Text A represents 'mumsnet' users as comfortable with each other and expressing their own opinions through their use of grammar, formality and colloquialisms. For example McHappyPants2012's post fails to feature capitalisation at he beginning of their sentences and features emoticons. This find into the way language was used online when this was posted. Online people tend not to follow standard English or the basic rules of grammar as it isn't about how you're saying things, it's about what you're saying. Especially in this context as users are seeking help from each other, they aren't going to take knowledge of spelling mistakes or missed commas. Language is also used this way to maximise efficiency. Using emoticons conveys your mood quickly and in this text woolyideas' use of a raised eyebrow emoticon clearly connotes confusion and distaste. The use of all these techniques creates an informal register that mimics spoken language.
Discourse markers in this text also add to the text also add to the text being written like a spoken conversation. Phrases like 'okay', 'yep' and 'actually' are all discourse markers used to structure each point made but in the first post 'okay' features at the start. This is typical of spoken language as it indicates the speaker is thinking of what to say or how to phrase it. Techniques such as asyndetic listing are also used in the same way. Its primary purpose is to organise items in a list but also to make the list appear drawn out and emphasise it.
Q2) Text B is an article from the Mirror with informs the reader on the current shift in popularity regarding prom nights. The text features statistics such as 'teenage lads are spending 24% more than a year ago' and 'boys spend on average £385 compared to girls who blow £467.25'. These statistics infer that the Mirror knows a lot on the subject and should be trusted. They're also used to inform the audience, which is most likely parents.
The audience for this text is most likely parents or adults looking for advice. We know this as the article features in the 'personal finance' section on the advice part of the site. In terms of graphology, the adverts featured down the right side of the article are regarding topics like energy bills, broadband and personal injury claims. It is unlikely that these adverts would feature if the intended audience was teenagers. The text also features ideas like discos which in the text are described as 'traditional'. This adjective connotes older times, so it's likely adults could relate to this.
Text B also discusses things that are 'typical' of one gender and how it's now the norm. For example it mentions boys 'heading to beauty salons' for various treatments such as 'eyebrow threading' and 'spray tans'. this links to contemporary society as gender roles are disappearing. The text also links to things in modern society through intertextuality. The text mentions David Beckham and James Bond and these references are used to explain the youth today.
Q3) Texts A and B are similar as they are both giving advice out to a similar audience, on the same topic. 'Mumsnet' features parents discussing tips for prom and the Mirror article is under the advice section of the site and is informing people of prom and what to expect. As 'mumsnet' is for parents, those posting are most likely to be mums, dads or guardians. It's unlikely children would be looking at the advice section on the Mirror and the adverts are aimed at adults too. Due to this similarity between consumer of the text, certain language is used. For example, both texts consider archaic themes such as 'traditional discos'. And although these things aren't really old, compare to the contemporary society they are they are the antithesis.
The texts are also similar due to their use of slang, abbreviations, and coinage. 'Mums net' (text A) features a range of abbreviations from ones specific to the site such as 'DD' to generic ones such as 'BTW' and 'OTT'. These are used mainly for efficiency. The Mirror article features new words like 'promzilla' but slang isn't used for the same reasons in each text. The use of colloquialisms in text B is simply to educate the adult audience and occasionally entertain them. These new phrases juxtapose the older phrases used to emphasise how much prom has changed over the years.
The users of 'mumsnet' in text A are a discourse community. They share a common goal to be good parents and to gain as well as share their knowledge. They also have their own lexical field which features abbreviations like 'DD' meaning 'darling daughter' and this features throughout the forum. Whereas, the Mirror text is an article therefore there's no group of people sharing an occupation featuring in the text. It could be pragmatically implied that the audience is parents and that they are a discourse community but there's no evidence.
The texts also vary in terms of how personal they are. Text A features anecdotes and references to abstract nouns like feelings as well as concrete nouns. However, text B focuses a lot more on the materialistic view of prom and doesn't mention personal experiences ad it only focuses on facts and statistics. This could have an impact on the type of parent that looks at each text. Those that go on 'mums net' are likely to be seeking out stories of personal experience and opinions, to be showered with a plethora of opposing or agreeing arguments. Whereas if you were to look for advice on the Mirror you'd find references to money, percentage increases and a few statements from professionals in that field.
Grade : B
Mark: 51/70
AO1: 15/20 (75%)
AO3: 21/30 (70%)
AO4: 15/20 (75%)
Improvements:For Q1&2:
*Identify a greater number of techniques using terminology
*Identify and discuss more contextual factors
*Link techniques (identified using terminology) to context
*Explore affordances and constraints of technologically meditated texts
*Explore and evaluate the representations in the text
*Explore how values and attitudes are conveyed in context
*Analyse how the audience is positioned
For Q3:
*Be more concise
*Plan 2 points of comparison in more detail (rather than 4/5)
*Ensure both points of comparison are sufficiently different in focus (e.g. not two grammar points or two theory points)
*Explore the effects of context on language use, representations and meanings
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