Investigation #5 Analyzing a Text

In my site of investigation, the public library, written discourse is prominently observed. The frequent communication channel between library administration party and library users is highly relied on text materials like signs, notice, user guides and leaflets. Since written texts are made up of words, sentences and paragraphs, their combination brings insightful meanings corresponding to different context. However, to fully understand the meanings they bring are highly depended on the process and all of the participants the users can identify. Thus, I will here analyze the written discourse existed in library by applying different principle and methods of textual analysis. For this purpose, I will present the instruction printed in a leaflet about “How to reserve library materials through the Internet” as example.

There are 3 broad metafunctions of the language used in the instruction leaflet.

1. Experiential Metafunction

The text implicates the included participants as library users from youths, adults and disabled, for whom have the ability to see and read the Chinese/English instructions. The participants can also claim the identity of readers who have registered for using the library Email Notification Service. The text excludes the participants from visually impaired users. However, Braille display units are provided for them.

2. Interpersonal Metafunction

The writer indicates a logical relationship between library party and library users by mentioning 9 times of reference pronoun “You” and “Your” within 200 words. It might be the reason that effective communication process must be taken in two-way. Therefore, the writer wants to clearly demonstrate who the reader i.e. you, are in this text.

3. Textual Metafunction

To enhance the thematic development, the writer composes the text in a neutral tone without any sensational or emotional words. The content is expressed in an objective way to avoid prejudicial opinion. Besides, there is a high degree of certitude and authority by repeating the modal verb of “will” to achieve a convincing text message. Next, writer emphasizes entreaty of comment adjuncts by noticing “Please enter, Please refer, Please update”.

To strengthen the lexical cohesion, writer includes frequent tendency of action verb such as “Access the home page… Select a library material type…Enter your library card number…Click submit request…Choose your pick up location…” in phrases so as to enhance the readability among different age groups readers. Lastly, to make different lines in the instruction text ‘stick together’, the leaflet’s writer uses the cohesive device i.e. the sequential connector of 1, 2, 3…11, 12 to logically highlight the order. Therefore, library users can easily follow the instruction of reserving library materials through the Internet step-by-step.