Students who enter the Linguistics Tripos at Part IIA having taken Part I in another Tripos will be required to take the Li1 (Sounds and words) and Li2 (Structures and meanings) papers, unless they have already done so, for example at MML Part IB.
2500 – 3000 words of analysis and interpretation of interpersonal meaning in given instance/s of discourse drawing on tools from the system of ‘appraisal’. Your analyses will draw on the theorization and tools of appraisal that you have been introduced to in lectures, learning notes and, very importantly in your readings.
Note: You must attach all your analyses as appendices to your assignment. AND you are also advised to incorporate excerpts from your analyses into the body of the assignment to illustrate the points you are making.
Become very familiar with the text(s) you will analyse .
Review key readings on SFL, discourse semantic analyses and on appraisal.
Have these resources handy as you work on your analyses. Many of them contain useful examples of analysis and tables of examples to assist you in making theoretically sound decisions.
Give yourself plenty of time to do the analyses.
In drafting your interpretation you will work from what your analyses, identifying the choices and patterns you have found. You will interpret these in terms of the kinds of meanings they express.
Written by Bas Aarts and Ian Cushing, using simple language and practical examples, these classroom resources explain the key grammatical terms in the English National Curriculum that primary and secondary school teachers are expected to teach. Prices start from £2 for a knowledge organiser, with savings for bulk purchases.
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As a result of having to direct their focus so carefullyand devote so much attention to slowly and carefully figuring outthe words, they focus less attention on what the text means.
The word critical is defined as “involving skillful judgment as to truth, merit, etc… a critical analysis/ of or pertaining to critics or criticism: critical essays.” (Dictionary, 2013).
In order to ensure the meaning is not lost, it is imperative that the author incorporates various aspects of the narrative to escalate the poem past its face value.
was developed out of the started in 2010. This project involved building a website of interactive structured English language courses with a grammatical focus, initially tailored to the goals of the National Curriculum’s Key Stages 3-5. The resource consists of lesson modules dynamically accessing the corpora based at the Survey. The project was subsequently supported by the EPSRC via a UCL BEAMS in 2012.
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In the essay “Nigger: the meaning of a word” Gloria Naylor discusses the essence of a word and how it can mean different things to different people in a myriad of situations.