READING 3.4 (SPEECH AND SPEAKERS: THE FORMATION OF INDIVIDUALS IN DISCOURSE AND GENRE)

From the reading 3.4, in my opinion it is about our experience of language is the experience of texts based on the presentation. The presenter Nor Ullyana and Syifaq said that it means our ability to use and understand language reflect how text shaped us as a people, including our understanding and our attitude in general. Knowledge is different with each individual (social factor). Audience can influence with the participants that the writer has already stated in the text. For examples, the presenter gave Ms Winner as a positive side while Ms Seductress as a negative side (sexist). In the section ‘Discourse and Reader’, the writers use ‘discourse’ to explain how texts shape people ‘identities’. Discourse is a perspective or stance. It can influence the audience to believe what the writer says. For example, the writer can influence audience to believe that there are many effect of bullies from article ‘Battling of the Bullies’. Besides, ‘construct’ in this reading using examples of Ms Seductress as a sexist “stereotype” whose whole identity is dependent on what men think, that’s mean, women can be used as a objects by men. Whereas, Ms Winner as a positive attitude of a women. They have all feminist discourse, but also wants discover how Ms Seductress makes herself attractive to men. The presenter also state that language and language users is based on their experience of social occasion. How this reading can be used in Critical Literacy? It is by ‘our experience of language is the experience of text’. It means that, knowledge is different with other individual and based of social factor that has their own position.For this presentation, the presenter use their own examples for ths topic. overall, this pesentation need more improvement because there are some sub topic that audience really not understand.

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UNIT 3; POSITIONING

READING 3.3 (CRITICAL LITERACY: A LINGUISTIC PERSPECTIVE)

From the presentation reading 3.3, the presenter include 5 elements to develop the linguistic tools readers for enable them to identify certain global. For example, 5 elements are names such as ‘gave’ (overall shape), ‘field’ (texts about something), ‘tenor’ (position readers interpersonally, ‘mode’ (vary in degree of abstraction) and ‘ideology’ (covert ideological position). The aim of this reading 3.3 based on my opinion is to dig up what the writer is see as ideological positioning and open up a number of critical readings, which they can provides the basis of informed debate, analysis and critique. For example, the passages from school textbooks used by students doing juniors secondary commerce course.

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READING 2.3 (TEXT AND TEXTUALITY)

Based on the presentation reading 2.3, text is the combination of sign. Each of these texts has paradigmatic and syntagmatic features. Paradigmatic is a relating to the choice or pattern of words in sentence structure. The main idea for this reading given by a presenter is that the text always socially constructed to have certain meanings and audience can learn a great agreement about a society by examining it customs as well as its verbal and visual texts. It produces, through using semiotic concepts of textual analysis. For example, Dunhill advert, we can think about their effect. Other example is from article “Battling the Bullies” we as a audience know from the text about the psychology effect from the bully. From this reading, audience can learn about discover important information about the writer’s values, attitudes and perspective (about the audience for whom a text is intended.From this presentation, overall it is okay and understand what they tell to audience.But,it also a weakness from this presentation which is they use examples from text book. They need to use their own examples for this topic.

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UNIT 2: PERSPECTIVE

READING 2.2 (LANGUAGE, PERSPECTIVE AND IDEOLOGY)

From the presentation, this reading is about perspective and ideology. Perspective is the position or stance from which something is considered, while ideology is a national, political or social philosophy the belief system and outlook of a particular group of people. Besides, the presenter also shows how the connection of between perspective, ideology and language by illustrates these points using a range of newspaper, article written about events in South Africa. For example, differences language, perspective and ideology between white and black perspective. The reference to the black township of Soweto in Africa rather than simply to the township of Soweto is directed to an expectation on the part of the reader that people are white. The presenter told that to interpret these features that act as ‘markers’ or indicator of the perspective and ideology we need to understand how they interact ( writer and audience). The choices of vocabulary and grammar people make reflect the values and attitudes of their social group, rather than being result of a conscious selection process. As a conclusion, this reading are the product of the operation of linguistic system and the way of using language can influence reader that impact in critical literacy.

