Balanced Meal Wake up in a good mood

Going Insane!!!

Types of Adjuncts Functions Text Rewriting QUIZ #2 Grammar 1 Adjuncts Types of Adjuncts Functions Text Rewriting QUIZ #2

QUIZ #2: 15 minutes Answers shown NEXT lesson.

Connection between utterances/  Exercise 1a Circumstantial Adjuncts = Connective Adjuncts = Stance Adjuncts = Where When How Why Author’s point of view Connection between utterances/ ideas

Circumstantial, Connective or Stance? Identify them; label them  Exercise 1a Circumstantial, Connective or Stance? Identify them; label them He was chairman of the English Tourist Board for five years. First, we booked the seats, then we went for dinner, and after that we took a taxi to the theater. [Identify only the first one] Hopefully, student ticket prices will continue to fall. He undoubtedly will be elected president.

 Exercise 1a Circumstantial, Connective or Stance? Circumstantial He was chairman of the English Tourist Board for five years. Circumstantial First, we booked the seats, then we went for dinner, and after that we took a taxi to the theater. Connective Hopefully, student ticket prices will continue to fall. Stance He undoubtedly will be elected president. Stance

 Exercise 1b The bells rang all day long. Underline the adjuncts in the following clauses. Then write the FUNCTIONS above the wording and CLASS below the wording in each. The bells rang all day long. Tom hired a car at the airport.

 Exercise 1b S F/P A II I The bells I rang I all day long. I II All day long is an adverb group which is functioning as the adjunct in this clause. S F/P A II I The bells I rang I all day long. I II NG VG Advg S F/P Od A II I Tom I hired I a car I at the airport. I II NG VG NG PP At the airport is a prepositional phrase which is functioning as the adjunct in this clause.

He sent me flowers through Interflora.

II I He I sent I me I flowers I through Interflora.I II NG VG NG NG PP Through Interflora is a prepositional phrase which is functioning as the adjunct in this clause. S F/P Oi Od A II I He I sent I me I flowers I through Interflora.I II NG VG NG NG PP Oi = indirect object Od = direct object

 Exercise 1c (S F/P O) or (S F/P O A) Michael reads books on trains

 Exercise 1c S F/ P O II I Michael I reads I books on trains I II (books about trains)

 Exercise 1c S F/ P O A II I Michael I reads I books I on trains I II

 Exercise 2: Prepositions: Elements of groups Underline the preposition in each example and identify their function in the group. (Word groups: HEAD, Pre/Post etc) A bridge over the river Off the record comments

 Exercise 2: Prepositions: Elements of groups Underline the preposition in each example and identify their function in the group. (Word groups: HEAD, Pre/Post etc) Dr H Post-M A bridge over the river Dv N PP Pre-M H Off-the-record comments PP N

Revision Exercises (in your handout) Self-study: Check answers to these exercises on MOODLE

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Take a break: 11 minutes

THIS IS IMPORTANT Text grammar

Dear Hush Puppy…. GROUP WORK

Dear hush puppy, I am writing to complain why did my shoe ribbon fall of so easily. Do you know that also my friends shoe ribbon fell. Another reason why is because my shoe is kind of new so I don’t think the ribbon should easily fall of. These facts show that next time you should stick the ribbon more carefully. Finally I will want to say that you should be disgusted for your bad quality shoe. Yours sincerely, Natasha Despoja, aged 10.

Rewrite Step 1: The Rewrite Do not only focus on grammar…think also of word choice and meaning made between the writer and the intended reader. Try to stay as close as possible to the original intent of this student writer. Rewrite

Step 2: What changes did you make? Exam Question: Use the re-writing to name the meaning (experiential or interpersonal) with which the student-writer of the text has more difficulty. Comment also on the grammatical system which is least well controlled in the text. Experiential meaning: word choice; ngs, process types, vgs (structure of) Interpersonal meaning: pronouns, mood, modality, tense, voice, evaluative language

BEGIN WRITING

Step One: Example of a rewrite Dear Hush Puppy, I am writing to complain about the ribbon on my new Hush Puppy shoes. It fell off very easily. My friend’s shoe ribbon also fell off. My shoes are new so this should not happen. (I would like a refund.) Sincerely,

Step 2: What changes did you make? Exam Question: Use the re-writing to name the meaning (experiential or interpersonal) with which the student-writer of the text has more difficulty. Comment also on the grammatical system which is least well controlled in the text. The writer chose interrogative mood (F^S). Declarative is a better choice (S^F) for this text as it is giving information about the shoe and the problems with the shoe.

What changes did you make? Use the re-writing to name the meaning (experiential or interpersonal) with which the student-writer of the text has more difficulty. Comment also on the grammatical system which is least well controlled in the text. The writer used the personal pronoun “you/your” (referring to the reader) 3 times and “my/I” four times in the text. The text is too personal for a letter of complaint (which is more impersonal in nature?)

VGs: fall of (spelling?) ; Analysis Dear hush puppy, I am writing to complain why did my shoe ribbon fall of so easily. Do you know that also my friends shoe ribbon fell. Another reason why is because my shoe is kind of new so I don’t think the ribbon should easily fall of. These facts show that next time you should stick the ribbon more carefully. Finally I will want to say that you should be disgusted for your bad quality shoe. Yours sincerely, Natasha Despoja, aged 10. Interpersonal: Mood (interrogative F ^ S) Pronouns “you” refers to the reader Modality No room for negotiation. Very authoritative Evaluative language Experiential: VGs: fall of (spelling?) ; stick (on); fell The writer has the most problem with interpersonal meaning. The least well-controlled grammatical system is…..

More practice is coming….

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