#phantomgaylord

[briarfauxn]

i get so happy when i see your art on my dash ♥️♥️

I only just realized this ask was in here but it was clearly in here a while ahhhhh???? THANK YOU FRAND

[gayiconwaluigi]

Genre analysis

[as requested by @phantomgaylord]

This is the first entry in my Systemic Functional Linguistics for Everyone series.

First thing we should mention is genre analysis! This is the most fun and practical thing I’ve learned. Everything conceivable is a genre. Amazon reviews, text messages, emails to professors. I taught the genre of the “at Claire’s” meme in my linguistics class. Teaching students genres explicitly helps to close the academic gap between those raised with certain types of culturally important genre knowledge and those raised without that knowledge. [for example, the professor email, the cover letter, the resume]

The first thing to do is go through a series of examples to identify stable moves. What are the parts of the genre present in every or most of the examples? The stable move of the “at Claire’s” meme was always including “at Claire’s” at the end. Examples of the genre that don’t include these moves might fail the genre.

The second thing to do is identify optional moves. These are things that are not essential or required but are a feasible choice one can make. An optional move for the “at Claire’s” meme was including a reblog with a response.

Within the optional moves are expert moves. These are advanced options that signify you have mastered the genre.

Compile examples of the “30-50 feral hogs” meme to identify what the stable moves, optional moves, and expert moves are. Some of my favorite genre moves for every meme are the niche moves—references to LGBTQ culture a la “got my t shot at Claire’s”

Also identify the failed examples—why does the example break the genre? Genres don’t have to be written either! They can be conversations, situations, tiktoks etc

[gayiconwaluigi]

Field Analysis

Here’s the second entry in my Systemic Functional Linguistics (SFL) for Everyone series.

Here’s the first entry on Genre Analysis if you would like to start there.

I’m about to talk about grammar, which for some of you may bring back bad memories, but that is because you have only been taught to memorize rules and diagram sentences. You do nothing with those rules besides saying that a sentence needs to be this way or that way. This is not functional. SFL is a functional approach to grammar as it says in the name. Let’s unpack what that means with field analysis.

Field is part of three important facets of SFL, but today we’re only focusing on field.

First, in our discussion of Field Analysis, lets define field. Field is closely affiliated with traditional grammar except that it’s functional. 

For field, we will need to know three pieces of vocabulary.

Participants (nouns, subjects, objects)

Processes (verbs)

Circumstances (prepositional phrases, etc)

Every clause has a participant that undergoes a process. The circumstances are not always there. Take the following sentence.

I want to go to the park.

“I” is the participant .

“want to go” is the process.

“to the park” is the circumstance.

I usually color code these types of analyses to keep me organized.

An example of a sentence with two clauses would look like this.

I want to go to the park and slide down the slide.

The nice thing about SFL is that it’s fluid. The sentence above features two clauses. The second clause has “slide” as the process and “down the slide” as the circumstance. Where is the participant? It’s implied. It is implied that “I” is your participant. Here’s another example.

Let’s go and eat some ice cream.

“Let” and “go” are the processes of the first clause.

“’s” represents “us,” so it’s the participant of the first clause. This clause doesn’t feature any circumstances.

The second clause features “some ice cream” as a participant and “eat” as the process. We can also imply that “let us” is featured in this clause after the “and” as well.

If I were to dissect this sentence in a word document, I would do the following.

Let’s go and /

[XYZ] eat some ice cream.//

The singe slash indicates the end of a clause, and the double slash indicates the end of a sentence. [XYZ] is a stand in for the implied words.

Educators use this to determine the density of texts. If something’s too dense, then it will be challenging for certain readers with lower reading levels.

If there is a ratio of one clause to one sentence, the text is not very dense. If there are more clauses per sentence, the text has grown more dense. You can determine this density by dividing the # of clauses by # of sentences. The further you get away from 1, the more dense the text is. The density of this paragraph is 1.6.

If you’d like to dissect the text you’re working with, create a table with three columns for participants, processes, and circumstances to look at the repeating words. However, looking at word choice will be reserved for the next facet of SFL.

@phantomgaylord

[delusionalgirlfriend]

we're fan wank and the unnamed Aesthetic mutuals

hoenestly yea lmao honestly my favorite way to bond w/ people is to look at things we both hate and just get angry @ it lmfao

[greenribbon]

HAPPY BIRTHDAY!!! <3

Thanks!!!

ceilingninja

replied to your post

“woebegone-kenobi replied to your post: omg its...”

HAppy Happy Birthday!!!!

And thanks!!!

[fancycake]

phantomgaylord replied to your post: i’m genuinely tempted to label the baseball bat i...

somebody @ work asked me why i have a baseball bat in my car and i said “in case i run into a nazi”

beautiful tbh

[daddymymouthisfullofstars]

Bob's mustache is bushier than ever, a Christmas miracle indeed.