Objectives

1. Categorising Texts Revision (1) Objectives • To be able to accurately identify G.A.P., including multiple audiences • and/or purposes • To be able to recognise key linguistic features in texts

2. Grouping – reading through the texts • Read through each text. • Identify the G.A.P. for each text. (for spoken texts: situation, participants, roles) • Tip: remember tocarefully read anyinformation given about the texts • andconsiderwhetheratexthas multipleaudiences / purposes.) • Identify the register and mode (spoken / written) of each text. • Tip: Don’t forget texts can have mixed register or combine written and spoken • elements (e.g. chatroom language, planned speech). • Identify the most salient (noticeable and significant) linguistic features in the text and how they suit the text’s G.A.P.

3. Categorising Texts Revision (2) Objectives • To be able to group texts in several ways • To be able to identify differences within groupings • To be able to relate linguistic features to g.a.p. when grouping

4. Grouping texts – some possible groupings register (formality) mode feature of language, e.g. Context-bound/deixis • specialist lexis • coinages • imperatives • politeness features • minor sentences • reference to shared • cultural knowledge • (etc.) Possible groupings audience purpose topic non-Standard English context • Try to write about four (or at least three) groupings. • At least two of these should be linguistically-based groupings

5. Writing about a grouping State the grouping: which texts? reason for grouping them together? Explain how each text belongs in this grouping: exemplify language features relate features to g.a.p./p.r.s. Compare the texts: the extent to which they have the feature you’ve grouped them for the reasons for them having this feature Mention overlaps and grey areas: are there any texts that ‘only just’ fit into this grouping? are there others that ‘with a push’ could have been included?

6. Writing about a grouping – an example I would group Texts A, B and C together as they all contain elements ofspoken language. Text A contains fillers like ‘you know’.This is because it is unplanned speech between friends. Text B also contains fillers(‘…well…’)but these features have been scripted in order to make the implied speaker’s ‘voice’ sound conversational and friendly. This is donein order to win over the reader as the text’s purpose is to persusade them to buy. Text C is authentic speechbutcontains very few non-fluency features.This ismost likely to bebecause the things the speaker, a teacher, is saying, like ‘Coats off’, are part of a daily routine and are therefore habitual. Text D, the emailis written butcontains some speechlike features, such as false starts and ellipses‘did you see him – I’d have thought you would have…?’ This is likely to bebecause the email has not been planned and is between people who know each other well.In this senseit is closer to natural speech than Text B and perhaps even Text C. State grouping Explain why texts belong in it Exemplify with quotes Relate features in texts to G.A.P./P.R.S. Compare texts in grouping Be tentative Mention overlaps and grey areas