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(North 2005a: 435) hqR$6iAnalytical Framework $.T-unit: "an independent clause together with all hypotactically related clauses which are dependent on it" (Fries 1994: 229) Topical theme: typically fills a participant role within the clause and is most commonly found to be the grammatical subject (or the subject of the main proposition) Orienting theme: the elements preceding the topical theme Textual  makes "explicit the way the clause relates to the surrounding discourse" (Halliday 2004: 83) Experiential  may contain fronted hypotactic clauses and  experiential elements which do not fill participant roles (mainly circumstantial adjuncts)" (North 2005a: 438) Interpersonal  typically expresses the speaker's "own angle on the matter in hand" (Halliday 2004: 84) Includes modal adjuncts, projection and Interpersonal metaphor._ZZw *STT1h2An overview of orienting themes across disciplines33j2Interpersonal themes in the BAWE material Examples 3) 1) Modal adjunct Clearly, force is essential to the complete turn around of rebellious individuals in 1984, (BAWE3003c) 2) Interrogative / inversion Does this leave the individual with any hope? (BAWE3003c) 3) Imperative Consider the use of plastic gears for one stage of speed reduction. (BAWE0023e) 4) Personal projecting clause Furthermore, Milton (1999) argues that the present archaeological; record does not show evidence of cooked or roasted bones. , (BAWE3016b) 5) Non-personal projecting clause It is possible that this is more than a criticism of the Bible itself but of the  canonizing process , which Ostriker also argues has  throughout history rested, not accidentally but essentially, in the silencing of women. (BAWE3006k)0Z2hZ0Z2;Z0Z2Z"0Z2ZR ) :  Y " kwk$Interpersonal themes per 100 t-units%s!Interpersonal themes: Projection ""!  t Interpersonal themes: projection  uPersonal Projection  v Non-Personal Projection$   w!Mediated or second order learning!  z Anthropology  jLiterature as point of departure: Personal + Non P (ext) Non-Self arguments / debates in the literature 6D' $' {English Studies Fewer Interpersonal themes (twice as many Textual and Experiential) Extensive referencing and quotation exists but less projection than Soc Science discipline (Anthropology): literature is not key point of departure Integrated into main clause (use of numerical index system)8&| In both novels the dystopic totalitarian regimes purport ways of living in a disturbingly collective manner. In the world of  1984 the distortion of reality by the omnipresent Big Brother creates a society absent of purpose and without the freedom of individual choice. In The Handmaid s Tale the abundance of biblical imagery, and allusion to various narratives of the Bible generates a harrowing image of a futuristic patriarchal society, which legitimates the humiliation and enslavement of women with literal interpretations of scripture. However, what I would also argue as a key idea in both novels, and also feminist hermeneutics, is the importance of the preservation of the individual self within the larger, collective body. In particular, feminist readings of the Bible, and indeed Atwood s novel itself, demonstrate that the voices of these individuals should not, and will not, remain silenced. n_ RO&t  ~ In conclusion, I have argued that Heart of Darkness represents the modern journey to Foucault s argument that the objective authorial figure is dead, and Morvern Callar