The present paper focusses on the genre of recipes, its structure and multimodality. The aim of this thesis is to present the genre of recipes from theoretical perspective and to make a practical analysis about the structure of recipes and multimodality based on Oliver’s and Nicholson’s recipes. For the practical part Jamie Oliver’s recipe book Happy Days with the Naked Chef, Beata Nicholson’s recipe book Beatos Virtuvė: Kepinių Knyga and their websites are analysed. Recipes for the analysis are chosen randomly and qualitative method is used as all of them are described and compared in order to find differences and similarities. The paper presents the concept of genre and genre analysis that is discussed by many authors and explained in great details. Further, the genre of recipes and its historical change is looked at thus the influence on the structure of recipes made by new innovations can be noticed. In addition, the ideas suggested by various authors show that this genre is structured and has clearly distinguished parts that should be included in every recipe. Finally, the issue of multimodality is presented and it is of special importance today since not only textual but also visual information is found in books and web-sites. The structural analysis of Oliver’s and Nicholson’s recipes supports the ideas of various scholars that this genre is highly structured. The main difference is found between the recipes in printed and online sources. In recipe books the... [to full text] / Šiame darbe apžvelgiamas receptų žanras, jo struktūra ir multimodalumas. Darbo tikslas yra pristatyti receptų žanro teoriją ir analizuoti receptų struktūrą ir multimodalumą, remiantis Džeimio Oliverio ir Beatos Nicholson receptais. Praktinėje dalyje analizuojama Oliverio receptų knyga „Happy days with the naked chef“ ir Nicholson receptų knyga „Beatos virtuvė: Kepinių knyga“ bei šių autorių internetiniai puslapiai su receptais. Receptai yra pasirinkti atsitiktinai ir kokybinė analizė yra pritaikyta, nes jie visi yra apibūdinami ir palyginami tam, kad būtų galima atrasti skirtumus ir panašumus. Šiame darbe pristatomas ir išsamiai apibūdinamas daugelio autorių aptartas žanro terminas ir žanro analizė. Taip pat apžvelgiamas receptų žanras ir jo istorinė kaita ir čia galima pastebėti, kad patobulinimai technikos srityje padarė įtaką receptų struktūrai. Be to, įvairių autorių mintys, kaip turėtų atrodyti receptai, atskleidžia, kad šis žanras turi aiškią struktūrą ir jo dalys gali būti gana tiksliai apibrėžtos. Galiausiai yra pristatoma multimodalumo tema, kuri šiandien yra labai svarbi, nes vaizdinės informacijos yra vis dažniau pateikiama knygose ir internetiniuose puslapiuose. Oliverio ir Nicholson receptų, esančių knygose ir internetiniuose puslapiuose, struktūros analizė patvirtina įvairių autorių mintis, kad šis žanras turi aiškias dalis. Daugiausiai skirtumų randama tarp receptų, esančių knygose ir internetiniuose puslapiuose. Receptų knygose tekstas susideda iš šių dalių... [toliau žr. visą tekstą]

Genus är ett begrepp som beskriver hur det socialt och kulturellt är att vara kvinna eller man. Inom litteraturvetenskapen växer intresset för genusinriktade studier där man tittar på hur genus konstrueras i litteraturen. Den här studien undersöker hur genus förmedlas till barn genom en bilderbok. En bilderbok idag är något som är självklart för många men samtidigt oklart. Bilderboken har sin plats på biblioteket och i bokhandeln men det finns inte alla gånger en klar definition av vad bilderböcker är. Syftet med studien är att studera bilderboken som en egen genre och hur en nutida bilderbok kan skildra genus.  Analysen kommer att gå in på de valda författarna och illustratörernas, Pija Lindenbaum och Per Gustavsson, uppbyggnad av en bilderbok. Diskussionen kring analysen kommer att vara genusfokuserad och där kommer flicka mot flicka och pojke mot pojke i Lindenbaum och Gustavssons bilderböcker att sättas emot varandra. Studien visar på att Lindenbaum och Gustavsson är normbrytande bilderboksförfattare som med olika typer av huvudkaraktärer bryter normen.

