of India in 1947, Khawaja Mohammed Sadiq, Fawad’s grandfather (see Exhibit 1) emigrated from Amritsar, India, to Gujranwala, Pakistan. The newly formed Government of Pakistan gave him some shares in the Okara Textile Mills, in lieu of his looms left at Amritsar. In 1951, because of disagreements with the other partners, Sadiq left Okara Textile Mills. He formed Ashraf Silk and General Mills at Gujranwala, in collaboration with his son, Khawaja Mohammed Kalim, (Fawad’s father). In 1951 ASGM had only one main competitor. ASGM produced silk-velvet cloth for products like bed-covers, prayer rugs, and suiting for men and women. The product mix changed with time to accommodate changes in demand. Sadiq or Kalim would either modify the existing looms or replace them with new ones to meet the market requirements. Before 1960 all the looms at ASGM were manually powered (handlooms), with the operator himself pushing the shuttle through the warp. In 1960 ASGM imported four power looms from Japan and started...
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...While writing this informational text I learned about writing and myself. In terms of writing I learned that formatting and presentation is extremely important. I found it very easy to write the text of this piece, but harder to present it in a format that made it accessible and reader friendly. Additionally, I had to make sure that as a writer I was explaining everything thoroughly, because not everyone will have the same background information on the topic of the State of Israel as I. In learning about myself I had to make sure I was not expressing my own bias when writing about things that could be deemed controversial. Additionally, I reconfirmed my passion for Israel and really enjoyed sharing factual informational about the state with readers of my text. While composing my essay I used the following strategies: planning, drafting, revising, and editing. In planning my essay I first compiled a list of topics I could write about and subcategories to make those ideas more specific. I then compiled my first draft, adding more text and pictures to express the facts I wanted to convey. Then I revised my text two times with my peers and professor in class. I shorted the list of original ideas so that I could focus more on making the ones I had more substantial. I made sure I was conveying information in a non-biased manner and in simple...
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...The first visual text that includes the Earth in a situation with severe drought and is revitalized by water is similar to the golden faucet that controls water with a lock, but they both have great differences such as they are both trying to convey the same initial message but in completely opposite ways. In addition, they are different because the way that they convey the role that water plays in our life is completely different and the target group is also completely different. They are also similar because they target the idea that water is essential and its conservation is very important and that without water conservation we would lose our essentials. But I have come to a conclusion that the second visual text conveys a better feeling of what it is trying to get across without too much over thinking and just by keeping it simple and very clean, just a small phrase that aids to the visual representation that is given. These to visual texts are similar to the point that they are trying to show you the fact that water...
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...This push partly comes from the desire to remove the variable of student prior knowledge/experiences in standardized testing. However, many students are unaware of how or why to cite text evidence in their writing. Starting in grade 4, students are tested on their ability to integrate information from two informational texts and respond to a prompt with a 4-5 paragraph essay. In this essay assessment, students are expected to cite text evidence from both articles. Teachers and students alike find the new assessment challenging and have been given few resources to help conquer the new task. Teachers would like to see students use text evidence more effectively in their writing as well as possess a deeper understanding of the value of using text...
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...TEXT ANALYSIS ESSAY WRITING THE QUESTION / TASK The most important thing is that you answer the question or task requirements. This requires remaining on point and ensuring that everything you include in your essay contributes to your reader’s/marker’s understanding of your main point/thesis. In every text analysis essay you are essentially being asked to comment on the literary techniques that are used to portray a theme/idea in a certain way. This means analysing the stylistic language choices that the author made to establish a particular tone and present the theme(s)/idea(s) to impact the audience in a particular way. Thus, the inter-relationship between author, text, and reader is what you need to look at. You need to read your question carefully in order to determine how to pull apart and include everything required of you. Highlight the important parts. ‘How’ in a text analysis essay means that you need to refer to technique. THE DIFFERENCE BETWEEN ANALYSIS AND DESCRIPTION The difference between producing an essay that passes and one that doesn’t comes down to your analytical skills. If you find yourself taking about the characters as though they are people and recounting the plot. Stop. Wrong Way. Go Back. Do not collect $200. Think about what language choices the author made in order to portray or construct the text in a particular way. The language choices of a text establish its tone which can be serious, humorous, satirical, ironic...
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...By considering the connections between the texts, we gain an insight into the way values have changed over time. To what extent is this true of the two texts you have studied? (Minimum any 2 scenes, 4 quotes and roughly 1200 words) It is the relationship between context, text and responder that helps the audience to create meaning from a text. Through Pacino recontextualising Shakespeare’s Richard III, the audience is able to develop a better understanding and newfound appreciation of Shakespeare’s text. By comparing the structure and language of both texts the responder is able to go on their own journey of understanding and interpretation. Pacino builds a bridge that enables us to cross over and understand Shakespeare’s context. Pacino develops our understanding of ‘Richard III’ and helps us to recognize how values can be encoded within a text. This can be seen through the different values, beliefs and attitudes towards women reflected in Richard III texts in Act 1 scene 2. The wooing of Lady Anne demonstrates the climax of Richard’s role as a villain. The stichomythic language engages the audience which allows us to be seduced by Richard, for example when Lady Anne say, ‘‘o wonderful, when devils tell the truth’ and Richard replies ‘More wonderful, when angels are so angry’. This short declarative verbal exchange creates momentum in the scene resulting in the audience being in a state of anticipation. It reveals the power of language to persuade and Richard is able to capture...
