Compare the two texts‚ commenting on they ways in which they reflect differences and similarities in Talk in Life and Talk in Literature. In your answer you must explore the relationship between context‚ audience and purpose and the ways in which speakers’ attitudes and values are conveyed. Text A is an extract from Educating Rita‚ a play by Willy Russell‚ which immediately highlights the fact that this text is crafted speech‚ meaning it will show a lack of spontaneous utterances‚ as Russell will
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means to educate. Essay Select any two texts in the anthology where food is presented in this way by writers and compare the attitudes shown towards food in your selected texts. Both text 24 and text 30 have been written to appeal to children. Features such as informality in language‚ simple sentences and cartoon characters all imply that they were produced for kids. Text 24 gives the ideology of playfulness and tasty food which the scruffy dog presents. Whilst text 30 helps to teach children essential
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emphasising extreme anxiety. The possums suspended upon the tree branch exemplify the text. The words are deliberately situated in such a way that they symbolise the altitude of the vegetation which further shows its significance. Salience and reading path are used to show how much changed when the Europeans came to Australia. The reading path is used to show the emotions of the narrator when he wrote it. The way the text is written shows how sad the narraor was when he or she wrote it.
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in which the authors of two texts explore how society treats people who are different. The texts Edward Scissorhands - directed by Tim Burton - and To Kill a Mockingbird - a controversial novel written by Harper Lee - both explore the ways in which society treats people who are not like them whether it is because they look or act different. Both texts demonstrate how a misunderstood character can be quickly judged through his actions and appearance. Whilst the two texts focus mainly on appearance
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Report will be generated‚ highlighting unoriginal content. This is useful for you to check that you have referenced everything correctly. • Please note that you are not aiming for a 0% score as Turnitin will recognise all unoriginal text‚ including quotes‚ templates and text which you have referenced correctly. • Generation of the Originality Report usually takes between 5 and 10 minutes but can take longer at busy times. • If you choose to edit and resubmit an assignment (before the due date)
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|[pic] | | | | | | |Mater Dei Catholic College | |
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different resources listed in the audience analysis memo assignment description in the syllabus. • Figure 5.5‚ Audience Profile Sheet‚ in chapter 5‚ Analyzing your Audience‚ in the Markel text • the table‚ "Identifying Individual Characteristics of Readers"‚ in chapter 5‚ Analyzing your Audience‚ in the Markel text. • the questions in the Analyzing your Audience section of the module 1 commentary 2. Identify your primary and secondary audience for your project. (You have done some of that already
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concerning receiving information and can be identified as listening and reading. Students must process a text (either in written or audio format) and the way in which they do this and the usefulness of the process depends of course upon the teaching methodology employed during the activity. . Receptive skills pose challenges for EFL learners f or many reasons‚ beginning with their exposure to texts of different kinds and the skills they have in this area of L1. A student used to reading only
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Module C - REPRESENTATION AND TEXT: Conflicting Perspectives. You are to produce a contribution to an online HSC Tutorial. You are to record and upload an answer to the question below. It is to be no longer than seven minutes and no less than five minutes. Conflicting perspectives exist within texts and their representation is affected by the context of the composer. Using your prescribed text and a related text of your own choosing‚ assess the impact of this statement on a contemporary audience
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b-social perspectives 5.Grabe -a list of the processes to balance : a-planning for writing b-Using language resources c-using background knowledge d-solving rhetorical problems e-reading to review text to that point f-balancing processes strategically g-monitoring outcomes h-revisng plans and text appropriately Additional perspectives: 1. Grabe’s review – emphasis on process of learning It’s important to note that much of what we know about the ways‚ in which reading and writing connect
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