The integration of social theories into a cognitive explanation of the composing process enlarges our notion of context, calling attention to the historical, social and ideological forces that shape the making of knowledge in educational settings. These approaches suggest that context cues certain actions and that students gain entry into academic contexts if they learn the appropriate forms and discourse conventions. However, methodological approaches to teaching do not address how individuals construct meaning, use knowledge for their own purposes, or engage in reflective processes that influence how individuals will act in a socially-governed situation. Nor do they address the issue of how school-acquired knowledge may be transformed to enable individual students to take ownership of their writing. These concerns motivate the attempt to form a cognitive-social epistemic that acknowledges and explains the role of the individual in constructing meaning within culturally-organized activities in primary educational systems. Through questionnaires, interviews and classroom observations, and applying qualitative analytical procedures, the study discloses layers of complexity in a multi-level description of the ways context and cognition interact. At the general level, a comparative analysis of teachers' and pupils' rationales underlying given writing tasks produces converging references to the educational purposes for writing. At a deeper level, findings that writing possibilities and social possibilities are dynamically interlinked with the emergence of identity, suggest that learning is a constructive process of meaning-making which is uniquely manifested in diverse ways. Studies of classroom interaction determine the impact of strategies deployed within classroom communication to control the meaning-making process and make it possible to discuss the efficacies of peer-interaction in the classroom. A second strand of contextual-oriented research in a non-school setting, which incorporates the computer as a writing tool, reinforces the view that children are primarily social players negotiating roles and relationships by whatever mediational means are made available to them. In light of these results, the thesis acknowledges the complexity of a largely implicit cultural architecture for directing the context of action, and concludes that this structure will be explicated only by adopting an inclusive research strategy to encompass simultaneous acting influences.

Uppsatsen bygger på en studie av hur texttyp och genre förklaras i läroböcker inom gymnasieskolan. Syftet är att kritiskt granska hur begreppen förklaras i läroböcker för Svenska A och B. Som utgångspunkt för studien görs även en granskning av hur vetenskaplig text förklarar dessa begrepp. Det sker genom en kritisk närläsning av ett texturval från både det språkvetenskapliga och det litteraturvetenskapliga fältet. Granskningen utgår från distinktion, komplexitet och samband. Studien, som är diskursanalytisk i sin ansats, är således tvådelad där text inom olika kontexter behandlas. Metoden för studien av lärobokstexterna är en textsekvensanalys inspirerad av J-M Adam och Per Ledin, men med eget tillskott av den problematiserande sekvensen. Den avgörande frågan är om de vetenskapliga förklaringarna med deras problematik återspeglas, om än via text-traduktion, i lärobokstexternas förklaringar. Vidare diskuteras läroboksförfattarnas ansvar inom den diskursiva praktiken, eftersom eleverna är starkt beroende av producenterna. Resultatet av min undersökning visar att ansatser till problematisering finns, men även brist på ansats. I en av de undersökta läroböckerna återspeglas, genom text-traduktion, vetenskapliga förklaringar med tillhörande problem. I den texten diskuteras och tydliggörs även begreppens samband. I studier av texttyp och genre är det väsentligt att utgå både från de språkvetenskapliga och de litteraturvetenskapliga fältens texter för att iaktta de teoretiska problem som diskuteras i samband med fiktiva och ickefiktiva texter.