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...before, while and after writing | Characterisation Before Writing Step 1 – Read the text carefully. Mark the words or sentences or write down the lines that give you information about the character(s). Step 2 – Draw a chart that includes columns like “situation/position”, “outward appearance”, “behaviour”, “words/thoughts”, “feelings/attitudes”, “others’ reactions” or – if you compare characters – “similarities” and “differences” and fill in your notes. Step 3 – Ask yourself if the character(s) change(s) during the development of the text and if so, how. Step 4 – Number your notes and group them. While Writing Step 1 – Write a short introduction in which you present the character(s) and his or her (their) situation. Step 2 – Organise your notes into paragraphs. Every paragraph should deal with one characteristic feature (e.g. friendliness, carelessness, imagination, etc. are all characteristic features). Present the evidence (words or sentences taken from the text that show that your interpretation is right) taken from the text and comment on it. Don’t forget to refer or quote the text. Step 3 – Try to show how the different characteristic features belong together. Step 4 – Write a conclusion that sums up the results of your detailed analysis. After Writing Checklist: (1) Does your introduction lead to the detailed analysis of one or more characters? (2) Does your characterisation include all the notes that you made...
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...aired a public service announcement for domestic violence awareness during the Super Bowl, but their efforts to actually raise awareness about this issue that affects more than two million people a year in the United States alone remain unimpressive. This year’s PSA, titled “Text Talk,” showed a text message conversation between an unnamed woman and her friend “Jess.” Jess is unable to attend a Super Bowl party because her significant other, Jake, is in a “bad mood.” The conversation ends when Jess stops responding. The ad ends with a warning that “there are many signs of domestic violence and sexual assault.” Between 2006 and 2014, 34 of the 57 domestic violence-related incidents involving NFL players went undisciplined by the league, a...
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...I-Identification: This text is an article taken from the Chicago Suntime paper entitled ¨Chicago School declare war on dress codes ¨ written by Rosland Rossi and published on September the 1st 2007. This passage deals with problems of dressing and clothes in American school. This passage falls into three main parts. II-Development: * The first part goes from the beginning down to l.23. It can be subtitled ¨The introduction of dress codes¨ -In this part, the journalist refers to the reaction of school teens towards the introduction of uniforms in their schools (l.1 &2) -Some boys and girls condemn this as a new restriction of their freedom of expression. -The journalist refers to the national challenge to which American schools have to deal with. -He explains that two schools imposed dress codes or uniforms putting an end to casual outfits. - Dress codes are rules which say what the students are allowed to wear and what they are forbidden to wear. For example: In Manheim district, people can’t wear jeans, T-shirt, hoodies, flip-flops, etc., as seen in lines (9 to 13). Instead they must wear uniforms. -One of the principles of uniforms is to fight sex and gang influence, as seen in lines (4 & 5) * As far as second part is concerned, it goes from l.24 down to l.34. It can be subtitled ¨The objectives of dress codes¨ -This part introduces us to the new school uniforms and the opinion of some principals. ...
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...Explain how and why the four extracts differ in their portrayal of AIDS and the responses it evoked. This essay will compare four Time Magazine extracts (1985-2001) on AIDS/HIV and describe how they differ and what responses were evoked as a result. This should show the reader how as time progressed and knowledge increased, people had different thoughts and feelings towards the virus. Article was written in 1985 shortly after the discovery of the virus. The natural response would be fear and misunderstanding as knowledge was limited. We see when it explicitly targets marginal groups such as homosexuals especially in the quote “gay plague”.[1] The section on Ryan white being excluded from school shows further discrimination, panic, confusion and ignorance.[2] Article 2, published two years later shows a movement away from marginal groups but to everyone. "heterosexual transmission doubled in 1986".[3] Therefore everyone must be worried and take measure to prevent the spread of the virus. Article 3 (1996) on Magic Johnson showed a basketball player who retired in 1991, returned to play in 1996 after "unnecessary exile" due to fear of "outspoken NBA players" then mentioning him as being the "Poster boy for AIDS and now he is “The Man to show people how to deal with it".[4] This shows an ease of discrimmination through further research and knowledge of the virus. A further comparison is medical and preventative advancement through the years. Article 1 shows minimal efforts...
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...This text was posted on a Reddit forum, and the category was social anxiety. The author is clearly asking for help. This is a good example because it is an experience written in non-academic writing. So, I predict that it will include slang words, and other elements related to non-academic writing. In the non-academic writing the author uses contradictions such as "didn't". He also uses slang such as "WHAT THE HELL??". Notice the two interrogations marks at the end. This is a popular way to show strong emotions in non-academic writing. You might also notice that the words are in capital letters this is also a popular way to show strong emotions in non-academic writing. "Not one person in the line was talking, and this random ass dude just laughs"....
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...medical examination. The author describes us all horror that students fell before examination. Then the author tells us about writing part of examination and some particular features of it and explains why the main character not so afraid about it. The next part describes us oral exam so called «viva» and why it is judgement day for students. The final part depicts us all the worries of the main character and his emotions after passing all the exams. The main problem of the text can be formulated in the following way: the human factor in exams. The basic theme can be defined as modern hierarchy and relationship between people in educational institutions. The predominate mood of the extract is satirical. The extract can be divided in to 6 logical parts./////////////// The suggested extract represents a 1 person narration intermingled with dialogs. The first part tells us about students’ attitude to examination and how do they fell before it. From the first person narration, which makes the text more emotional we learn that the final examination for medical students to be displeasing event to be faced sooner or later.The first part tells us about students’ attitude to examination and how do they fell before it. The author conveys irony with the help of similes. Such as «the final examinations are something like death» We also can find that, the author depicts importance of the moment by comparison of the representative of examination committee with solo violinist and students...
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