TEXT TYPES (Rhetorical Development)

•          STAGING/GIVING MOVES TO GENRE
(EACH GENRE HAS ITS FUNCTION / SOCIAL PURPOSE

•          EACH GENRE HAS ITS TEXT/GENERIC STRUCTURE

•          EACH GENRE USES DIFFERENT LANGUAGE FEATURES / LEXICOGRAMMAR POINTS

N A R A T I V E

•          IT IS USED TO ENTERTAIN, that is to gain and hold the reader’s interest in a story.

•          TO TEACH and TO INFORM writer’s reflections on experience.

•         IT CAN BE IMAGINARY or FACTUAL (fairy tales, mysteries, fables, romances, adventures stories, myths and legends), or it can be complicated event that leads to a crises that finally find a solution

Generic structure: N A R A T I V E

ORIENTATION

                - introduces participants/character (who)

                - sets the scene (when & where)

COMPLICATION

                - Development of a Crises: a crisis arises, something happened

                  unexpectedly

RESOLUTION

                - Solution of the crisis: for better or for worse

RE-ORIENTATION

                - closing to the narrative (optional)

                - coda: changes of characters, lesson taken from the story

LANGUAGE FEATURES OF NARRATIVE

•          Certain nouns are as pronoun of person, animal, certain thing in a story. E.g.. Stepsister, house work.

•          Adjectives that form noun phrases, for example : long black air, two red apples, etc.

•          Time connectives and conjunction to arrange the events, for example: then, before that, soon, etc.

•          Adverb and adverbial phrase to point the  place of event, for example: here, in the mountain, happily ever after.

•          Action verbs are past tense: stayed, climbed, etc.

•          Saying verbs that refer to what the human participants said, told, promised; and thinking verbs indicating thought, perception or feeling of the characters in a story, for example: felt, thought, understood

•          Dialog often included and the tenses change according to the circumstances

Example and Generic Structure

•          Orientation

                Once upon the time the live a little girl named snow White.

•          Complication; Development of the crises

                One day she heard her uncle and aunt talking About leaving Snow White in the castle because They both wanted to go to American and they Didn’t have enough money to take Snow White.

•          Resolution of the crises

                Snow White did not want her uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away into the woods

•          Complication; Development of the crises

                Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep

•          Resolution of the crises

                Mean while, she seven dwarfs were coming home from work They went inside. There they found Snow White sleeping. Then Snow White woke up She saw the dwarfs said, “What is your name? Snow White said, “My name is Snow White” And, one of the dwarfs, said, “If you wish, You my live here with us. Snow White said, “Oh could I? Thank you.” Then Snow White told the dwarfs the hole story and snow white and the 7 dwarfs lived happily ever after.

DESCRIPTION

It is used to describe a particular thing/object, place, or person.

    For example: My cat, My bike, My favorite room in the house, The Wildest Amazon River, My favorite actor.

Generic Structure of DESCRIPTION

Ø  IDENTIFICATION

                : identifies phenomenon to be described

Ø  DESCRIPTION

                : describes parts ( physical appearance), qualities, general attitude, characteristics

LANGUAGE FEATURES

•          Use certain noun: teacher, house, my cat.

•          Use of simple present tense

•          Use of attributive and epithets (e.g. adjectives)

•          Detail noun phrase to give information about subject, for example: it was a large open rowboat, a sweet young lady, etc.

•          Vary of adjectives to describe, number, classify for example: two strong legs, sharp white fang, etc.

•          Relating verb to give information about subject such as: my mom is really cool, it has very thick fur, etc.

•         Thinking verb and feeling verbs to express writer’s view about subject, such as: Police believe that suspect is armed, I think it is a clever animal, etc          

•          Action verbs, like: Our new puppy bites our shoes, etc.

•          Adverbial to give additional information about behaviour, for example: fast.

•          Figurative language, for example simile, metaphor; John is white as chalk.

Example and Generic Structure

•          Subject

        Macquarie University is one of the largest Universities in Australia. This year, in 2004, it celebrates its 40^th anniversary.

•          Description

        The university is located at the north Ryde Greenbelt, Sydney, where the New South

Wales government sets aside 135 hectares for the institution. In 1964, Macquarie area was a surrounding have evolved beyond recognition. The North Ryde District has grown in a district of intensive occupation anchored by a vibrant and growing university.

        Blessed with a fortune location and room to breath, Macquire can be proud of that careful planning that retains and enrich the university’s most attractive natural features. A pleasing balance between buildings and plating is evident across the campus.

This emphasis on the importance of landscape has created images of Macquire as a place that members of the University are most likely to pleasurably recollect.

        One of the highlights of the ;landscape is the Mars Creek Zone. It emprises landscaped creek sides and valley floor, a grass amphitheatre, and artificial lake … surrounded by rocks and pebbles, native plants and eucalypts.

Today, a railway station is under construction. In three years 1 time, Macquirie will be the only university in Australia with a railway station on site. Macquirie is polsed to be the most readily accessible in Sydney region by rail and motorway, yet retaining its beautiful site