UNIT

29,31,32,33,34,35,36
TEXT TYPES
COHERENCE AND COHESION
REVIEW UNIT 4 COMMUNICATIVE
COMPETENCE
TOPICS RELATED
4. La competencia comunicativa. Análisis de sus componentes.

6. La comunicación escrita. Distintos tipos de textos escritos. Estructura y elementos formales. Normas que rigen el
texto escrito. Rutinas y fórmulas.

29.Análisis y articulación del discurso. Cohesión y coherencia. Anáfora y Catáfora. Los conectores. Deixis.

30.El discurso directo y el discurso indirecto.

31Texto y contexto. Tipos de texto. Criterios para la clasificación textual. El registro.

32-36 -El texto narrativo. Estructura y características. El texto descriptivo. Estructura y característica. El texto
argumentativo. Estructura y características. El texto explicativo. Estructura y características. Los textos dialógicos.
Estructura y características.
GRAMMATICAL : CONJUNCTION
COHERENCE AND COHESION: DEFINITION
TOPICS : ESO

32.El texto narrativo. Estructura y características.

33.El texto descriptivo. Estructura y característica.

34.El texto argumentativo. Estructura y características.

35. El texto explicativo. Estructura y características.

36.Los textos dialógicos. Estructura y características.

TOPICS EOI

10. El texto narrativo. Estructura y características.

11. El texto descriptivo. Estructura y características.
12. El texto expositivo. Estructura y características.
13. El texto argumentativo. Estructura y características.
14. El texto instruccional. Estructura y características.
15. Los textos dialógicos. Estructura y características.
DEFINITION OF TEXT

A TEXT will be defined as a COMMUNICATIVE

OCCURRENCE which meets seven standards of
TEXTUALITY
HISTORICAL ATTITUDES TOWARDS WRITTEN

TOPIC 1
GTM → STUDY WRITTEN TEXTS. GRAMMAR AND DRILLS OF
VOCABULARY
DIRECT → LOOSE IMPORTANCE. FOCUS ON ORAL AND FLUENCY
21ST CENTURY → CLT → COMMUNICATIVE COMPETENCE
EDUCATIONAL FRAMEWORK

CEFR L LOMLOE
COUNCIL OF EUROPE.
4 SKILLS
C.C
GRAMMATICAL COMPETENCE

Graphological resources: orthography, punctuation, headings, footnotes, tables

of contents and indexes.

○ Orthography the mastery of the writing system includes the ability to

spell.
○ Punctuation the separation of successive units (such as sentences by
periods, or items in a list by commas), AND the specification of
language function. ex. interrogative, exclamative.
GRAMMATICAL COMPETENCE
DIFF BETWEEN ORAL AND WRITTEN LANGUAGE
GRAMMATICAL FEATURES DESCRIPTIVE TEXT

● OVERUSE OF ADJECTIVES ( EXPLICATIVE AND ESPECIFICATIVE) AND

ADVERBS
● NOUNS : concrete or abstract.
● VERBS: Descriptive verbs provide more detailed or vivid information
about the action being performed. I
● SYNTACTIC STRUCTURE : subordinate clauses (relative, both defining and
non-defining),
■ prepositional and adverbial clauses.
STRATEGIC COMPETENCE

WRITING STRATEGIES

BYRNE → PARALLEL WRITING

STRUCTURES AND ANALYSIS
OF DIFFERENT TYPES OF
TEXTS.
SOCIO LINGUISTIC

AUTHENTIC MATERIALS → TEXT IN CONTEXT → CULTURE

LITERATURE → MAXIMUM EXPRESSION OF TRADITION AND CULTURE OF A

LANGUAGE
 TEXT AND CONTEXT CONTEXT: is “ the other text”,
or the circumstances that
form the setting for an event,
TEXT as a unit of language in use. statement, or idea, and in
terms of which it can be fully
It is not only a grammatical unit, but also a semantic
understood.
one.
CONTEXT OF SITUATION:
According to Halliday: “It is language that is
FIELD : Subject matter
functional”.
TENOR: participants
Halliday & Hasan (1976), “the word ‘text’ is used in
linguistics to refer to any passage, MODE: Oral and written

spoken or written, of whatever length, that does form a

unified whole”.
TYPES OF CONTEXT
- Context of Situation, FIELD → SCIENCE TEXT. JOURNALISTIC. CRIME. DRAMA.