Contemporary literary approaches have caused paradigm shifts in Biblical Studies in the last two decades as it appears in a great deal of Markan studies using narrative, reader-response, deconstructive, feminist, and new historicist approaches. However, literary studies on the Gospel of Mark have not taken into account theoretical questions underlying those approaches. As a result biblical critics are driven by new trends without ever having a chance to examine the critical baggage of the approaches. Consequently, there is a gap of communication between the old and the new one. Therefore this thesis is an attempt to meet the need of enhancing the quality of critical endeavour in biblical studies. In the light of most recent competing critical theories of literature, the first contribution of this thesis is the methodological finding that Bakhtinian dialogic criticism contains the most profound philosophical and practical foundations for solving some crucial theoretical problems in contemporary literary theories. It is a critique to a Saussurian linguistic system of language which becomes the very foundation of modern and postmodern literary criticism. Bakhtinian literary theory shifts the foundation of literary criticism on linguistic signs into the creative activity of the socio-cultural production of human communication. The shift into socio-cultural reality of language communication makes the notion of 'genre' very important to unlock the problem of text and context in literary studies. Since the Gospel of Mark has fascinated most literary critics in Biblical Studies, the problem of 'genre' of this gospel is chosen as the focus of this study. Secondly, as no agreement is reached as to what 'genre' the Gospel of Mark belongs, this thesis makes its contribution to the discussion by locating the problem of 'genre' of Mark in the context of genre theories and argues that the Bakhtinian suggestion to find genre in the socio-cultural sphere by analysing artistic intercourse between narrative agents in Mark has freed the competing analysis from the unresolved problem between the kerygmatic (content oriented) approach and the analogical (form oriented) approach. To achieve finding 'genre' in the socio-cultural sphere, this thesis focuses on Bakhtinian analysis of the process of artistic intercourse between narrative agents. The narrative communicative interrelationships between narrative agents is constructed in this thesis as a 'stereophonic' Bakhtinian model of dialogic communication. This model is an original contribution of this thesis for revising the traditional two dimensional model of narrative communication. Based on this dialogical model of communication, a special role is given to the Bakhtinian 'author-creator' in the realization process of genre through the interaction of polyphonic voices. Through the interaction of voices of the author-artist and the hero we are led to discover a relatively stable type of portraying and controlling reality in Mark, known as the genre of Roman 'satire'. The closest literary affinity is Satyrica by Petronius. This narrative strategy of 'satire' in Mark has its root in the prophetic discourse of the Old Testament which is saturating the speech of the narrator, John the Immerser, the centurion, the people, and even Jesus. Finally, the whole search for Markan 'genre' culminates in the analysis of the realization of genre through the analysis of Bakhtinian chronotope. The reality of the genre of Mark is its social reality that is in its role as dpxrj/ 'beginning'. As the Gospel of Mark proclaims itself as 'a beginning', it defines its claim of socio-cultural 'authority' in early Christianity. It is this 'sense of beginning' which enables the narrating and the narrated world of Mark to interact dialogically.

Doctor of Philosophy(PhD) / This thesis is a contrastive genre study which explores newspaper commentaries on terrorism in Chinese and Australian newspapers. The study examines the textual patterning of the Australian and Chinese commentaries, interpersonal and intertextual features of the texts as well as considers possible contextual factors which might contribute to the formation of the newspaper commentaries in the two different languages and cultures. For the framework of its analysis, the study draws on systemic functional linguistics, English for Specific Purposes and new rhetoric genre studies, critical discourse analysis, and discussions of the role of the mass media in the two different cultures. The study reveals that Chinese writers often use explanatory rather than argumentative expositions in their newspaper commentaries. They seem to distance themselves from outside sources and seldom indicate endorsement of these sources. Australian writers, on the other hand, predominantly use argumentative expositions to argue their points of view. They integrate and manipulate outside sources in various ways to establish and provide support for the views they express. It is argued that these textual and intertextual practices are closely related to contextual factors, especially the roles of the media and opinion discourse in contemporary China and Australia. The study, by providing both a textual and contextual view of the genre under investigation in the two languages and cultures, aims to establish a framework for contrastive rhetoric research which moves beyond the text into the context of production and interpretation of the texts as a way of exploring reasons for the linguistic and rhetorical choices made in the two sets of texts.

Thesis (M.A.)--Liberty University, 2009. / Includes bibliographical references.

Zugl.: Hamburg, Univ., Diss., 2005

Thèse--Master of arts--Liverpool, 1969. / Bibliogr. p. 329-368. Index.

Diss.--Fachbereich Angewandte Sprachwissenschaft--Mainz--Johannnes Gutenberg-Universität, 1991.