illustrates the outworking of the theory. The Modern subject fails in their search to find order and stability in the world and is left darkly disillusioned and empty. The Postmodern subject seeks to fulfil the  self in a desperate conquest to find meaning and identity, a search that has become helplessly subjective. The individual, if Foucault is right, is left to act alone in a bleak world that has become incommunicative, de-stabilised and seemingly meaningless, despite their inner need for communication, order and morality.!g*l> `Interviews: English Studies < Develop them as reflective readers . Close readings of the literary texts Spark of independence / originality - real engagement independence of voice, willingness to tackle critics head-on Dislike dependence on other writers/critics Primary focus of essay: to establish structure / develop argument Clarity of argument, Referring to the academic Literature ability to debate - no second reading "irritates me" (3rd yr level)  By the third year you expect them to engage with the debates in the field and make their standpoint on the basis of what they understand about the field in general. So it's about carrying the reading lightly, selectively, critically.. LZZ'Z1ZbO{b;     =   bbb9< p{  Interviews: Anthropology * `    Averral and Attribution need to be understood within the context of the discipline Interplay is important between them Tendencies not absolutes (not prescriptions for EAP) - much variation and the issue of saliency v. frequency 2; References    Charles, M. 2006. The Construction of Stance in Reporting Clauses: A Cross-disciplinary Study of Theses Applied Linguistics 27/3. 492-518. Fries, P. H. 1994. On Theme, Rheme and Discourse Goals. In Coulthard, M. (ed.) Advances in Written Text Analysis. London/ New york: Routledge. Halliday, M.A.K. 2004. An Introduction to Functional Grammar. 3rd edition, revised by C.M.I.M. Matthiessen. London: Arnold. Hyland, K. 2005. Stance and engagement: a model of interaction in academic discourse. Discourse Studies 7 (2). 173-192. Laurillard, D. (1993). Rethinking University Teaching - a Framework for the Effective Use of Educational Technology. London: Routledge. Mauranen, A. 1993. Theme and Prospection in Written Discourse. In Baker, M., G. Francis and E. Tognini-Bonelli (eds.) Text and Technology. In Honour of John Sinclair. Philadelphia / Amsterdam: John Benjamins Publishing Company. 95-114. Nesi, H., S. Gardner, R. Forsyth, D. Hindle, P. Wickens, S. Ebeling, M. Leedham, P. Thompson, and A. Heuboeck. 2005. Towards the compilation of a corpus of assessed student writing: An account of work in progress. In Danielsson, P. and M. Wagenmakers (eds.) Proceedings from The Corpus Linguistics Conference Series, Vol. 1, no. 1. http://www.corpus.bham.ac.uk/PCLC/ North, S. 2005. Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics 26/3. 431-452. Wickens, P. 2001. 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H  0޽h ? ̙33LD___PPT10$..<P&V+sJD|' = @B D7' = @BA?%,( < +O%,( < +Ds' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*}%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*~$%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%_%(DL' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*_%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*p%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*p%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D'' =%(D' =%(D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*D1' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*+p+0+0 ++0+0 +b J 0 "z(  r  S s   Y I   #""o@I    <?f YOrienting theme @`  <$?f X  @` ^ <?y I  N20 @` \ <7? yI  O24  @` Z <$@?f  I  N22 @` X <x:? fI  qAnthropology 2136 t-units&   @` P <0S?yj  N12 @` N <L? jy  N20 @` L <+#.