{ "@context": "https://schema.org", "@type": "Organization", "name": "Brainscape", "url": "https://www.brainscape.com/", "logo": "https://www.brainscape.com/pks/images/cms/public-views/shared/Brainscape-logo-c4e172b280b4616f7fda.svg", "sameAs": [ "https://www.facebook.com/Brainscape", "https://x.com/brainscape", "https://www.linkedin.com/company/brainscape", "https://www.instagram.com/brainscape/", "https://www.tiktok.com/@brainscapeu", "https://www.pinterest.com/brainscape/", "https://www.youtube.com/@BrainscapeNY" ], "contactPoint": { "@type": "ContactPoint", "telephone": "(929) 334-4005", "contactType": "customer service", "availableLanguage": ["English"] }, "founder": { "@type": "Person", "name": "Andrew Cohen" }, "description": "Brainscape’s spaced repetition system is proven to DOUBLE learning results! Find, make, and study flashcards online or in our mobile app. Serious learners only.", "address": { "@type": "PostalAddress", "streetAddress": "159 W 25th St, Ste 517", "addressLocality": "New York", "addressRegion": "NY", "postalCode": "10001", "addressCountry": "USA" } }

SECTION B Flashcards

(5 cards)

1
Q

BP2 Structure.

A

Many language features in the discourse reflect the [ in / formal] register of this [ text-type].

ELC such as “ “ and “ “ [on line] are utilized to discuss…….. These choices are more sophisticated reflecting the seriousness of the topic [ insert topic] being discussed. Moreover through the use of qulioqual [ insert metalinguistic tag] [ on line] “ “ coupled with laughter “ “ [ on line ] helps build a close tenor between the [ host/audience/ppl names]. These choices are informal reflecting the laid-back style of this [ insert text] along with the [ adjective] tone that [ increases/decreases] the register of this [ insert text-type].

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2
Q

BP1 Structure

A

he language features selected by [ names of ppl in the text]in this ( text type) on/in [ situational context] reveal the [ adjective] nature of this [ text-type].

[ name of host] facilitates turn-taking through the use of the [ vocative - ex.’ricky’] [ on line] to signal that they are speaking directly to [him/her] when…….. . The use of this vocative coupled with the [ insert slow/fast speech see the table from assessment] [ on line] which indicates to [ names of person] that they are seeking [ his/her] input and are encouraging him to take the floor at the end of their utterance. this reflects [ name of person] role as a host as they are guiding the discussion and facilitating turn-taking.

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2
Q

BP3 Structure

A

[ name of ppl in the text] draw(s) on a number of stylistic choices to [ purpose 1] and [ purpose 2], while also fulfilling a [ function 1] and [ function 2].

Through the use of ephusimitic/ dyshpmistic [ insert meta-label] “ “ [ on line] coupled with [ figurative language] “ “ this helps fulfill a [ insert function] as it aims to [ close/not close] social distance between [ names of the ppl]. Also through the use of stress [ on line] “ “ it puts emphasis on what the host wants to discuss which helps fulfill a referential function and a purpose of [ insert purpose].

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3
Q

Overview structure

A

Employing a ___ register, this (text type) is from ( context). Addressing an audience of___ and ___ this discourse serves a [ function] by [ explanation]. The text type also fulfils the purpose of [ insert purpose] the adjective tone supports the adjective style of this text.

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4
Q
A
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