EDEE100 - Analyzing Language and Images in Multimodal Texts

This assignment solution for EDEE100 Assessment 1, Part 2, involves a detailed analysis of language and images from two multimodal texts. The analysis covers Text 1 and Text 3 (written texts) and Text 2 and Text 4 (images). The solution addresses various aspects of the written texts, including the context of use, text type, social purpose, stages of the text, and register (field, tenor, and mode). It also examines specific language features such as sentence types, word groups, and word choices, explaining their structure and function. Furthermore, the solution includes a reflection on the relevance of the texts to personal, community, educational, and professional interests. The image analysis focuses on the type of image (narrative or conceptual), social purpose, and register. The assignment concludes with an analysis of multimodal texts, integrating both language and visual elements. Desklib provides a platform for students to access this solution and other study resources.

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
1
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
2
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
3
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
4
EDEE100 Assessment 1 template

3.2 How do these word choices affect the
meaning of the text?
it makes the sentences more effective and displayable
to reader.
Text 3 Understanding climate change (Write your answers in the right-hand column.)
1.1 What types of sentences are these? (e.g.
simple, compound, complex)
a. Analyses of a range of climate scenarios
indicate the most severe risks of climate
change can largely be mitigated
b. The pattern of observed changes in the
climate system is consistent with an
increased greenhouse effect
c. Climate models are used to understand
the causes of climate change and to
project changes into the future.
Name the type of sentence and show the
structure of each example.
a. compound
independent- climate change can largely be
mitigated
b. complex
dependent- observed changes in the climate
system
independent-increased greenhouse effect
c. simple
subject- Climate models
predicate- project changes into the future
1.2 How do these choices affect the meaning
of the text?
These choices made the sentences more
influencing.
2. 1 Identify the verb groups in Stage 3 of the
text and name the verb types.
Verb groups and verb type:
could be
must go
transvestite
2.2 What ideas are expressed by these verb
choices?
These expressed the formation of text.
3.1 Identify 3 examples of noun groups from
this text.
3.2 How do these choices affect the meaning
of the text?
Show the structure of each example.
1. activities
2. green houses gases
3. heat waves these senteces makes the
senteces more informative
4.1 What grammatical feature is exemplified Name the feature and show the structure of
5
EDEE100 Assessment 1 template

in these noun groups?
a. long-term sustained widespread
reduction of snow and ice cover
b. the addition of greenhouse gases
c. disruptions to rainfall patterns
each example.
a. pessimistic
b. optimistic
c. formal
4.2 How do these choices affect the meaning
of the text?
these choices develop the accurate meaning of
sentences.
iii) Write a paragraph of about 100 words reflecting on how Texts 1 and 3 might be relevant
to your personal and community interests, and/or educational and professional goals.
[Marking criterion 5]
The text one and three is relevant regard to personal and for community interest because it
shows how to overcome the sadness and bad thoughts that comes in the life by positive
approach. In personal life it could be helpful for overcome from worst Situation (Pozo,
Grao-Cruces and Pérez-Ordás, 2018). Later on, the information about climatic change that
is happening because of green house affect and overheating destroying the human as well
as natural system. Therefore, the human practice in future should be done to safeguard the
environment (Prestridge, 2019).
To help you write this paragraph, and other paragraphs in this project, use the information
on the Academic Skills Office website about how to write paragraphs: https://aso-
resources.une.edu.au/academic-writing/paragraphs/
References sources
Prestridge, S. (2019). Categorising teachers’ use of social media for their professional
learning: A self-generating professional learning paradigm. Computers & education, 129,
143-158.
6
EDEE100 Assessment 1 template

Pozo, P., Grao-Cruces, A., & Pérez-Ordás, R. (2018). Teaching personal and social
responsibility model-based programmes in physical education: A systematic
review. European Physical Education Review, 24(1), 56-75.
7
EDEE100 Assessment 1 template

