3.1 Differences between two texts
3.2. Speech and speakers: the formation of individuals in discourse and genre
3.2.1 Language and language users
3.2.2 Genre and reading position
In this chapter, there are illustrates the application of the model by using it to deconstruct two texts. The two texts are taken from a junior secondary commerce textbook. At first reading the texts appear relatively innocuous. The important things are coming from an ideological position which endorses and values entrepreneurial capitalism (and entrepreneurial capitalism) and at the same time devalues other ways of being. Text A is about why people go into business and text B is about what are the qualities of a successful business person. In terms of genres, Text A classified as a discussion. A discussion is a written genre typically used to present a reasoned account or both sides of an issue. Text B classified as a report and it is standard genres in the sciences and social sciences. They generally contain information which is considered unproblematic in the field. That is they are not cutting edge texts, they represents a summary of standard knowledge. They tend to present this knowledge as almost taken for granted not only open for dispute.
Speech and speakers: the formation of individuals in discourse and genre
This topic will discuss on the discourse and readers, discourse present modes talking about the world from the point of view of a social institution. One of the most thoroughly
studied is that of sexism. Sexiest discourse is about the socialization of the natural category of sex as gender. To give some concreteness to this topic, there are two further extracts from the Cleo, June 1984. The article describes different type of woman, in the office and instructs each type how to modify their behaviour in order to improve their at work. Language users do not to access to language as such to the whole language system abstractly. Their experience of language is mediated through their experiences of texts on social occasion, their knowledge of the systematic organization of linguistic form through discourse and genres. Genres similarly construct reading positions and each genre construct positions or roles which the participants in the genres occupy.
REFLECTION
From this chapter, I have learnt how to differences the texts. When read the texts, this chapter will help me how to selected relevant aspects of the texts and looked at them through the filters of genre, register, and lexicon-grammar in an effort to dig out the ideology behind the texts. I can open up space for a number of critical readings, which then can provide the basis of informed debate, analysis and critique. To do this I have used an approach driven by systemic functional linguistic, which providing some analytic tools which can explicitly open up space for critical readings, enabling people to act as text analysts. From the topic discourse and readers, it explains to me how the texts shape people’s identities. An important things is when we speak or write, the discourse we draw on and are competent to use will vary, depending on the purposes of our speaking and writing, as well as other social factors such as the discourses we have learnt to use in our family life, education and work.
3.2. Speech and speakers: the formation of individuals in discourse and genre
3.2.1 Language and language users
3.2.2 Genre and reading position
In this chapter, there are illustrates the application of the model by using it to deconstruct two texts. The two texts are taken from a junior secondary commerce textbook. At first reading the texts appear relatively innocuous. The important things are coming from an ideological position which endorses and values entrepreneurial capitalism (and entrepreneurial capitalism) and at the same time devalues other ways of being. Text A is about why people go into business and text B is about what are the qualities of a successful business person. In terms of genres, Text A classified as a discussion. A discussion is a written genre typically used to present a reasoned account or both sides of an issue. Text B classified as a report and it is standard genres in the sciences and social sciences. They generally contain information which is considered unproblematic in the field. That is they are not cutting edge texts, they represents a summary of standard knowledge. They tend to present this knowledge as almost taken for granted not only open for dispute.
Speech and speakers: the formation of individuals in discourse and genre
This topic will discuss on the discourse and readers, discourse present modes talking about the world from the point of view of a social institution. One of the most thoroughly
studied is that of sexism. Sexiest discourse is about the socialization of the natural category of sex as gender. To give some concreteness to this topic, there are two further extracts from the Cleo, June 1984. The article describes different type of woman, in the office and instructs each type how to modify their behaviour in order to improve their at work. Language users do not to access to language as such to the whole language system abstractly. Their experience of language is mediated through their experiences of texts on social occasion, their knowledge of the systematic organization of linguistic form through discourse and genres. Genres similarly construct reading positions and each genre construct positions or roles which the participants in the genres occupy.
REFLECTION
From this chapter, I have learnt how to differences the texts. When read the texts, this chapter will help me how to selected relevant aspects of the texts and looked at them through the filters of genre, register, and lexicon-grammar in an effort to dig out the ideology behind the texts. I can open up space for a number of critical readings, which then can provide the basis of informed debate, analysis and critique. To do this I have used an approach driven by systemic functional linguistic, which providing some analytic tools which can explicitly open up space for critical readings, enabling people to act as text analysts. From the topic discourse and readers, it explains to me how the texts shape people’s identities. An important things is when we speak or write, the discourse we draw on and are competent to use will vary, depending on the purposes of our speaking and writing, as well as other social factors such as the discourses we have learnt to use in our family life, education and work.