TENOR → FORMAL OR INFORMAL

MODE → CHANNEL → WRITTEN OR SPOKEN
→ GENRE → NARRATIVE, DESCRIPTIVE, ARGUMENTATIVE
- The Context of Culture determines the way the text is interpreted in its context of
situation. It refers to where the text appears. It is a wider context.
- The Intertextual Context; that is, the relation of one text with other ones, similar to the
intertextuality notion mentioned when talking about the standards of textuality. A book written in
the same period, or related to the same topics, same author…
● Harry Potter ( series made by same author)
● Dystopian worlds: 1984. Fahrenheit 451. Animal Farm.
● Romantic period: Same characteristics in the books

- The Intratextual Context; in other words, cohesion and coherence, AND SEVEN STANDARDS .
DISCURSIVE COMPETENCE

Discourse competence refers to the knowledge of what cohesive devices

and patterns of organization are used to connect sentences. This relates
to the way words are organized, what phrases are used, and how
sentences are created.

7 STANDARDS OF TEXTUALITY
7 STANDARDS OF TEXTUALITY

UNIT 4.
C.C
DISCURSIVE
COMPETENCE
COHESION AND COHERENCE
INTERTEXTUALITY

→ RELATION WITH OTHER TEXTS.

→ A literary text is influenced not only by the social and
political circumstances of its time. It is also engaged in a
dialogue with other texts to which it relates, critically or
affirmatively.
INTENTIONALITY

→ The text producer’s attitude and the set of

choices related to cohesive and coherent
devices.
→ Plan to achieve your own goal
ACCEPTABILITY

→ Receiver’s attitude: accept a language

configuration as a cohesive and coherent text
capable of utilization.
INFORMATIVITY

TEXTS MUST BE:

EXPECTED AND KNOWN
SITUATIONALITY

Concerns the factors which make a text

RELEVANT to a SITUATION of occurrence.
It is evident now how great a role is played by the context of
communication with respect to intentionality and acceptability.
We must also consider factors like these:
(a) how much knowledge is shared or conveyed among
participants (informativity);
(b) how the participants are trying to monitor or manage the
situation (situationality);
(c) how the texts composing the discourse are related to each other
(intertextuality).
CLASSIFICATION OF TEXTS

RHETORIC → MODES OF DISCOURSE

● NARRATIVE
● DESCRIPTIVE
● DIRECTIVE
● EXPOSITION
● ARGUMENTATION
 HAVING ANALYZED AND DEFINED, THE TEXT
AND CONTEXT, THE SEVEN STANDARDS OF
TEXTUALITY AND ITS MAIN ELEMENTS WE
SHALL NOW DEVOTE OURSELVES TO CLASSIFY
DIFFERENT TYPE OF TEXTS.

NEED TO HAVE LINKING PARAGRAPHS. EXPLAINING THE TITLE

● Aristotle’s Rethoric → uses of
language.
→ narration, description, directive,
exposition and argumentation

● Trimble : according to purpose →

ILLOCUTIONARY ACTS ( SEARLE)
FACTUAL TEXTS → Inform,
persuade, instruct.
LITERARY TEXT → Entertainment

TYPE OF TEXTS
DESCRIPTIVE
TOPIC
DESCRIPTIVE TEXTS

A descriptive text is usually defined as a type of discourse concerned with the

representation of people, animals, objects, atmospheres, landscapes, actions and
feelings by means of words (verbal or written representation).

