Analysis of the relation between attitudes, prosody and genre

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1.1.5 Analysis of the relation between attitudes, prosody and genre

Table 4.8 below shows the overall analysis of attitudes, prosody, and the generic structure of Hasnain’s text. The overall analysis of attitudes varies from the stages of the generic structure of the text. Table 4.8 Analysis of the relation between attitudes, prosody and Text 1 The generic structure Clause Kinds of attitudes Title Sex Education: Does It Really Work? Negative Issue Forty percent of todays fourteen year old girls will become pregnant by the time they are nineteen qtd. in The Effects 632. This statistic may indicate [[that the sex education programs in the United States are not controlling the effects of sex by teens]]. This statistic may indicate [[that the sex education programs in the United States are not controlling the effects of sex by teens]]. The United States has the highest teen pregnancy rate of developed countries The Effects 632. I believe [[that the people of this nation need to look at the current sex education programs and see [[if they are properly addressing the problems that sex education was intended to stop]]. I believe [[that the people of this nation need to look at the current sex education programs and see [[if they are properly addressing the problems that sex education was intended to stop]]. I believe [[that the people of this nation need to look at the current sex education programs and see [[if they are properly addressing the problems that sex education was intended to stop]]. I believe [[that the people of this nation need to look at the current sex education programs and see [[if they are properly addressing the problems that sex education was intended to stop]]. Negative Argument For The three major reasons why sex education is taught in our schools are: 1 to discourage teens from having sex at younger and younger ages; 2 to stop the spread of AIDS and other STDs; and 3 to prevent teenage pregnancy. The three major reasons why sex education is taught in our schools are: 1 to discourage teens from having sex at younger and younger ages; 2 to stop the spread of AIDS and other STDs; and 3 to prevent teenage pregnancy. The three major reasons why sex education is taught in our schools are: 1 to discourage teens from having sex at younger and younger ages; 2 to stop the spread of AIDS and other STDs; and 3 to prevent teenage pregnancy. Positive commit to user Argument against I believe [[that the sex education programs being used today are not effective at controlling these three problems]]. Todays sex education programs are abstinence based. Washington has spent some 31.7 million developing abstinence only curricula Shapiro 56. By looking at the problems sex education tries to solve, we can improve the sex education programs by putting the problems in order of importance. This will prove [[that teens having sex at a younger age is the reason for the failure of sex education in this country]]. This will prove [[that teens having sex at a younger age is the reason for the failure of sex education in this country]]. This will prove [[that teens having sex at a younger age is the reason for the failure of sex education in this country]]. Negative Recommen dation To counteract this problem abstinence should be taught to children under the age of 16. Then when the children reach the age of 16 they need to be taught AIDS and condom education. AIDS and other STDs are an important reason we have sex education. AIDS education is supported in all fifty states:Sex education is only formally required or recommended in 47 states Gibbs 61. AIDS education is supported in all fifty states:Sex education is only formally required or recommended in 47 states Gibbs 61. AIDS education is supported in all fifty states:Sex education is only formally required or recommended in 47 states Gibbs 61. This shows that AIDS education is considered more important than sex education. AIDS can be spread by the transfer of bodily fluids such as blood or semen from an infected person to one [[who is not]]. AIDS can be spread by the transfer of bodily fluids such as blood or semen from an infected person to one [[who is not]]. AIDS can be spread by the transfer of bodily fluids such as blood or semen from an infected person to one [[who is not]]. This includes sexual activity, intravenous drug use. Positive As can be seen, Hasnain starts the issue with negative attitudes. But in fact, Hasnain provides both negative and positive possibilities of evaluation that can be seen in the next stages before he concludes with positive attitudes at the end of stage. This shows that the stance of Hasnain toward the issue is negative to disapprove sex education program in US. Since he applies discussion genre in evaluating this issue, he finishes his evaluation with positive recommendation to suggest that AIDS and condom education are considered more important than sex education. commit to user By using negative prosody and discussion genre, it can be concluded that the ideology of Hasnain is protagonist left. His ideology indicates that he challenges the issue by providing strong and sharp, positive and negative evaluation in the argument from different sides. Thus, Hasnain tries to be more objective to realize his world view.

1.2 Second Text

1.2.1 Analysis of Attitude

The second text used in this research is taken from Zeeshan Ali entitled “Why Sex Education Should Be Taught in Schools”. Similar to Hasnain’s text, Zeeshan only applies two kinds of attitudes: judgment and appreciation in evaluating the issue. The domain and taxonomic analyses, indicates the attitudes and their classification that can be shown in Table 4.9 below. Table 4.9 Number of attitudes Text 2 Attitude Frequency of occurrence Percentage Affect Positive - - Negative - - Judgment Positive 5 18.5 Negative 5 18.5 Appreciation Positive 13 48 Negative 4 15