Chapter 6

WRITTEN LANGUAGE
Group 5

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 CONTENTS
6.1 Introduction
6.2 Text types
6.3 Speech and writing
6.4 Units in written discourse
6.5 Clause relations
6.6 Getting to grips with larger pattern
6.7 Patterns and the learner
6.8 Culture and rhetoric
6.9 Discourse and the reader
6.10 Conclusion
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 1. Introduction
…
cohesion

WRITTEN
LANGUAGE

text patterns
coherence

clause relations
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 6.2 Text types
What “ text” refer to?

The term “text” refers to “a passage, either

spoken or written, that does form a unified
whole” (Halliday & Hasan, 1976:1)

Could you list out some kind of written text?

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 6.2 Text types

1.Instruction leaflet 6. Poem News report

2. Letter to/ from friend 7. Academic article
3. Public notice 8. Small ads
4. Product label 9. Postcard to/ from friend
5. Newspaper obituary 10. Business letter

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 6.3 speech and writing
'it is forbidden to ride/ park a
bicycle here'

'all available bicycles already

hired l sold

The meaning of written texts depends on where the

notice is located (context)
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 6.3 speech and writing – classroom Activity
A group of German advanced learners of English were instructed to
decide on the dispositions of furniture and equipment in a room
for a school open day.

The first phase  discuss in group  how best to arrange

the furniture

The second phase write a note  explain requirements

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6.3 speech and writing- p150-151

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Field, tenor and mode – a literacy framework for all subjects

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 6.4 Units in written discourse - The Jigsaw Classroom technique
1. Teacher distribute the materials and asks Ss to read in class

2. T divides class into two big group

3. Teacher asks one group to get the text with sentences 1, 3, 5, 7, 9, etc. and has to
recreate sentences 2,4, 6, 8, and vice vesa.

4.Teacher discarded the originally provided sentences, the two sets of created
sentences are put together to see if they make a coherent and cohesive text

5. The group together make any changes needed until they are satisfied with the
finished product.

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6.4 Units in written discourse – experience in language teaching

Jigsaw helps students to deal

with their inability of writing
because each student supports
each other member in the home
group in order to gain their
group’s achievement.

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 6. 5
Clause relations

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 6.5 Clause relations
E.g. I like this picture because it’s beautiful
Clause 1 relational word Clause 2

- Cause-consequence, instrument-achievement,
temporal sequence Logical relation
- Contrasting and equivalence Matching relation

Clause relations are identified by conjunction,

substitution, reference, ellipsis or lexical cohesion.

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- Conjunction:
• Addictive: and, or, moreover, in addition,…
• Adversative: but, however,…
• Causal: so, therefore, thus,…
• Temporal: then, next, after, later,…

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Substitution:
1. I have heard some strange stories in my time. But this
one was perhaps the strangest one of all
nominal substitution
2. The words did not come the same as they used to do
verbal substitution
3. Is there going to be an earthquake? – it says so
clausal substitution

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- Reference:
1. Three blind mice. See how they run!
personals
2. Mai doesn't like Da Lat because Mai and her boyfriend
broke up there
demonstratives

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 6.6 Getting to grips with larger patterns
The most common macro patterns in a text are those that
Hoey (2001) identifies as follows
- Problem – solution pattern
- General – specific pattern
- Hypothetical – real pattern

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 6. 6 Getting to grips with larger patterns
The problem solution pattern is the most common pattern
Has 4 functions:
• Situation afford background information
• Problem raises a particular problem
• Response provide a response
• Evaluation deals with the response to the problem
is positive or negative

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general - specific pattern

General statement

Specific statement 1

Specific statement 2

Specific statement 3

…..

General statement

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Hypothetical – real pattern
In the hypothetical element : not accede to its truth

In the real element: consider to be the truth

It is used in political journal, newspapers and
magazines.

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Identify the pattern in the passage.
(1) Most people like to take a camera with them when they travel
abroad. (2) But all airports nowadays have x-ray security screening
and x-rays can damage film. (3) One solution to this problem is to
purchase a specially designed lead-lined pouch. (4) These are
cheap and can protect film from all but the strongest x-rays

Problem – solution pattern

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 6.7 Patterns and the learners
Identify a text's pattern by paying attention to signal
vocabularies.
Each text pattern is associated with different signal
vocabularies
E.g. But the problem is . . .
Planners have an important role to play: . . .
One possible solution to the problem is . . .
Students observe and analyze texts for themselves in order
to acquire real competence to communicate using written
English
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 6.8
Culture and rhetoric
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 6.8.Culture and rhetoric

The culture of the country that learners belong to has

some remarkable impacts on their English language
process.
The mother tongue or the L1 (the first language) of a
learner could affect their English.

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Ex: A friend of yours has just been learning English for
two weeks and he is a Vietnamese native speaker, he
wants to say “Một cô gái rất xinh đẹp và dễ thương” in
English, and then he says “One girl very beautiful and
cute”.
(?) What he really wants to say?
A very beautiful and cute girl

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 6.8.Culture and rhetoric
(?) Correct the mistakes in this writing:
“British people often watching television. Teenagers
many them. They also like listen music and play
football. Play football very good for health they. They
like play football in free time they.”

“British people often watch television. Many of them

are teenagers. They also like listening to music and
play football. Playing football is very good for their
health. They like playing football in their free time.” 26
 6.9
discourse
and the reader
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6.9.discourse and the reader

Ex: What does the word “She” in the sentence below

refer to?
“I went out with Kim yesterday. She looked so beautiful”

Anaphoric reference

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6.9.discourse and the reader
Cohesion and Coherence

Cohesion can generally be seen explicitly through

how words in a paragraph are organized, especially
via Cohesive devices (and, but, thus, in addition, in
contrast, however, etc.).

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 6.9.discourse and the reader
Cohesion

“The public transport in this city is unreliable and it’s cheap.”

“it’s cheap” is simply added to the previous information

“The public transport in this city is unreliable but it’s cheap.”

They are giving a contrasting opinion to the first part of
the sentence by using the word “but
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 6.9.discourse and the reader
Coherence

Read the following paragraph and determine the main

content of it:
“The Austrian composer Mozart was a musical genius. In
addition, he has got a swimming pool. It actually tingles on
your skin to tell you it’s working. Moreover, water would then
come out of fountains such as the one shown here. Thus,
dogs still chase rabbits”
-> The paragraph above lacks coherence 31
 6.10.
Conclusion
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 6.10.conclusion
- - Discourse analysis is the study of language in either
spoken or written form. Cohesion, coherence, clause
relations and text patterns are all parts of written
discourse.
- - Discourse analysis in language teaching is very
significant. It helps people who are using or learning a
language truly understand the language in different
situations.

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 6.10.conclusion
- Written discourse analysis is a supportive function
when it comes to teaching languages.
- Applying written discourse analysis lessons in the
classroom is very helpful. By doing so, learners will have
the ability to make their writing coherent and readable.

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Thank you !