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.