a second grouping text question

In Text A- a blurb from 'Gypsy boy on the run' there are adjectives to create imagery, "rich and vibrant' this is use to aid the primary purpose to entertain and also to interest people in to reading and buying the book.Similarly Text C- the back of a Lindit Lindor chocolate box also contains adjectives however the purpose of these adjectives are to appeal to your senses, 'delicate' and 'irresistibly' are carefully placed to work with the rhetorical question 'Do you dream in chocolate?' to make people primarily want to buy the chocolates but secondarily to make the audience start enjoying the chocolate.

Text B, D, and E all contain the sentence mood imperative, Text B a box of cream treatment states you must 'apply thinly' and 'gently rub in' these imperatives guide the audience into how they will use the cream and how best it works.These imperatives may also reassure the audience and make them believe if they follow the instructions their problem will go away.Text D an order form for a school photograph also uses imperatives such as 'fill in' and 'complete details', these imperatives however guide the audience into how to buy, the instructions are very easy to follow which could suggest that there is a wide variety audience and that they may want to make it as simple as possible so more people can be bothered to buy the product.Text E an interview between an interviewer and professor Dave uses imperatives naturally in the speech this is a weaker inclusion as its for a specific purpose and is sychronous meaning pragmatics are needed to know why these imperatives are used. The imperative 'just ignore' is incorporated into the speech and only has the purpose to command at the specific time and moment.


Text F and text D contain elipses, Text F a candidate and examiner transcript uses the elipses as a pause for thought as it is a synchronous text, 'coffee,toast...complete'.After the eliptical pause the word 'complete' is used however this does not fit in with what the speaker previously said, which may suggest that the speaker finds it difficult to connect sentences or their first language isn't english.In text D the elipses is used to persuade, 'go on...we know you love to show them off', this is an asynchronous text and therefore has a greater informed purpose, it gives the audience a persuasive influence followed by room for thought and then gives a reason that relates to the audience as a persuasive device.

Grouping texts

Texts 1,3 and 4 share either a primary or secondary purpose to perswade, in text 4 graphology is used to enhance the statement 'It is better to light a candle than curse the darkness', this perswasive technique is a deeper analogy and makes teh audience thrive in working out the implied meaning behind the quote. The candle putting out light may resemble hope and the darkness may resemble closing the door and hiding from reality, it is used to intregue readers into continuing onto the inside of the leaflet,similarly text 3, a weaker inclusion, it also uses graphology but for a different reason. In text 3 we see an image of a smiling little boy, used to resemble the audiences own little ones, promoting the 'lettersaurus' and perswading the audience to recomend to friends.It contains a lexical field of steps and pathways throughout the leaflet perswading the audience that 'leapfrog shares' the same hopes for your child and the products will help to enhance your childs learning and pathway to learning.This is very perswasive when combined with the picture because along with the person prounouns 'you' and 'your', it influences parents to see an impact on thier childs happiness they may not have noticed before.In text 4 graphology is used to add to the instructions included in the leaflet and aid the audience. To work with the graphology and secondary purpose to perswade, the adjective 'Quick' is used and influences people that it wont take long and maybe suggest it is easy when you follow the instructions. This adjective is substantial in perswading the audience as if it doesnt take long they might aswel 'complete' the voting slip.

In texts 1,2,3,and 4 a common technique of imperative sentence mood is shared, this commands the audience to carry out the instructions stated. In text 2 a health aspect is concidered.Text 2, which is an oasis summer fruits drink label, says you must 'refridgerate' and 'consume within 3 days' suggesting it is better to drink within this time frame.They are simple commands similar to those in text 4, which is a voting instruction leaflet, the imperative is used to make sure you 'mark your votes', this is stated clearly possibly as it will apply to a wide variety of people and therefore has to simplistic.In text 3,which is the last strong inclusion from a leap frog lettersaurus information booklet,  it is implied you 'see the learning' this imperative shows the aims of the company and products, also in text 4 there is a weaker inclusion, it emphasises you child will 'roar,sing and learn letters!', this cloaked imperative is used to soften the command with an exclaimatory sentence and emphasises the fun in using this product to learn letters.Text 1, a credit card leaflet, is another weak inclusion, the mittigated imperative 'please phone' uses a politeness form using a positive face seeming friendly and suggesting a choice in the phone call, however it also hints that it is a better idea to phone the number than to not.

The audiences of  texts 5(a transcript from jeremy kyle) and 6 (a facebook messenger converation) share pragmatic understanding, the people participating in the transcripts are the audience,because  the purpose of each text reach a concensus the participants use co-operative discourse. By using anaphoric references such as "she","they" and "him".This could also be a weak sub-group of deixis, showing that both people have understanding of the circumstamnces and the topic of conversation.This could suggest both people are friends or know eachother well. Text 6 is semi- synchronous, text 5 is synchrounous and is face to face.This works in favour of text 5 as it and is a big affordance as they can both see the paralinguistic information given, in text 6 however the audience are unable to access the paralinguistics and this works as a constraint.It means everything may have to be explained more thouroghly and add phonetic spelling such as "ahahaha"to show the outcome wanting to be achieved.