Part 2B: Analysing the features of images
(i) View the images accompanying Text 2 and Text 4 then answer the questions below.
[Marking criterion 6]
Name the type of image/s in (narrative or conceptual):
Text 2 image The image accompanying text 1 being presented in text 2 seems to be
narrative image. For the reason being the image speaks the story of post
war and relates to an individual in respect of the complex changes being
observed.
Text 4 image The image accompanying text 3 being presented in text 4 appears to be
conceptual type of image. As in the given image concept of climate
system is being explained.
Identify the social purpose of (e.g. to describe; to persuade):
Text 2 image The social prospective being highlighted in the image of text 2 relates to
highlighting the post war condition of an individual. As in the given
image socialisation as a medium to adjust the frequent changes were being
displayed.
Text 4 image Under text 4 image, the displayed graphic presented an social aspect of
being descriptive. For the said image information about climate system is
being highlighted.
Describe the field, tenor and mode (register) of the image. [Marking criterion 7]
Field
a) What is the image about?
Text 2: The image highlights story of
an individual and post war impacts
on lifestyle.
Text 4: Given image displays about
climate system with their
interrelated factors and concepts.
b) What ideas are expressed in the image?
Text 2: The idea of being "Oneself" under any
changed context of life situation is being highlighted
as the key to success or handle changes.
Text 4: A detailed knowledge idea about the climate
system is being presented in the image.
c) Is it an everyday or specialised image?
Text 2: It is a specialized image.
Text 4: It is an everyday image.
8
EDEE100 Assessment 1 template

Tenor
d) Who is producing the image? (e.g.
an expert, an illustrator)
Text 2: Illustrator
Text 4: Expert
e) Who is the target audience? (e.g.
children, students)
Text 2: General public
Text 4: Students
f) How is the image producer interacting with the
viewer? (e.g. attitudes, social distance, contact,
reality)
Text 2: Attitudes
Text 4: Reality
Mode
g) How is the text designed/laid out?
(e.g. photograph, drawing, cartoon
etc)
Text 2: Cartoon
Text 4: Drawing
h) How is the image organised? (e.g. in the centre of
the page, inside a frame, in focus etc)
Text 2: In focus
Text 4: Inside a frame
ii) In each image, find features that contribute to the different types of meanings made by
the image. Describe each feature and how it contributes to the meanings in the image
(See Topic 5 notes). [Marking
criterion 8]
Text 2 My two blankets (image)
1. Find one or more
features in this image
that express and/or
connect ideas.
We went back three times before I saw her again. She waved and
smiled,
and I felt warm inside. The girl came up to us and said something.
Her
words were strange. It was like being back under the cold
waterfall.
2. Find one or more
features that in this
image that interact with
viewers.
Nobody spoke like I did. When I went out, it was like standing
under a
waterfall of strange sounds. The waterfall was cold. It made me
feel
alone. I felt like I wasn’t me any more.
9
EDEE100 Assessment 1 template

3. Find one or more
features that in this
image that contribute to
its organisation.
Now my new blanket is just as warm and soft and comfortable as
my old
blanket.
And now I know that no matter which blanket I use, I will always be
me.
Text 4 The Climate System
1. Find one or more
features in this image
that express and/or
connect ideas.
Our climate is changing. Observed changes over the 20th century
include increases in global average air and ocean temperature,
rising
global sea levels, long-term sustained widespread reduction of
snow
and ice cover, and changes in atmospheric and ocean circulation
and
regional weather patterns, which influence seasonal rainfall
conditions.
2. Find one or more
features that in this
image that interact with
viewers.
Many of the impacts of climate change pose risks to human and
natural
systems, in the form of more frequent and severe heat waves,
coastal
inundation due to sea level rise, disruptions to rainfall patterns and
other effects.
10
EDEE100 Assessment 1 template

3. Find one or more
features that in this
image that contribute to
its organisation.
The pattern of observed changes
in the climate system is consistent with an increased greenhouse
effect. Other climatic influences like volcanoes, the sun and natural
variability cannot alone explain the timing and extent of the
observed
changes.
(iii) Write a paragraph of about 100 words reflecting on how these images might be relevant
to your personal and community interests, and/or educational and professional goals.
[Marking criterion 9]
The presented image can reflect on my personal life development as by evaluating on text 2
image which relates to personality and attitude of an individual. For the given image
importance of keeping self-growing and confident attitude is highlighted. On the other
hand, reflecting to next image presented under text 4. It can be said that, provided image
proved to be educational (Powell and Johnson 2019). For the given context the said image
developed effective understandings in respect to climate system. Displaying terms like;
Ecosystem, Atmospheric composition etc. proved to be helpful in regards to better
educational learning that can be helpful in terms of attainment of professional goals
(Karasik, 2020).
Reference sources
Karasik, R. J. (2020). Community partners’ perspectives and the faculty role in community-
based learning. Journal of Experiential Education, 43(2), 113-135.
11
EDEE100 Assessment 1 template

. Introduction to special topic forum: Advancing and expanding work-life theory from
multiple perspectives. Academy of Management Review, 44(1), 54-71.
12
EDEE100 Assessment 1 template