<*%(D' =4@BBBB%(D' =1:Bhidden*o3>+#.<*%(+h K 0 ^(  r  S      S M<$@ 0  nH  0޽h ? ̙33B:___PPT10.<gh+ED' = @B D' = @BA?%,( < +O%,( < +D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*y%(D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*y%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*1%(D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*1O%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*O%(D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(+, L 0 vnc(  r  S T2Y     WMg9  c #"MWg9    <@?&# g9  P19.7 @`  <? # &9  P11.9 @`  <?W# 9  OTotal @`  <d?&g#  b8.1 7.8 2.9 0.8 0.1 @`   <? &#  _4.8 3.5 3.1 0.5  @`*   <?W #  npersonal projecting clause non-personal projecting clause modal adjunct interrogative/ inversion imperativeoo @`   <x ?&Mg W Anthropology  @`  <\? M& ZEnglish Studies  @`  <!?WM  ]Interpersonal theme @`fB  6o ?WMgM`B  01 ?Wg`B  01 ?W# g# fB  6o ?W9 g9 fB  6o ?WMW9 `B  01 ? M 9 `B  01 ?&M&9 fB  6o ?gMg9 2 K 6z"`c,$@  02 M 6c"` cf ,$D 02 N 6c"` Cf ,$@ 02 [ 6z"` C,$D  0H  0޽h ? ̙33^ V ___PPT106 .<lJ{+-CD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*N%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*M%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*K%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*KD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*KD' =4@BBBB%(D' =1:Bvisible*o3>+#.<*[%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*[D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*[+e! R 0 $$x?(  xx x c $:    x 0@ _ Projection   2    x 0<tw k Personal *  2   x 0A   o Non-personal * 2    x 0G  ^Non-self  2   x 0K  ZSelf 2  x 0DEp W  _ Non-self   2     x 0SF =-  ZSelf 2   x 0M  D 2   x 0|ZC@ c  D 2   x 0^ v ,$ 0 ,it is clear that There is a possibility that- 2-, c  x 00U vU ,$ 0 5it is claimed for instance that The graph shows that J6 2 ca  ,     x 0+#.<*x%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*x%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<* x%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<* x%(++0+ x0 ++0+ x0 ++0+x0 ++0+x0 +8 S 0 H,@,2+(  x  c $P    7K  #"&7K<$D 0 S  <?7Kz0___PPT10:___PPT9 Uper 100 t-units*8 " U!E  <?@ z0___PPT10:___PPT9 G8.1(( " bE  <̣?E@ z0___PPT10:___PPT9 G4.8(( " bU   <?7Ez0___PPT10:___PPT9 Wtotal6 " bbE  < ?@ z0___PPT10:___PPT9 G0.3(( " bE  <8?E@ z0___PPT10:___PPT9 G0.9(( " bT  <?7Ez0___PPT10:___PPT9 VSelf6 " bbE  <`?@ z0___PPT10:___PPT9 G7.8(( " bE  < ?E@ z0___PPT10:___PPT9 G3.9(( " bX  <?7Ez0___PPT10:___PPT9 ZNon-self6 " bb^  <L?@ z0___PPT10:___PPT9 ` Anthropology8 ( "  bbg  BT?E@ z0___PPT10:___PPT9 cEnglish Studies8( " bb  <?7E rPersonal    @``B  01 ?7`B  01 ?7KK`B   01 ?77K`B ! 01 ?K`B " 01 ?7`B # 01 ?EE`B $ 01 ?@ @ `B ' 01 ?7`B ) 01 ?7ZB * s *1 ?7 dS    #""S d  <$D 0 E , <P?@  z0___PPT10:___PPT9 G7.8(( " bE / <?J @ z0___PPT10:___PPT9 G3.5(( " bU 0 <?d J z0___PPT10:___PPT9 Wtotal6 " bbE 6 <8?@  z0___PPT10:___PPT9 G4.0(( " bE 9 <?J @ z0___PPT10:___PPT9 G1.1(( " bU : <?d J z0___PPT10:___PPT9 WSelf 6 " bbE ; <(?@  z0___PPT10:___PPT9 G3.8(( " bE > <0?J @ z0___PPT10:___PPT9 G2.4(( " bX ? <?d J z0___PPT10:___PPT9 ZNon-Self6 " bbb @ <?