The purpose is to create a mental image in the reader’s mind (in fiction or real
life) by answering the question “What is it like?” in order to describe
something or someone
TYPES OF DESCRIPTION: POINTS OF VIEW

OBJECTIVE: SUBJECTIVE: SUGGESTIVE OR PERSUASIVE

EX→ instructive, technical and scientific aIn fact, the main aim of subjective
descriptions is to provoke emotions about the
OBJECTIVE → inform or instruct about the thing to object to be described rather than reflecting
be described. provides generalized information on
the item as it is for details to achieve affective
facts, qualities and characteristics about the object
values. This type of description is namely
under consideration so as to get a systematic,
accurate and almost photographic description. found in literary texts
TYPE OF DESCRIPTION : OBJECT
PEOPLE :

Prosopography → the physical appearance .

Etopeia → includes a moral or phychological description

Portrait →which combines both physical (prosopography) and psychological (etopeia) features.

Caricature →which is associated with the idea of overloading or exaggeration under the principle of dominant
impression.
ARGUMENTATIVE
DEFINITION
PRESENTATION AND EVALUATION OF ARGUMENTS EITHER
RHETORICAL OR DIALECTICAL

MAIN AIM : PERSUADE OR CONVINCE THE AUDIENCE.

DEPENDING ON AUDIENCE →ESPECIALIZED OR NOT.

EXAMPLES OR FORMS: a discussion, an interview, a speech, an essay, an

opinion letter, a letter or a book on literary criticism.
TYPES OF ARGUMENTATIVE TEXT
OBJECTIVE
SUBJECTIVE Related to the cognitive process of formally judging
about a given problem.
encoder’s desire to communicate certain ideas or
simply to provoke the audience. (a) bibliographic references → arguments of
authority;
THE point of view is expressed mainly by means of
presuppositions and connotations, which produce
(b) examples from the author’s personal experience;
informal, persuasive, ironical, appreciative or
pejorative arguments.
(c) analogy, that is, by paralelisms and comparisons
ORAL → political speeches, debates, interviews,
informal conversations, radio and TV reports.
OTHER TYPES ( EXTRA)

A ‘fortiori’ argumentation, A ‘contrario’ argumentation, that is, when arguing from an

accepted conclusion to the rejection of its contrary.
Hence, there is a clear dissociation between the given
when arguing from an accepted conclusion to an
arguments. This technique is namely used in scientific
even more evident one. This technique is used
texts which tend to be more specific as the main
in commentary texts, which may give more
argument is supported by verifiable facts or statements
information on specific subjects or offer a
(NASA reports on Mars, formal letters, lectures,
different point of view on a subject by holding bibliographies).
to true values (newspaper complaint column,
discussions, footnotes).
STRUCTURAL ELEMENTS
1. Firstly, the introduction may present the author’s main argument in two different ways:

(a) as a thesis, that is, as a problem to be solved and not as a universal truth and

(b) by means of a suggestive and entertaining introduction to the theme through examples or references with the aim of attracting the
reader/listener. The author must use the beginning of his text not to write about the issue in general but to gain the audience
sympathy.

2. Secondly, the explanation of the issue under consideration sets up the beginning of the ‘body’ development whereby the author can
modify the opinions of the audience by making an effective discourse when introducing the different approaches to the issue
(historically, nowadays).
3. The outline of the argument. This third step establishes the difficult points of the argument which must be presented in a concise,
organized and coherent way so as to establish the relationship between the different parts of the argument by means of linguistic
elements or discourse deixis. Moreover, at this point, the effectiveness of the argument may be improved once the audience is
better informed.
4. The fourth step deals with presenting proofs, which are extremely relevant within the essay since they support the main argument
with contributions of literary authorities on the theme, bibliographic references and linguistic means (expressions such as ‘as a
matter of fact’, ‘it cannot be forgotten’, ‘what is more’). They invite the audience to reflect on them and consider the given
bibliographic references so as
to enhance the relevance of their arguments.
Similarly, refutation may establish the main unacceptable ideas or opposite thoughts to that of our main issue, and therefore, raise
more interest on the part of our audience.
6. Finally, it is very important to conclude with a good summary of the opposite arguments, both positive and negative, which will
reflect the author’s position with respect to the issue. This summary may be presented in two ways: as a universal truth or as
another contribution to the issue under consideration.
CONCLUSION