Task Description, criteria and rubric as for Assignment 2 in Extended Unit Outline (EUO)

Task Description, criteria and rubric as for Assignment 2 in Extended Unit Outline (EUO)

The task will involve both analysis and interpretation of two further excerpts from the two texts you worked on in Ass 2 titled Caring for Snakes and Venomous Snakes. The excerpts you must analyse for your supplementary task have similar grammatical patterns to excerpts we have already analysed for you in the table below. Also refer to feedback you were provided with on Ass 2.

Part A. Complete the analysis of the text excerpt shown below and in Table 1, following the sample annotations and comments we have used to complete earlier sections.

Part B: Write a response essay of 1000 words which interprets and compares the grammatical patterns of the two texts which have been analysed in Table 1. Apply relevant aspects of genre (purpose, STAGES and phases) and register (field and mode continua) to interpret the texts

References and resources to support your interpretation

Building your knowledge about grammar and context: set readings for weeks 4-8 (e.g. Derewianka, 2021, Ch 2)

Humphrey & Vale (2021) Investigating Model Texts for Learning

Chapter 2 examples of genres, stages and phases.

Chapters 4-6 examples for synthesising and interpreting patterns.

Hayes & Parkin (2021) Chapter 2 the register continuum focus on field and mode

Practice for interpretation and comparison: LEO materials including completed worksheets Wks 5-10

Criteria (see rubric in your EUO)

In your reference list, please only reference texts and articles cited within your essay. Please refer to the library guide for using APA7 with accuracy: https://libguides.acu.edu.au/referencing/apa7Text 1 adapted from Caring for your Snake https://petadvocacy.org/wp-content/uploads/2022/01/Snakes-Care-Sheet.pdf

STAGES /Phases COMPLETED ANNOTATIONS FOR INTRODUCTORY SECTION AND IMAGE

Procedural macro- genre with exposition and protocol genres

CARING FOR YOUR SNAKE

SNAKE BASICS

Snakes make excellent pets.

They are easy to care for, clean, quiet, //and (they) do not require frequent interaction. In addition, they require a limited amount of special equipment for proper care and handling. ..

Proper care of snakes cannot be generalized.

Certain species require specialized handling, //so research the species //to get specific information on the proper care of your pet.. Key Language features

Visual text preview

GOAL

Verbal text preview

Genre: exposition

Position

opinion

preview

Argument

Point

elaboration Dynamic Image action (holding a snake) arms create vector providing a text preview to support heading for the text

Logo and abstract noun group identifies institution

Text opener (caring for your snake) signals purpose and topic;

paragraph openers (Snake Basics, Water) signals sub-topic

Generalised participants as noun groups with mostly describers and classifiers

Action verbs giving snake behaviour and caring

Circumstances: when, where why?

Statements to give information

Evaluative vocabulary

Commands to give instructions

Modality of obligation

Adverbial clauses give details of conditions for action (If)

Genre: protocol

Instructions WATER

A heavy, shallow water dish with fresh water is important for drinking and soaking.

If your dish is not large enough for the snake to completely submerge itself, //use a special plastic container weekly //so your pet can move about, //soak, //relax //and shed its skin //or relieve itself //if (it is) necessary. Some small or tropical species enjoy drinking from artificial rainfalls in the form of misting with a spray bottle. Change the water //and clean the dish regularly. Text 1 (excerpt) ANALYSIS TO BE COMPLETED BY STUDENT FOR ASS 2a (clause boundaries //) KEEPING YOU AND YOUR SNAKE HEALTHY

Good hygiene, care and handling will help prevent illness in your pets. Along with proper diet, temperature, and humidity, follow these steps to maintain your pets health: spot clean the enclosure daily //and remove droppings. wash your hands with an anti-bacterial soap// after you handle your snake. All bowls, dishes, and bottles should be cleaned daily.

STAGES /Phases COMPLETED ANNOTATIONS FOR SECTIONS AND IMAGE

Information Report Key Language features

GENERAL STATEMENT Venomous snakes

Some snakes have special glands [[in which they make a type of poison called venom]]. They can deliver this venom //by biting down on a victim, using their sharp fangs. Australia is home to more venomous snakes than any other country in the world. Snakebite deaths in humans are rare // you are more likely to be killed by a dog or a cow than a snake.

Heading signals whole text topic (Venomous snakes)

Subheading signals phase of Type INLAND TAIPAN

Generalised participants named, described and compared through extended noun groups with qualifying clauses and phrases

Relating verbs to link whole to parts (special glands) and qualities (e.g. rare)

Present timeless tense for generalising

Adverbial clause gives details of how snakes behave

DESCRIPTION

Type 1

(Name of lead analyst) .

INLAND TAIPANThe inland taipan, also called the fierce snake, lives in the outback. To hide from predators and keep out of the sun, //it lives in deep cracks in the ground. This is the most venomous snake in the world. One bite contains enough venom to kill up to 100 adult humans, //but it mostly eats small animals like rats.

Circumstances give details of where

Static image - The snake is represented as having:

attributes - colour, markings

parts - head, body, skin, eyes

Text 2 (excerpt) ANALYSIS TO BE COMPLETED BY STUDENT FOR ASS 2a (clause boundaries //)

Adapted from https://www.australiangeographic.com.au/topics/wildlife/2012/07/australias-10-most-dangerous-snakes/Mulga Snake

The mulga snake is also known as the king brown snake. It is found in most parts of Australia.

The mulga is the heaviest venomous snake in Australia and has the largest-recorded venom output of any in the world. It delivers 150mg in one bite. The average tiger snake only produces 10-40mgwhen milked.

Part 2: Response essay

Use this page to write a 1000 word response essay that compares the two texts in answer to the following question:

What do these language patterns tell us about the two texts in terms of:

The Whole text (macrogenre purpose and structure; individual genres)

Language to express and develop ideas

Language to interact with others

Language to structure and organise the text

(Please also refer to the rubric and additional instructions on assignment 2B from the unit outline and Assessment tile to assist you)