@ S  z0___PPT10:___PPT9 d Anthropology< ( "  fbe C < ?JS @ z0___PPT10:___PPT9 gEnglish Studies<( " fb D < ?dS J  v Non Personal     @``B E 01 ?dS S `B F 01 ?d  `B G 01 ?dS d `B H 01 ? S  `B I 01 ?d  `B J 01 ?JS J `B K 01 ?@ S @ `B N 01 ?d  `B P 01 ?d  2 R 6G&,$D  02 U 6G - ,$D 0H  0޽h ? ̙33, $ ___PPT10 .д+D ' = @B D ' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(Dn' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*R%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*RD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*RD' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*U%(+O! U 0 f ^ (  x  c $   > _  #"&_   <? _L___PPT10,$___PPT9tl vtI don t think I concur that We can fairly safely say that " ," &" & " &"<    x V { |  <4? _T___PPT104,___PPT9 QAI propose that I believe I think ultimately I would suggest that  " 3" &" & " &"&D    W  <xJ?  z0___PPT10:___PPT9 Y0.3:( " &#W   <=? z0___PPT10:___PPT9 Y0.9:( " &#X   < ? _z0___PPT10:___PPT9 Z Self8 " &#   <S?  nfd___PPT10D<___PPT9 Boyd and Silk suggest that: Semaw (1997) points out that Richard Klein emphasizes that Tim Ingold argues that, Ingold conversely concludes that He claims for instance that Examples " " &"& " &"&" & $"$(&( ,,       X 0x V { |R  <s? F>10<4___PPT9 Makdisi suggests that John Blades argues that John Blades notes that critic David Carroll states that Eagleton is therefore just in stating that Orwell believed that Examples " " &"& " &"!b&, b  f  b  $$   !  ;  X 0x V { |W  <|? z0___PPT10:___PPT9 Y7.5:( " &#h  <? z0___PPT10:___PPT9 j3.9 J( " &&#  <t? F>6___PPT9 W Non Self2 "  d  <t? z0___PPT10:___PPT9 f Anthropology> ( "  fbh  <? z0___PPT10:___PPT9 jEnglish Studies >( " fb  <? V  @``B  01 ?`B  01 ?__`B  01 ?_`B  01 ?_`B  01 ?`B   01 ?_`B ! 01 ?  _`B $ 01 ?  `B % 01 ?`B & 01 ?  H  0޽h ? ̙33___PPT10i._+D=' = @B +8 V 0 ..(~F.(  x  c $T   Z,  } #"2&r{ZF!`jT& L  TH? L___PPT10,$___PPT9 lThere is no doubt that It seems fair to say that it is unlikely It appears that it is not surprising that3 " : " b&b "  & "&"&\       TG? L___PPT10,$___PPT9tl -It seems that it is clear it is natural thatt. " &" & " &0     <?  V  @`G   <?  z0___PPT10:___PPT9 I4.0*( " #S   <? z0___PPT10:___PPT9 U1.16( " "#V   <x?  z0___PPT10:___PPT9 XSelf8 " &#  TL?   H___PPT10( v___PPT9XP "RThis example shows that This quote shows that These results seem to indicate that | " ; " &"&$b " 0 $ 5  T?  P___PPT100(___PPT9| These actions suggest This symbolises that This passage also suggests that The absence of inverted commas in his responses suggests that  " t " &"& "  &=b`D   > [  B? Y z0___PPT10:___PPT9 W0.88( " &#[  B ?Y  z0___PPT10:___PPT9 W1.78( " &#`  B?Y z0___PPT10:___PPT9 \internal8 ( " &#  T? )YD___PPT10$r___PPT9TL |It has been suggested It is widely agreed that The study found that It can be regularly observed through the past works of Social Anthropology that  " &".J b  `  b  ` 0 .P   Th,?) Y@___PPT10 b___PPT9D< feminist readings of the Bible, and indeed Atwood s novel itself, demonstrate that Structuralist principals dictate that Rz " S&%b` .S    [  BL%? j)z0___PPT10:___PPT9 W3.08( " &#[  B/?j )z0___PPT10:___PPT9 W0.78( " &#`  B\7?jYz0___PPT10:___PPT9 \external8 ( " &#S   <<? jz0___PPT10:___PPT9 U3.86( " "#S # <=? jz0___PPT10:___PPT9 U2.46( " "#Z $ <>?jz0___PPT10:___PPT9 \Non-Self8 " &#` % <`H? z0___PPT10:___PPT9 b Anthropology: ( "  &#d ( <hK? z0___PPT10:___PPT9 fEnglish Studies :( " &# ) <X? V  @``B * 01 ?`B + 01 ?`B , 01 ?`B - 01 ?`B . 01 ?`B / 01 ?`B 1 01 ?  `B 3 01 ?jj`B 4 01 ?YY`B 5 01 ?))`B 6 01 ?  `B 7 01 ?  `B 8 01 ?  2 9 6̙\OF   ,$@  02 ~ 6̙\OF  ,$D  0H  0޽h ? ̙33  ___PPT10n . +#.