Models of Metadiscourse Essay examples

The United Nations is an organization established 24 October 1945. It was a replacement for the League of Nations. The UN was created following the Second World War to prevent another such conflict. The organization is financed by giving its member states a substantial fee. Its objectives include maintaining international peace and security, promoting human rights, fostering social and economic development, protecting the environment, and providing humanitarian aid in cases of famine, natural disaster, and armed conflict.

In the field of Modern Languages and Linguistics, words are of great importance. A language’s phonology (study of how sounds are organized and used), morphology (study of the form and structure of words), syntax (study of the rules that govern sentence structure), semantics (study of meaning of words, sentences, and expressions), pragmatics (study of aspects of meaning and language use and context), and phonetics (study of human speech sounds) all play an important part in everyday life. These have a major impact in understanding the intent of what is spoken or heard. Due to the importance of communication, literary elements such as metaphors (which are defined as a figure of speech in which a word or phrase

I work for the City Health Care Partnership within the Primary Care Medical Services, I work for 4 different GP practices as the Data Quality Manager but main base been at Kingston Medical Centre in the Central appointments team, at Kingston Medical Centre we have 4 full time GP’s, 3 Nurses, 2 Health Care Assistants, 7 Receptionists, 2 Admin members based in the Central appointments

In Christina Haas and Linda Flower’s article “Rhetorical Reading Strategies and the Construction of Meaning”, they point out, and break down, the three reading strategies that are used by students when reading a passage, or paper. An experiment was constructed to show what each of these strategies are like while being used and what the reader may ask, or get out of, a certain excerpt.

In Christina Haas and Linda Flower’s article “Rhetorical Reading Strategies and the Construction of Meaning”, they present three different strategies readers use when reading a paper or an article, and the importance of each. An experiment was constructed to show those strategies in action, and what each type of reader does while using the strategies.

1. This story is about the Supreme Court’s decision. What process did this case have to go through to get to the Supreme Court?

Metacognition refers to “ thinking about what you are thinking”; the audiences are the ones you want to persuade or to educate. In outcome one, the writer needs to form a metacognition of the use of language in different writing contexts, which requires the writer has a clear understanding of who the audience is so that various aspects of writing will be formed accordingly. Keeping whom the audiences is an important aspect of writing because it determines how the arguments would be delivered in each piece of writing. Hence, the writer should consider the audiences’ needs in the background information provided, the frequency of terminology used, the tone, the style, the word choice and the content. More importantly, having a specific audience

M4 Discussion (Responding to Reading) 1. Based on your assigned reading from the text, which one aspect or element related to performing a rhetorical analysis do you think is the most important? Support your answers with specific page numbers and be sure you use the same language of the text so that other class members can follow your reasoning. (150 words) In my opinion, the most important element related to performing a rhetorical analysis is the context—space and time-- around the text.

Through the use of rhetorical questions in the beginning paragraphs, the reader has time to reflect on what the purpose behind the various works

I find the four standards in which rhetorical articles can be evaluated the most interesting rhetorical concept we have discussed this semester. I find these standards intriguing because how a rhetorical piece is perceived is dependent on which approach one takes. When using an artistic standard, content is analyzed by the aesthetic elements and overall appeal of the rhetorical article. This type of standard is about sense perception and may be viewed as poetic. The means of which the rhetor created a virtual experience and invited participation controls how a message is received by the audience. From a response standard, the focus is to achieve desired effects. For a piece to be effective from a response standard, the rhetorical article must

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Campbell and Jamieson (1978) stated that “genre is a group of acts unified by a constellation of forms that recurs in each of its members” (p. 417). Constellation refers to “elements bound together dynamically (that) exist in a single instance to establish a genre or potential” (p. 420). The elements that are referred to in the previous are substantive, stylistic and situational. Each element serves a different purpose. According to Foss (2004), the situational characteristic calls for particular kinds of rhetorical responses based off perceptions in a given situation. Foss (2004) elaborates and says that substantive and stylistic has the rhetorician respond to perceived requirements of particular situations. Specifically, substantive examines

I feel I have come a long way my tenth grade year. My writing has gotten so much better and I can write essays of much better quality now. Things have gotten better like punctuation, thesis, and analysis.

He, thus, discusses that person, spatial, temporal, discourse and social deixis describe the context of a text. Davies (2005) also mentions the role of context and subtext (reading between the lines) as important to the coherence of any text. McCarthy (1991:168) describes schema as ‘the role of background knowledge’ in understanding the text. According to him, schemata involve two kinds of knowledge; the knowledge of the world (content schemata) and the knowledge of the different forms of the text (formal schemata). Some scholars including Halliday and Hassan (1976) include exophoric reference in the cohesive device of reference; I have also discussed it there. 3. COHESION Halliday and Hassan (1976) were the first significant writers on the subject (cohesion). They drew the attention towards the importance of cohesion which, for them, refers to ‘the range of possibilities that exist from linking something with what has gone before’. Halliday and Hassan continue that one of the items in the cohesive pair cannot be completely and effectively understood without consulting the other and both of these form important part of the text. Most other writers on the subject then explained the term following Halliday and Hassan. Zamel (1983) finds the role of the cohesive devices to be crucial as they can turn separate expression into a unified whole by developing relationships between those separate expression. Cook (1989) defines

Students make personal and critical responses to texts which show insight into the ways in which meaning is conveyed. They refer to aspects of language, structure and themes to support their views. Students develop a perceptive personal response which shows analytical skills when exploring texts. There is understanding of the techniques by which meaning is conveyed and of ways in which readers may respond. They support their responses with detailed references to language, theme and structure. Students show analytical and interpretative skill when evaluating texts, making cross-references where appropriate. They develop their ideas and refer in detail to aspects of language and structure making apt and careful comparison, where appropriate, within and between texts. Students show originality of analysis and interpretation when evaluating texts. They make cogent and critical responses to texts in which they explore and evaluate alternative and original interpretations. They show flair and precision in developing ideas with reference to structure. Students make subtle and discriminating comparisons, where appropriate, within and between texts. No rewardable material. Students make a limited response to texts.