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Reading 1.3

Reading 1.3

Rules and regulation

In this reading 1.3, it explains how the way of the language is organized can tell us about the relationship between the writer and the intended audience. The forms of language in use are a part of as well as a consequence of social process. It is the way we speak and write indicates the social circumstance of both writer and reader. Language can allows us to manage our behavior, as well as influencing or controlling that of others.

If a writer understands how a people in a particular social groups use language, then se that language to manipulate them. Rules are instruction for behaving in ways which will bring about an intended or desired state. By writing the rules, a rule writer is claiming the knowledge and authority to command obedience of these rules.

If the writer and reader agree on their roles relationship, then the writer establishes dominance over the reader. This is a power relationship. In this relationship, the writer of the rules is the commander and the readers are commanded. Furthermore declarative and imperative express the relation between speaker and addressee in differing ways. Declarative is statements which assert something as a fact, as if the reader or listener cannot argue with it. Examples during the presentation, the presenter said that ‘the sky is blue/ ‘I am a boy’.

Impact from the rules and regulation are:
* Give us awareness towards rules and regulation in our daily life.
* The important of having rules and regulation in a society of a community.

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Reading 1.2

Reading 1.2

Stories and facts. – What can you understand from the presentation?
Anything that you can add


From this reading 1.2, it is about the relationship between the function and form of different types of writing. It is focuses on form of factual writing like description, recount, procedure and report in writing for and by children in order to illustrate the link between form and purpose. The presenter present this topic good but lack of communicates with the audience. As a result audience cannot understand what the presenter said.

Recount is a type of story in which people communicate “what has happened to them”. It is mostly the factual writing which resembles the recounts that just considered in some respect but differs along are crucial dimensions. Another thing in this stories and facts is the procedure of writing which is closest type a factual writing to narrative. It is build up around a sequence of events. While recounts will explain what was done, a procedure may draw a general conclusion from specific events and explain how things are done. It often contains instruction. Procedural writing makes use of both possibilities, although in mature texts one alternative is selected and used consistently throughout.

Reports writing will focus on ‘classes of things rather than individuals’. The function of the report genres as a whole is to describes in general terms, not explain and that, report function in our culture to store information. The difference between description and reports is very similar to that between Recounts and Procedures. Like procedures, reports make general, not specific statements.

With factual writing, there is a related concern that little opportunity is provided in these genres for creativity and imagination. Factual writing, on the other hand has a different function. Factual writing is designed not to amuse us, but to explore the world around us. Explanation will focus on a judgment made by the writer. It will involve the writer interpreting the world not simply observing it. Besides, sexism and factual writing describes the boys is nature and girls in the nurture.

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Introduction

INTRODUCTION – Reflect on what we have already learnt. What do you understand from it? 10 elements

The introduction in stage 1 includes these 10 elements such as topic of the articles, content, source, audience, the rhetorical function, purpose, perspective, positioning, impact and visual literacy. Topic should be a statement of what the articles is generally about, it’s main focus. The one sentence is enough. Besides the content should be a brief summary of the articles, which would give the reader an accurate understanding of the main points, without having to read the whole articles. In source, it must include all the reference details necessary to locate the text. For examples, ‘where might we expect to find a text like this?’ Maybe it is in daily newspaper or in the journals.

The forth elements is audience. This should be answer the question ‘who is the article written for?’ with audience to justify the student’s opinion. Rhetorical function is should identify which speech acts to apply to the article as defined such as informing, warning, advising and etc. the purpose takes rhetorical function further by saying what effect the identified speech act are intended to have on certain groups/ individuals. Purpose = rhetorical function+ audience+ topic. Besides, perspective is the writer opinion or idea. It is a basic tenet of critical literacy that every text has a particularly stance taken in the text by the writer towards the topic from positive to negative. Students must give evidence from the text to support their assertions. For positioning, its follows logically from perspective. It has to do with the way in which participants are constructed through the text at certain roles are given by the writer to the participants.

The effect of the text on the audience is called impact. The last 10 elements is visual literacy. This refers to the use of image in the text as well as the typeface in the use of headline and spacing anything that creates a visual effect.

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