LING2218: Text Analysis Assignment 2

Assignment 2

Details

This assignment is designed to assess all learning outcomes associated with this unit.Complete the grammatical analysis of the extracts from The Ministry for the Future, adding the interpersonal and textual analysis. Steps for this assignment are:

1. Using tables below, analyse the constituents of the clauses from the perspective of the interpersonal grammar, indicating which elements are: Subject, Finite, Predicator, Complement and Adjuncts. I have already completed some clauses in each of the three extracts.
2. Using tables below, analyse the constituents of the clause from the perspective of the textual function, identifying Theme, and Theme types, and Rheme
3. The “assignment tables” file has a summary of the experiential analysis. You need to fill out “summary table 2: interpersonal analysis” indicating the mood and speech function for major clauses, and inserting the relevant information for remaining columns in the table and “summary table 3: theme analysis”. PLEASE COMBINE THIS TABLES INTO THE ASSIGNMENT FILE, AND SUBMIT THEM WITH YOUR ASSIGNMENT AND ESSAY.
4. Write a summary and interpretation of the patterns of the experiential, interpersonal and textual grammar in this extract, and relate these patterns to the type of text chosen for this assignment (1200 words +/- 10%). You can use ideas/wording from your first assignment when you wrote about the experiential meanings in this second assignment. You can find examples from previous assignments to use as a model for your essay.

Extract 1

It was getting hotter.

Frank May got off his mat and padded over to look out the window. Umber stucco walls and tiles, the color of the local clay. Square apartment blocks like the one he was in, rooftop patios occupied by residents who had move up there in the night, it being too hot to sleep inside. Now quite a few of them were standing behind their chest-high walls looking east. Sky the color of the buildings, mixed with white where the sun would soon rise. Frank took a deep breath. It reminded him of the air in a sauna. This the coolest part of the day. In his entire life he had spent less than five minutes in saunas, he didn’t like the sensation. Hot water, maybe; hot humid air, no. He didn’t see why anyone would seek out such a stifling sweaty feeling.

Extract 2

I am a god and I am not a god. Either way, you are my creatures. I keep you alive Inside I am hot beyond all telling, and yet my outside is even hotter. At my touch you burn, though I spin outside the sky. As I breathe my big slow breaths, you freeze and burn, freeze and burn.Someday I will eat you. For now, I feed you. Beware my regard. Never look at me.

Extract 3

Article 14 of the Paris Agreement Under the United Nations Framework Convention on Climate Change called for a periodic taking stock of all the signatory nations’ carbon emissions, which meant in effect the total global carbon burn for the year in question. The first ‘global stocktake’ was scheduled for 2023, and then every five years after that.

The first global stocktake didn’t go well. Reporting was inconsistent and incomplete, and yet it was very clear that carbon emissions were far higher than the Parties to the Agreement had promised each other they would be, despite the 2020 dip. Very few nations had hit the targets they had set themselves, even though they had set soft targets. Aware of the shortfall even before the 2023 stocktake, 108 countries had promised to strengthen their pledges; but these were smaller countries, amounting together to about 15 percent of the global total emissions

Assessment Requirements Summary

Objective:
The assignment requires a comprehensive grammatical analysis of selected extracts from The Ministry for the Future, integrating experiential, interpersonal, and textual functions of language. The final submission includes tables of analysis and a 1200-word essay interpreting the patterns identified.

Key Pointers to Cover:

1. Interpersonal Grammar Analysis:

   • Identify Subject, Finite, Predicator, Complement, and Adjuncts in clauses.
   • Determine Mood (declarative, interrogative, imperative) and Speech Function (statement, question, command, offer, etc.).

2. Textual Grammar Analysis:

   • Identify Theme and Rheme in clauses.
   • Categorise Theme types (Topical, Interpersonal, Textual).

3. Integration of Experiential Analysis:

   • Incorporate experiential meanings from Assignment 1 (already partially completed).

4. Essay Component:

   • Summarise and interpret grammatical patterns across the three extracts.
   • Relate grammatical patterns to the text type and purpose.
   • Word count: 1200 words ±10%.

5. Submission Requirements:

   • Combined tables (Experiential, Interpersonal, Textual) included in the final submission.
   • Clear annotations and explanations in the essay.

Mentoring Approach: Step-by-Step Guidance

Step 1: Reviewing Previous Work

• The mentor began by reviewing the student’s experiential grammar tables from Assignment 1 to identify completed analyses and gaps.
• Emphasis was placed on consistent use of terminology and ensuring alignment with systemic functional grammar principles.

Step 2: Interpersonal Grammar Analysis

• Using the assignment tables, the mentor guided the student to:
  • Identify Subjects, Finite, Predicators, Complements, and Adjuncts for each clause.
  • Determine Mood and Speech Function for all major clauses in each extract.
  • Fill in missing columns in Summary Table 2 with structured examples and explanations.

Step 3: Textual Grammar Analysis

• The student was guided to:
  • Identify Theme and Rheme for each clause.
  • Categorise Theme types (Topical, Interpersonal, Textual) in Summary Table 3.
  • Discuss how these textual choices affect cohesion, emphasis, and information flow.

Step 4: Synthesising Analysis for the Essay

• The mentor helped the student:
  • Combine insights from experiential, interpersonal, and textual analyses.
  • Identify patterns across the three extracts (e.g., narrative description, poetic reflection, informational reporting).
  • Relate grammatical patterns to text purpose and audience expectations.
  • Draft a cohesive essay integrating tables as supporting evidence.

Step 5: Review and Refinement

• The final step involved:
  • Checking clarity, logical flow, and alignment with assessment criteria.
  • Proofreading tables and essay to ensure accuracy of terminology.
  • Cross-referencing examples from Assignment 1 to support interpretations.

Outcome and Learning Objectives Achieved

Outcome:

• Completed tables for interpersonal and textual analysis.
• Comprehensive essay (~1200 words) interpreting grammatical patterns and relating them to text type.
• Submission met formatting and analytical requirements, showing a clear understanding of systemic functional grammar.

Learning Objectives Covered:

1. Apply experiential, interpersonal, and textual grammatical analysis to complex literary and informational texts.
2. Interpret how grammatical choices shape meaning, mood, and information flow.
3. Develop skills in structured linguistic analysis and presentation of findings in tables and narrative form.
4. Synthesize prior knowledge to produce a cohesive, well-supported academic essay.
5. Enhance ability to critically reflect on language patterns across different genres and writing styles.

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