I intend to study food science at University therefore decided to investigate how language is used in food science publications.
I believe that the level of accessibility of a food science publication will be higher in texts aimed at specialists, but there will be similar features in common in each level of texts.
I looked at four different publications to analyse texts altered to suit their audience. I investigated visual media (television, YouTube, website videos and other types.) and written media (newspaper, books, magazine, and many more) but came to the conclusion that transcribing would be too time consuming compared to annotating ...view middle of the document...
In Text C scientific lexis is also commonly used but is slightly more complex with several chemical terms. “The yeast begins to make ethanol by fermentation”. It also then follows this with a comparative explanation “much like in brewing beer” so that the term can be understood.
Where text B explains its lexis in sections, it states the lexis, then follows it with a brief and condensed explanation “Saturated=containing so much solute in proportion to solvent that no more dissolves” the condensed explanation suits the need for an educational text due it is straight to the point, making it easy to understand and clear to the teenage audience.
Text D is the most complex and doesn’t explain any lexical items. For example: “one study found the level of organochlorines in blood shot up”. Is stated as a term and there is not a simplified explanation attached because it can be assumed that the audience will understand the lexis of a higher scientific semantic field. The text is designed for an audience with specialist scientific knowledge.
Text B uses diagrams as an educational tool as they are an explanation in a picture, so readers can get visual clues whilst finding out how a process works or happens. However, not all the images in Text B are diagrams, some are just to make the text more visually appealing to the audience. The colour scheme is bright, but not too garish and so makes learning fun whilst still being educational. Text B has a considerable amount of text because it has been designed for the purpose to educate the reader, so the text is more important than the images.
Text A uses the highest ratio of images out of all four of the texts as its target audience is young children. It employs a substantial number of images and a vivid colour scheme it will sustain the audience attention and encourage them to acquire an involvement in food science. The imagines are set up in two different ways: either a comic style layout multiple images in separate boxes. Which tells a story whilst teaching about food science. The other format is a double spread image to attract the audience’s attention towards the article with an increased amount of colour and a large amount animation in one picture. Whilst it's attracting attention, it also functions as an explanation diagram. Therefore, this text uses graphological features to interest and educate its audience. Text A also gives the cat anthropomorphic features as well as natural cat like actions. The cause for this, is because the cat like actions make the images seem realistic for the youngster, hence making them believe it is genuine. Whilst the anthropomorphic actions make the cat seem more interesting. Text A has the least measure of text due to the audience will easily grow bored of large quantities of texts. So the designer needs to explain the article in a minimal measure of words while execution the message of the topic, which is likewise...