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RAW Lesson 02-Text As A Connected Discourse

Here are some ways to organize ideas in a written text: - Chronological order - Organize content based on time or sequence of events. This could be used for recounting personal experiences or historical events. - Importance - Structure content based on most to least important ideas. The key takeaways or main themes are presented first followed by supporting details. - Location - For content describing places or things in relation to location, organizing spatially from one area to another makes logical sense. - Process - When explaining how something is done or works, step-by-step instructions or a process flow allows readers to easily follow the progression. - Problem/solution - For a problem-solving text, introducing

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161 views15 pages

RAW Lesson 02-Text As A Connected Discourse

Here are some ways to organize ideas in a written text: - Chronological order - Organize content based on time or sequence of events. This could be used for recounting personal experiences or historical events. - Importance - Structure content based on most to least important ideas. The key takeaways or main themes are presented first followed by supporting details. - Location - For content describing places or things in relation to location, organizing spatially from one area to another makes logical sense. - Process - When explaining how something is done or works, step-by-step instructions or a process flow allows readers to easily follow the progression. - Problem/solution - For a problem-solving text, introducing

Uploaded by

Arlance Sandra Marie Medina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TEXT: A CONNECTED

DISCOURSE
READING AND WRITING
ARLANCE SANDRA MARIE M. GARCIA

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Objectives

At the end of this lesson, you will be able to


READING AND WRITING
ARLANCE SANDRA MARIE M. GARCIA
 Describe written text as a connected
discourse;
 Explain what a connected discourse means;
 Write a reflection on the article “Letter to a
Daughter”
Discourse
 an extended expression of thoughts
or ideas

 utterance, talk, speech, discussion, an


d conversation

 The ideas in discourse are not connected or do no


t have a particular structure.
Discourse
 an extended expression of thoughts
or ideas

 utterance, talk, speech, discussion, an


d conversation

 The ideas in discourse are not connected or do no


t have a particular structure.
Text
 an extended expression of thoughts
or ideas

 a large unit of written language

 a group of ideas put together to mak


e a point or one central idea
Text
 has a structure which requires the ide
as in the discourse to be relevant to
each other
 an actually connected discourse
Text: examples
 Non-fiction
 Reports
 Editorials
 Essays, articles
 References (dictionaries, encyclopedia)
 Fiction
 Novels
 Short stories
 Jokes
 Dramas
 Poetry
Text: examples
 Letters
 Personal
 Business
 Greeting Cards
 Diaries, journals
 Memos
 Messages
 Announcements
 Newspaper journalese
Text: examples
 Academic Writing
 Short answer text response
 Reports
 Essays, papers
 Theses, books
 Forms, applications
 Questionnaires
 Directions
 Labels
 Signs
 Recipes
 Bills
 And a lot more…..
Texts in general are self –
contained, well – formed, hang
together (cohesive), make
sense (coherent), have a clear
communicative purpose,
recognizable text types,
appropriate to their context of
use.”
SCOTT THORNBURY, BEYOND THE SENTENCE, P 19,
MACMILLAN 2005

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Surface Text
 Refers to the set of expressions actua
lly used making some knowledge exp
licit
Deep Text
 Occurs during processing, leaving
other knowledge implicit
Texture
 Makes a text understandable.

 The basis of unity and semantic inter


dependence within text. (Crane 1994)
Texture
 A written text that lacks texture woul
d simply be a bunch of isolated sente
nces that have no relationship with e
ach other
Sequential Implicativeness
 Is a feature of texture.
 Denotes connectionism – each line is
connected from or connected to the
previous line.
 The linear progression of text creates
a context of meaning – the “with” in t
he text.
Assignment:

List ways on ho
w to organize ide
as.

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