1. 22 © Hodder Education 2010 Resource 2.2.7 Applying the ‘Register Detector’

2. 2 © Hodder Education 2010 What is Register? Register is a complicated idea in language study. It is: the way a text addresses its readers or listeners the degree of formality within the text the ‘voice’ of a text and the way in which it ‘speaks’ to the reader i.e. is it friendly? Authoritative? Distant? Think of all the registers a teacher might use during a typical day – talking to his or her partner in the morning? To the form? To the headteacher? To the checkout operator at Asda on the way home?

3. 2 © Hodder Education 2010 Analysing Register in this text How is register created? Let’s look more closely at… Word choice Address Sentence types Syntax Whole text structure Presentational devices

4. 2 © Hodder Education 2010 Word choice How do the words used by the writer create the text’s register? Here are some examples: The text begins with ‘Hello!’ This makes the speaker seem friendly and the text less formal. Words such as ‘ambling’ and ‘rambling’ rhyme, creating a sense of harmony, and a relaxed voice. Alliteration. E.g. ‘leafy lanes’ and ‘explore and enjoy’ – also creating a more relaxed register. By referring to dog-walking as ‘walkies’, the speaker creates an informal, friendly register. However, ‘by law’ is repeated several times, lending the text a sense of authority and contributes to a more authoritative register. The text uses imperatives such as ‘follow’ and ‘take care’ but makes them more friendly and less bossy by pairing them with words such as ‘please’.

5. 2 © Hodder Education 2010 Address Does the speaker directly address the reader? How is the reader acknowledged? The character of John the sheepdog is introduced at the beginning of the text and speaks directly to the reader. E.g. ‘I’ll guide you through this leaflet’. This creates an informal, friendly relationship between the reader and the speaker. The majority of the text is written in the second person (to ‘you’), making the reader feel involved.

6. 2 © Hodder Education 2010 Address The text uses modal verbs such as ‘must’ – making the register more authoritative. Similarly, the speaker frequently issues instructions and uses imperatives. E.g. ‘don’t risk getting hurt’ and ‘keep your dog on a lead’. However, these are cushioned by phrases such as ‘please’ and ‘as a general rule’ – making the register firm yet friendly.

7. 2 © Hodder Education 2010 Sentence types Sentences often begin with imperatives (commands), e.g. ‘make sure your dog is wormed regularly’ and ‘please follow any official signs’. The text also relies on statements and factual information to lend it a sense of authority, e.g. ‘on most areas of open country…you must keep your dog on a short lead between 1 March and 31 July’. The speaker doesn’t ask questions or use many exclamations, keeping the register informative and advisory rather than questioning and argumentative.

8. 2 © Hodder Education 2010 Syntax How are the sentences structured and ‘shaped’? Does their length and composition affect register? The text contains mostly more complex, longer sentences comprising several clauses, e.g. ‘Everyone knows how unpleasant dog mess is and it can cause infections, so always clean up after your dog and get rid of the mess responsibly’. This is because many sentences link two functions – the sentence above presents a statement that is the reason for the firmly put guidance that follows. Starting with the first bit makes the second bit seem reasonable – not pushy.

9. 2 © Hodder Education 2010 Whole text structure How has the text been structured? How does it begin and end? The text begins by introducing the speaker as John the sheepdog, immediately creating a friendly register. The text then moves from the specific voice of the sheepdog to a more general overview of walking in the countryside. The advice is structured in ‘six steps to worry-free walkies’ – informing the reader about countryside rules and instructing them on responsible ways to behave.

10. 2 © Hodder Education 2010 Whole text structure At the end of these six points, the reader is given contact details and further sources of information that may be of use. The text ends with a concluding statement in bold containing a tripartite structure and summarising the advice given throughout the text – ‘keep your pet safe, protect the environment, and show you are a responsible dog owner’. This carefully chosen whole-structure creates a sense that the writer is eager to make sure we can follow the advice.

11. 2 © Hodder Education 2010 Presentational devices How is the advice presented on the page? How is it made easier to read and more visually appealing and engaging?

12. 2 © Hodder Education 2010 The ‘six steps to worry-free walkies’ are structured in bullet points. This lends clarity and coherence to the text and makes the advice easier to reader and absorb. Look! The writer cares about me! The text uses a soft, non-aggressive colours like this green to create a friendly register. The summary statement is in bold and placed separately, making it an effective concluding piece of advice. We know how much you care because we care too! The text uses a photo of a sheepdog which serves as the ‘guide’ throughout the text. The sheepdog appears friendly, creating an informal register. The message from John the sheepdog is presented in a speech bubble. This creates the idea that John is guiding the reader and contributes to the firm but friendly register. This dog is talking to me! The title/concept of the advice is presented in a different green to the rest of the text, again making the advice more visually appealing and easier to read.