UNIT 12

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UNIT 13

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UNIT 14

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UNIT 15

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UNIT 16



 
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UNIT 20



 
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UNIT 22



 
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UNIT 23



 
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UNIT 24



 
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UNIT 25

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وأنصحكم بالاطلاع على مواضيع منتديات الصحوة 

http://sa7wa.net/forumdisplay.php?f=92

نقاش الفاينال في المنتدى السعودي

http://www.aoua.com/vb/showthread.php?t=385241&page=2

ووهنا تحميل النماذج

http://www.gulfup.com/?DccHxz

تحميل مباشر 
 WORD
  http://www.gulfup.com/?AO3MOX

أو
 عرض + تحميل

word 

PDF

تحميل مباشر 
 WORD
  http://www.gulfup.com/?y2OeCb

أو
 عرض + تحميل

word 

PDF

تحميل مباشر 
 WORD
  http://www.gulfup.com/?GQvDQJ

أو
 عرض + تحميل

word 

PDF

تحميل مباشر 
 WORD
  http://www.gulfup.com/?uba2xg

أو
 عرض + تحميل

word 

PDF

E303B - UNIT 20

Critical discourse analysis (CDA):

· This approach has been developed by linguists with an interest in the rhetorical potential of texts – the potential of texts to influence societal beliefs, values and expectations.

· It is an approach concerned with the ways in which texts may influence public opinion in relation, for example, to politics, international relations, the economy, religion and the environment.

· Moreover, it is an approach concerned with the potential of texts to shape a society’s more basic beliefs and assumptions about the way the world is and the way it ought to be.

· Much of the research within this critical framework has been directed towards those texts which have the most obvious potential for influencing social attitudes – mass media journalism and the speeches and statements of political leaders. (In exploring the persuasive strategies employed in the texts of politicians and political parties, or the role of the mass media in shaping community attitudes and beliefs).

· This is why the critical approach has been applied to texts from a great diversity of fields including expert and popular science, advertising, public administration, history, economics, education policy, and various types of literature including popular children’s fiction.

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CRITICAL LINGUISTIC APPROACH: SOME KEY CLAIMS AND ASSUMPTIONS

**Ideology**

· At the heart of the critical linguistic approach is the notion of ideology. It is generally used to refer to the notion of world view or value system. It refers to the fact that all speakers and writers necessarily operate with assumptions, beliefs and expectations about the way the world is, and the way it ought to be.


(E.g.: The assumptions and beliefs by which the members of any community develop views)

- what is right and wrong or good and bad

- what is normal or natural human behaviour and what is abnormal or aberrant

- what are the appropriate roles for human individuals to perform according to such factors as their age, gender and education

- what it means to be an integral member of that community

- what it means to be an outsider or an alien.


· These sets of socially-based assumptions and beliefs are termed ideologies and, accordingly, all texts can be seen as ideological in that they are shaped by, reflect, and hence potentially perpetuate, such value systems or ways of thinking .

· Much of critical linguistic work is directed towards relating specific lexicogrammatical features to these underlying world views (or ideologies). Each particular view of the world is most firmly based in what is assumed by the people holding that view to be common knowledge or common sense.

· There are some researchers within critical linguists who reserve the terms ‘ideology’ and ‘ideological’ for a particular type of world view or value system which they see as acting to support or perpetuate social inequality, exploitation, discrimination or oppression.

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ما من عبد مسلم يدعو لأخيه بظهر الغيب إلا قال الملك ولك بمثل.

اول شي نشرح السؤال واذا صار محتاج توضيح بذكرهم ولما الدكتور يشرحه بعد بضيف

الشرح هذا مبدئي
task 1
اختيار النص والدكتور عطانا النصوص

task2
Read the poorly written texts several times and decide whether their weaknesses lie primarily in the way they have constructed interpersonal, textual or experiential meanings. You need to consider here the grammatical choices in relation to the context of use of the texts; in other words, to their:

المطلوب التركيز على نقاط الضعف ووين في الضبط؟

· Field (for example, is the choice of lexis sufficiently technical and specialised or suitably commonplace and accessible?)
اهني نشرح الكلمات المستخدمة وهل مناسبة او لا
مثلا انا لاحظت بالنصين عندي الكلمات المستخدمة كله غلط
كاتبين:
i feel good because you study me

مفروض teach me
وهكذا...

· Tenor (for example, does the lexicogrammar construct appropriate social roles and status for both writer and speaker?)
اهني نشرح من ناحية منو يكلم منو وهل هم من نفس المستوى؟
طبعا حنا نص تلميذ الى دكتور فهل الطالب مراعي هالنقطة؟
يستخدم dr او اي شي ثاني يدل على الحالة الاجتماعية


· Mode (for example, do the lexical and grammatical choices construe a well organised and structured text consistent with the mode and goal of the piece of writing or do they, for example, make the text too formal?)
اهني طريقة تنظيم النص مثل يونت 14 و 15 و 16


· Audience, i.e. the readers the texts address: general or specialist readers.



الحين شتسوون

كل واحد يمسك النصين اللي عنده وبكل واحد يبتدي يكتب ملاحظات:

field:
ويكتب تحته النقاط اللي شافها + مثال من النص

ونستمر مع تنور ومود نفس الشي


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بعد ما كتبنا نقاطنا الاولية لكل نقطة وجهزناهم


نجي مرحلة الشرح

:task 3
اهني مطلوب نكتب 500 كلمة وايضا نسوي جدول للنتائج اللي وصلنا لها

You may write up to 500 words on this part of the assignment, but you will also need to present some of your findings in graphical or tabular form.)