<*9%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*9D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*9D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*~%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*~D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*~+  T 0     (  8 2O&  2O& J  C X ? P p Disciplinary Literature Textbooks Research Literature R  gf8   C "?2p Student Writing D gg    C s? O&  v" Object of Study $ g  B  3 ?FPf   6|=mf  6&L`R  0=2 p:   3 Ah:   3 A x   c $w     s *xc Tv VTeaching in HE is  & a rhetorical activity, seeking to persuade students to change the way they experience the world (and to) enable students to learn the descriptions of the world devised by others. (& ) It is mediated learning, allowing students to acquire knowledge of someone else s way of experiencing the world.  Laurillard (1993) p28-29pf x+I,  0؄S TZ'  n2Laurillard claims that & .  2H  0޽h ? ̙33___PPT10i.+D=' = @B +M W 0 d\ (  x  c $   ~  s *Ȓ   +  #"VkH   < ?"`F>6___PPT9 CRheme" " @  < ?"` F>6___PPT9 Etopical" " @  < ?"` F>6___PPT9 G Orienting" "  @  <?2 +z0___PPT10:___PPT9 +could fulfil all the dietary requirements. 8, " +'#x V { |X   <|? 2 +z0___PPT10:___PPT9 Ztubers8 " '#f   <p?2 +z0___PPT10:___PPT9 hIn reply, proponents of the USO s hypothesis and especially Richard Wrangham, argue that if cooked, Pe "  'O' ',#   <?2 z0___PPT10:___PPT9 Efrees space in the gut for (high energy i.e. USO) plant foods (p11). 8F " E'#E x V { |   <? 2 z0___PPT10:___PPT9 Kusing meat to supply essential amino-acids and many required micronutrients8L " K'#   <Ĺ? 2 z0___PPT10:___PPT9 4Concurrently, Katherine Milton (1999) suggests that,N5 " '&'#`B  01 ?`B  01 ?++`B  01 ?+`B  01 ?+`B  01 ?2 2 `B  01 ?  +`B  01 ?+ZB  s *1 ?H  0޽h ? ̙33___PPT10i.q/+D=' = @B + X 0 sY(    6v Anthropology Limited use of explicit self (P Self) (I think) - 0.3 per 100 t-units Greater use of implicit self (NP Self) (It seems that) 4 per 100 t-units      U  q #"}  | # <D?P U z0___PPT10:___PPT9 ~*divides itself between the two hypotheses.8+ " *fbH " <?0P U z0___PPT10:___PPT9 Jevidence& "  bU ! <D?0U z0___PPT10:___PPT9 Wbut8 " fb   <?P #z0___PPT10:___PPT9 8accounts for many characteristics specific to primates, 89 " 8fbc  <L?0#P z0___PPT10:___PPT9 ean arboreal niche8 " fb\  <?#0z0___PPT10:___PPT9 ^There is no doubt that, " f^  <?P #z0___PPT10:___PPT9 ` is not over.8 "  fb\  <?0P #z0___PPT10:___PPT9 ^ the debate8 " fbX  <?0#z0___PPT10:___PPT9 ZIt is evident that, " f`B $ 01 ?`B % 01 ?U U `B & 01 ?U `B ' 01 ?U `B * 01 ?##`B , 01 ?00U `B / 01 ?P P U `B M 01 ? r 0h E e >   s 0 $ c  oExample 2 X 0H  0޽h ? ̙33___PPT10i.оr}+D=' (= @B +# Y 0 :20(  x  c $     c $(&P  &xn V { |x  0iT! The way in the Romantic poets  revolutionised such rational and structured ideas is abundantly evident in William Wordsworth and Samuel Taylor Coleridge s Lyrical Ballads,  arguably the most important single volume of the romantic period which  signalled a literary revolution. 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Theoretical framework should be used in the essay Structure 2 2F 2 2@ 2 2acJc- cc       (\ 4  H  0޽h ? ̙33___PPT10i. &+D=' (= @B +$ ^ 0 $(  r S    r  S H  H  0޽h ? ̙3380___PPT10.k _ 0 0(  x  c $'GT   x  c $Y  H  0޽h ? ̙33___PPT10i.:0W+D=' (= @B +(` 0 P8(  d  c $     s *  0   " H  0޽h ? 3380___PPT10.9$c 0 4(  d  c $     s *`  0    H  0޽h ? 3380___PPT10.kp d 0 p(  X  C      S H  0    H  0޽h ? 3380___PPT10. 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