EDEE100 Language in Use Assessment: Text and Image Analysis

EDEE100 Assessment 1: Part 2 – Text analysis
To complete this project, you will need to analyse the language and images from two (2)
multimodal texts. The texts are provided in the file named ‘EDEE100 Ass 1 Texts.pdf’.
 Text 1 and Text 3 (written text only)
 Text 2 and Text 4 (images only)
 Text 2 or Text 4 (multimodal text)
Write your answers to Parts 2A, 2B and 2C in the spaces provided below.
When you have finished, check the layout of the pages e.g. to make sure tables fit onto
one page, then save the document as a pdf file, and submit on Moodle via the Assessment
1 link.
Part 2A: Analysing the features of the written text
(i) Analyse the context in which the text is used. Read the two (2) written texts: Text 1 and
Text 3. Then answer the questions below. Use a complete sentence to write your answer.
[Marking criterion 2]
Name the type of text (e.g. This text is a procedure).
Text 1 The text type is narrative in which a girl narrated the story of its own inner
thoughts that changed during switching the place
Text 3 The text mentioned in document is expository text. It elaborate the changes
occurring in climate due to addition of green house gases.
Identify the social purpose of the text (e.g. The purpose of this text is to instruct
about...).
Text 1 The social purpose of this text is told about inner thoughts developing in a child
mind and how she developing its own scenario by switching the place and culture.
Text 3 The social purpose of text is to aware about changes caused by greenhouse gases
that affecting the earth and several changes developing in due to gases.
Label the stages of each text; then in the space below, list the stages of the text (e.g.
The stages of this type of text are: Goal, Materials and Steps).
Text 1 Stage 1-The stages of this type of text are: reviewing text
stage 2-The stages of this type of text are: materials text
stage 3-The stages of this type of text are: goal text
stage 4-The stages of this type of text are:working text
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EDEE100 Assessment 1 template

Text 3 Stage 1-The stages of this type of text are: analysing text
stage 2-The stages of this type of text are: collecting material
stage 3-The stages of this type of text are:working through text
stage 4-The stages of this type of text are: reviewing text
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EDEE100 Assessment 1 template

Describe the variety of language used in each text in terms of field, tenor and mode
(register). (Write your answers in the table below). [Marking criterion 3]
Register (context) Language variety
Field
a) What is the text about?
(e.g. cooking, Australian history,
marsupials...)
Text 1 girls thoughts
Text 3: climatic changes
b) What ideas are expressed in the text?
(e.g. ideas about baking bread)
Text 1: idea is about expressing the various thoughts
develop in a child
Text 3: Changes in climate system
c) Is the language everyday, specialised or technical?
Text 1: Everyday
Text 3: Specialised
d) How are the ideas connected?
(e.g. implied logic, conjunctions, text connectives,
logical verbs and/or nouns)
Text 1: text connectives
Text 3: iImplied logic
e) Who is producing the text? (e.g.
an expert, a storyteller)
Text 1: a storyteller
Text 3: an expert
f) Who is the target audience? (e.g.
students, novices)
Text 1: teens
Text 3: adults
g) How is the text producer interacting with the
audience? (e.g. The expert uses commands to instruct
the novice. The text producer uses evaluative
language expressing feelings and attitudes to build
suspense, or evaluations to inform.)
Text 1: the text producer uses the narrative text that
express the feelings of a kid for new places and people
to build the story connection.
Text 3: the text producer the text producer uses the
descreptive text to inforr the invoice.
vii) Is the language informal or formal? Why?
Text 1: informal
Text 3: formal
Mode
h) What is the channel of
communication? (e.g. written,
spoken, multimodal)
Text 1: multi model
Text 3:written
i) How is the text organised? (e.g. paragraphs, steps,
dot points, dialogue)
Text 1: paragraph
Text 3: dot points
j) Is the language mostly concrete or abstract?
Text 1: abstract
Text 3: concrete
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EDEE100 Assessment 1 template

(ii) For each text, language features that help the text achieve its purpose in its context
have been selected. Name the feature, show how each language feature is structured,
and describe what it does (its function). [Marking criterion 4]
Text 1 My two blankets (Write your answers in the right-hand column.)
1.1 What types of sentences are these (e.g.
simple, compound, complex)?
a. I got on and she pushed me higher and
higher.
b. Now my new blanket is just as warm and
soft and comfortable as my old.
c. When I went home, I hid under my old
blanket
Name the type of sentence and show the
structure of each example.
a. simple sentence, it is uses the simple
element in making the sentence.
Subject- I got on.
Predicate- she pushed me higher and higher
b. compound, it is uses two clauses to form,
the sentences
independent- clauses Now my new blanket
c. complex, it uses dependent and
independent clauses in the sentence.
Independent- I went home
dependent- hid under my old blanket
1.2 How does including a variety of sentence
types affect the meaning of the text?
By including variety of sentences makes the
text interesting and monotonous. It derive
the text more expressive and engaging.
2.1 What type of word groups are these
(e.g. verb group, noun group, adverbial, ...)?
a. started to sound
b. thin and small
c. a blanket of my own words and
sounds
Name and show the structure of each
example.
a. verb group- sound
b. noun group- big
c. adverbial group- own
2.2 How do these choices affect the meaning
of the text?
By choosing the word group it makes the
writing more stronger and informative.
3.1 What types of words are these? Name
the grammatical class (e.g. verb, noun,
adjective, adverb, ...).
a. sharp, new, old
b. bed, swings, park
c. feel, scared
d. I
e. higher and higher
Name the grammatical class and state the
type, of each example.
a. adjective
b. noun
c. adverb
d. pronoun
e. verb
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EDEE100 Assessment 1 template