ونشرح سبب الضعف في هذا النص من خلال التركيز على جزئيتيين في الشرح؟
يعني شنو نبي نناقش

1 اظن هنا نناقش النص من ناحية
formal or informal?

For example, you may think the grammar is construing an inappropriate tenor, with the writer sounding too chatty and friendly.

(e.g. pronoun use, ellipsis, speech function, colloquial lexis, contraction, forms of address, stance etc.). (On the issue of colloquial lexis, consult a good dictionary which shows judgements on formal and informal usage. Do not pass this kind of judgement without the help of a specialist or dictionary.)


2 اظن هنا نقاش الثيم وهل هو واضح او لا
ما ادري شحقه فيه ماكرو ثيم؟ بروحه النص 100 كلمة

You may, on other hand, decide that the main problem with each text is its lack of overall structure and therefore decide to analyse patterns of theme choice, including hyper- and macro- theme.


هنا كيف نوضح النتائج او وضعها في جدول

For example you may use formatting or colour to underline or highlight certain choices within the text. You may also present your findings in table form and give counts of each finding.  

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• Task 4 re-writing of text

Based on the findings of your analysis, rewrite each text to make it more effective in the specific areas of grammar and lexis that you focused on.



تاسك 4

اهني نكون وصلنا مرحلة عرفنا مشاكل النص والاغلاط اللي فيه وشنو مفروض الطالب يكتب

فاهني يجي دورنا نعيد صياغة وكتابة النصين بطريقة فعالة وصحيحة من ناحية نقاط الضعف اللي شرحناها

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Task 5 evaluation of re-writing 

نشرح التغييرات اللي سويناها على النص وشلون صار فعال اكثر وصار له تاثير



Describe the nature of the changes you made, why you made them and how effective you think they are in improving the communicative effect of the texts.

لازم وحنا نشرح نوضح شنو الجزئية القديمة بالنص وشنو الجزئية الافضل اللي غيرناها له وحنا نشرح



You must explain both the inappropriateness of the original texts and the replacements/revisions which you introduced to each.







وبس شكله حلو بس الله يستر

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E303B TMA


1) INTRODUCTION

write what you want to do? what ARE your objectives


2)
write the first text (100)
and name it TEXT1

write the second text (100(
name it TEXT2


3)
WRITE AN ESSAY
ABOUT THE WEAKNESS OF THE TWO TEXTS

YOU CAN ADD A TABLE HERE


4)
RE-WRITE THE TWO TEXTS

5)
WRITE AN ESSAY ABOUT THE CHANGES YOU MADE?
WHAY IT IS NOW EFFECTIVE? OR BETTER?


6)

CONCLUSION
=
YOU EVALUATION
OPINION
FINDINGS


7) REFERENCES



الدكتور قال مو مطالبين نشرح كل شي

بس الاشياء اللي نحس انها فعلا السبب في جعل النص ضعيف

ممكن النص بس MODE في غلط وغير مناسب


ونبه ان FOCUS في التحليل

على :
UNIT 14\15\16 = MODE





وبالتوفيق

E303B - UNIT 16

GRAMMATICAL COHESION:

1)   LINKING ADVERBIAL

2)   REPETITION OF MEANING:

-         REFERENCE

-         SUBSTITUTION

-         ELLIPSIS

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LINKING ADVERBIAL

Semantic categories of linking adverbials:

♦   introducing or contrasting viewpoints (contrast)

♦   adding information (addition)

♦   pulling ideas together (summation)

♦   listing pieces of information (enumeration)

♦   restating information (apposition)

♦   signalling results or consequences (result/inference)

♦   marking contrast or conflict (contrast/concession)

♦   signalling a transition to new information (transition)

***metalanguage*** – a language for talking about language

Differences between conjunctions and linking adverbials:

1)    Linking adverbials play a similar role to conjunctions in that they connect different parts of a text by explicitly signalling the semantic link (such as contrast or result).

2)    Unlike conjunctions, which are restricted to joining two clauses together, linking adverbials can bind together meanings across stretches of text.

The function of linking adverbials:

-  Adverbial linkers serve to weave together ideas and arguments.

-  These are to some extent register-sensitive.

-  They create bridges to previous sections of, and meanings in, a text.

-  Act as signposts in the development of a discussion.

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REPETITION OF MEANING:

1)   Reference: (cohesive reference):

Types of references:

1)    Pronouns: are one set of grammatical resources referred to as cohesive reference that serve to keep track of the participants in a text as it unfolds. They are used to signal that what they are referring to can be retrieved in a previous or subsequent section of the text (he, she, it,…).

2)    Definite articles (the) and demonstratives (this, those..).

3)    Indirect reference: the connection has to be inferred from the text (context)

- It makes it difficult for a reader to track what is being referred to.

- Another potential source of confusion when using or interpreting third person pronouns concerns gender and the issue of gender bias 

4)    Locational reference: Adverbials are used as a means to reference locations in time and place. (then, now, here, there, at the moment…)

5)    Comparatives reference: Comparative can function as a reference device. With comparatives, the identity of the presumed item is retrieved not because, it has already been mentioned (or will be mentioned in the text, but because an item with which it is being compared has been mentioned. (same, similar, different, other, such, more, less, bigger)

6)    Anaphora & Cataphora: Forward referencing is more technically known as cataphora   whereas backward referencing is referred to as  anaphora .

7)    Presuming & presenting references: Participants in a text may either be presented as ‘new’ or presumed as being retrievable from another part of the text. Whenever a writer/ speaker signals to the reader/listener that the identity of the participant is already known (i.e. retrievable from the text), the reference is said to be ‘presuming’.

***

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ما من عبد مسلم يدعو لأخيه بظهر الغيب إلا قال الملك ولك بمثل.