Text A “A Game of Polo with a Headless Goat” and text B “ Royal Shrovetide Football” they both focus

on the same point of view: a sport to do with their culture. They both inform the reader about how the
game is played and the basic rules of playing the game. The two text focus on unusual sports that no one
ever knew about. Text A talks about a game of polo which requires a donkey. The text shows an
interesting race between two donkeys and how they struggled to win the first place. Text B is mainly
about teaching others how to play Shrovetide football and the instructions you have to follow to win the
game, it also summarizes the whole text in just a few rules. both text A and B is written in a genuinely
casual and loosened up way which is with regards to the occasion being depicted. The language utilized
is spellbinding and speaks to a crowd from adolescents to grown-ups as the content can be followed and
perceived by both. The movement of the article gets as the occasion unfurls so as to help get over the
speed at which things were occurring.

Text A used first person which makes it more persuasive attracts the audience and causes them to feel
like they are prat of the story. Emma Levine likewise makes reference to and cites portions of the
discussions she had with the young men in the vehicle. "I really enjoyed that" This causes the audience
to feel like they are at the race face to face and gives a knowledge into what Emma and the young men
were thinking as it occurred. This enables the audience to make an association and manufacture a
relationship with the characters in question. The story has a decent harmony among anecdotal and
verifiable. However, text B uses third person to describe how the game is played. It gives a clear image
of who ,when, where ,what and how the audience shall follow the steps. "it is now painted by local
craftsmen." this shows flexibility and objectivity in the text and it enables the audience to be all-knowing
of what is going on. This allows the reader to clearly see the difference between opinion and fact, and
thereby including the bigger picture within the article.

Text A used hyperbole to create a strong effect of exaggeration. "Waiting for an eternity" The use of
hyperbole help the audience get a genuine feeling of what it probably been similar to be there. It gives
the audience an understanding into the authors brain. The goal of utilizing exaggeration is to add an
entertaining impact to the content. In text A, it conveys an incredible hugeness as it permits the scholars
to introduce something normal in a serious way. In addition, one can transform a typical inclination into
an astounding one. In particular, the utilization of exaggeration furnishes a differentiation similarly as
with this procedure, something is clarified by giving additional pressure and ,different portrayals to stay
ordinary. Subsequently, it catches the audience attention and makes the artistic work significant for
quite a while. Similarly, text B also uses hyperbole to make the text more interesting. “made up of
dozens if not hundreds of people.” These sayings are purposefully outlandish; their motivation is to
catch the audience attention by their appearance. While by definition all overstatements contain
outlandish embellishments, the audience will confirm that there is some essential quality to the thing
being underlined, only not to the degree of what is really composed.

Text A is written to entertain and show the audience her experience with the donkey race, Text B is
written to inform and persuade into playing Shrovetide football. Writers and readers motivations in
imparting decide the fundamental reasoning behind different choices the two writers and crowds make.
the writers motivation in imparting could be to train, convince, illuminate, engage, teach, surprise,
energize, dishearten, edify, rebuff, support, or many, numerous others. The readers have changed
purposes for perusing, tuning in to, or in any case acknowledging bits of correspondence. readers may
try to be told, convinced, educated, engaged, taught, alarmed, energized, disheartened, edified,
rebuffed, supported, or many, numerous others. the writer motivations are just restricted to what
exactly is needed to achieve in their snapshots of correspondence. There are the same number of
purposes for conveying as there are words to depict those reasons.

In conclusion, text A and B used a variety of language techniques to inform and show the readers the
different cultures and how they work together in entertaining themselves. Moreover, it shows the
seriousness with which each sport can be viewed from the readers perspective. Both texts tend to grab
the readers attention and keep them reading along the texts.