Grammatical-textual mapping and Report

Order Description

I have uploaded 2 files. One for description of the assignment one for sample.
Please read the description and the extract that you will analyse is in it(The extract is taken from the “Redfern Speech”, delivered by the then Prime Minister of Australia, Paul Keating, on 10th December, 1992.Just 13 sentences) and there are 2 links bottom of the page that you will use for the report. Also please check the sample report, The report needs to be same order with the sample one.
1- Etymology (English- latin-french etc.)
2- Context of the extract.
3- Communication Content
4- Summary of style
5- analyse the phrase-clause-word class
6- and finally analyse the each sentences as in the sample show with arrows.

you only need to analyse the extract in the ‘grammatical report Description & extract’ file. 13 sentences.

Assessment 2:
Grammatical-textual mapping and Report
Due Date Assessment 2:
Grammatical Mapping Report due week 7, by 5pm Friday 4th September, 2015
Assessment Description and Requirements
Students will be required to generate a hierarchical mapping of textual grammatical elements using either Chomskyan trees or a similar schematic system.
The marking rubric is supplied on pages 10-11 of the Learning Guide.
Students are required to label syntactic, word class, phrasal and clausal segments and to indicate how these generate sense building. Items of ambiguity at the lexical and semantic levels (and pragmatic level if applicable) should also be labelled and analysed.
Students can use the supplied ‘model report’ (on vuws) to guide them in their analysis. The ‘model report’ is very advanced: students are not expected to produce such a complex document, but it is offered to prompt students in their analysis.
Minimum requirements are reporting of these features and a discussion of their significance in generating meaning:
? Word class
? Etymology
? Phrase
? Clause
? Morphology
? Semantic (sentence grammar and syntax) choices
? Lower level pragmatic effects: context, for instance
? Diagrammatic representation of meaning (trees/hierarchy)
The extract is taken from the “Redfern Speech”, delivered by the then Prime Minister of Australia, Paul Keating, on 10th December, 1992.
Students may work alone or in groups on this task, but please include all names on the head of the document. A Turnitin link will be activated for submission. Marking turnaround is 2 weeks.
—————————————————————————————————————-
Extract
And, as I say, the starting point might be to recognise that the problem starts with us non-Aboriginal Australians.
It begins, I think, with that act of recognition.
Recognition that it was we who did the dispossessing.
We took the traditional lands and smashed the traditional way of life.
We brought the diseases. The alcohol.
We committed the murders.
We took the children from their mothers.
We practised discrimination and exclusion.
It was our ignorance and our prejudice.
And our failure to imagine these things being done to us.
With some noble exceptions, we failed to make the most basic human response and enter into their hearts and minds.
We failed to ask – how would I feel if this were done to me?
As a consequence, we failed to see that what we were doing degraded us all.
———————————————————————————————————————————-
You may find these links useful:
Some analysis has been performed at this link:

feature | Tom Clarke

The full transcript is available at:
https://antar.org.au/sites/default/files/paul_keating_speech_transcript.pdf

Grammatical-textual mapping and Report

Order Description

I have uploaded 2 files. One for description of the assignment one for sample.
Please read the description and the extract that you will analyse is in it(The extract is taken from the “Redfern Speech”, delivered by the then Prime Minister of Australia, Paul Keating, on 10th December, 1992.Just 13 sentences) and there are 2 links bottom of the page that you will use for the report. Also please check the sample report, The report needs to be same order with the sample one.
1- Etymology (English- latin-french etc.)
2- Context of the extract.
3- Communication Content
4- Summary of style
5- analyse the phrase-clause-word class
6- and finally analyse the each sentences as in the sample show with arrows.

you only need to analyse the extract in the ‘grammatical report Description & extract’ file. 13 sentences.

Assessment 2:
Grammatical-textual mapping and Report
Due Date Assessment 2:
Grammatical Mapping Report due week 7, by 5pm Friday 4th September, 2015
Assessment Description and Requirements
Students will be required to generate a hierarchical mapping of textual grammatical elements using either Chomskyan trees or a similar schematic system.
The marking rubric is supplied on pages 10-11 of the Learning Guide.
Students are required to label syntactic, word class, phrasal and clausal segments and to indicate how these generate sense building. Items of ambiguity at the lexical and semantic levels (and pragmatic level if applicable) should also be labelled and analysed.
Students can use the supplied ‘model report’ (on vuws) to guide them in their analysis. The ‘model report’ is very advanced: students are not expected to produce such a complex document, but it is offered to prompt students in their analysis.
Minimum requirements are reporting of these features and a discussion of their significance in generating meaning:
? Word class
? Etymology
? Phrase
? Clause
? Morphology
? Semantic (sentence grammar and syntax) choices
? Lower level pragmatic effects: context, for instance
? Diagrammatic representation of meaning (trees/hierarchy)
The extract is taken from the “Redfern Speech”, delivered by the then Prime Minister of Australia, Paul Keating, on 10th December, 1992.
Students may work alone or in groups on this task, but please include all names on the head of the document. A Turnitin link will be activated for submission. Marking turnaround is 2 weeks.
—————————————————————————————————————-
Extract
And, as I say, the starting point might be to recognise that the problem starts with us non-Aboriginal Australians.
It begins, I think, with that act of recognition.
Recognition that it was we who did the dispossessing.
We took the traditional lands and smashed the traditional way of life.
We brought the diseases. The alcohol.
We committed the murders.
We took the children from their mothers.
We practised discrimination and exclusion.
It was our ignorance and our prejudice.
And our failure to imagine these things being done to us.
With some noble exceptions, we failed to make the most basic human response and enter into their hearts and minds.
We failed to ask – how would I feel if this were done to me?
As a consequence, we failed to see that what we were doing degraded us all.
———————————————————————————————————————————-
You may find these links useful:
Some analysis has been performed at this link:

feature | Tom Clarke

The full transcript is available at:
https://antar.org.au/sites/default/files/paul_keating_speech_transcript.pdf