textual analysis of mcdonald's annual report
DESCRIPTION
Multimodal discourse analysis presentation of elements in McDonald's annual report. Can be used for the reader to understand the signals the chosen rhetoric and their meaning.TRANSCRIPT
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4TH ASSIGNMENT Pages of McDonald’s 2004 annual report
Group 2: Anne, Henriette, Rasmus, Stine and Sarah
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Introduction
Overall Communicative GoalTo show the differentiation among
McDonalds’ consumers in order to
support their profile towards stakeholders
Introduction
Ideational resources
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
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Ideational Resources - Process Types
Action Woman
“I do yoga …” Motion
“ .. and MacDonald’s helps out.” Affective
Boy
“my friends and I celebrate”
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
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Ideational Resources - Process Types
MentalWoman “I know it is important ..”
Cognitive
Boy “I love music”
Reactive “Don´t get me wrong”
Cognitive (don’t understand me wrong) “I like school”
Reactive “You can say”
Verbal
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
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Ideational Resources - Process Types
RelationalWoman “Life is a balancing act”
Identification “A grilled chicken and a premium salad and a bottle
of water are a woman´s best friends” Identification
“I have a family … and a job” Relational possession
Boy “It’s a great escape from school work”
Identification (it = music) “I´m not that big on test”
Attribution
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
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Ideational Resources - Process Types
Contribution to overall communicative goalMental processes + relational
processes ○ Expresses emotions and invite the
reader to identify with the two persons’ life
○ Express differentiation in values
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
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Ideational Resources - Circumstantial roles
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
Woman “outside the home”
Place “So, I do yoga ”
Reason
Boy “After exams are over” and “while we jam out”
Time “with a Big Mac”
Manner
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Ideational Resources - Time and frame perspective
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
Time framePresent tense > ongoing perspective
Contribution to overall communicative goal○ MCD continues to help .. (woman) ○ MCD continues to be the place to “celebrate”
(boy)
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Ideational Resources - Concept taxonomies
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
Meronymy Woman
○ “life” = whole○ “family”, “job”, “exercise/yoga” and “eat right” = parts
Boy○ “school” = whole○ “school work”, “exams” and “tests” = parts
Synonymy Boy
○ “tests” + “exams” > synonyms
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Ideational Resources - Concept taxonomies
Introduction
Ideational resourses Process Types Circumstantial roles Time and frame perspective Concept taxonomies
Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
Hyponymy MCD products
○ Class “Big Mac”, “A grilled chicken .. “ and “fries”
○ Subclasses
Contribution to overall communicative
goal Meronymy
○ Make the reader identify with themHyponymy
○ Specifies products and connects them with the identification
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Interpersonal Resources - Sentence structure, function and modality
Introduction
Ideational resourses Interpersonal resources Sentence structure and function Modality Attitudinal Lexis
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
Declarative sentences Relational
One imperative sentence “Don’t get me wrong”
Relational - command
Modality “I guess you can say”
Modal verb of permission
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Interpersonal Resources - Attitudinal lexis
Introduction
Ideational resourses Interpersonal resources Sentence structure and function Modality Attitudinal Lexis
Textual resources
Burke´s rhetoric
Discourse & social practice
Conclusion
Linking verbs“Life is a balancing act”“It’s a great escape..”
Cognitive verbs“know”, “like” and “love”
Degree adverb“I’m not that big on tests
Qualitative adjectivesSubjectivity
○ Woman: “important”, “busy” and “best”○ Boy: “great” and “big”
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Textual Resources - Medium and channel
Introduction
Ideational resourses Interpersonal resources
Textual resources Medium and channel Theme
Cohesion
Burke´s rhetoric
Discourse & social practice
Conclusion
MediumAnnual report
Channel Written one-way communication
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Textual Resources - Theme
Introduction
Ideational resourses Interpersonal resources
Textual resources Medium and channel Theme
Cohesion
Burke´s rhetoric
Discourse & social practice
Conclusion
WomanUnmarked
○ “life”, “I”, “McDonald’s” and “A grilled chicken...”Marked
○ “So” – connects “I do yoga” and “I know it is important”
BoyUnmarked
○ “I” and “it” (music)Marked
○ “After exams are over, my friends and I”
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Textual Resources - Theme
Introduction
Ideational resourses Interpersonal resources
Textual resources Medium and channel Theme
Cohesion
Burke´s rhetoric
Discourse & social practice
Conclusion
Conclusive remarks to thematic
progression Woman
Meronymy: ○ “Life” as a balancing act = whole○ “family” “job” “exercise” and “eat right” = parts○ The marked theme “So” > MCD contribution to meronymy
Boy Little thematic progressionOnly marked theme “after exams are over”
○ Puts focus to when and why MCD
products are used.
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Textual Resources - Cohesion
Introduction
Ideational resourses Interpersonal resources
Textual resources Medium and channel Theme
Cohesion
Burke´s rhetoric
Discourse & social practice
Conclusion
References Anaphoric
• “I know it’s ... exercise ...”• “MCD helps (me) out” • “It’s a great escape” (music)
Exophoric• “MCD helps (you) out” • “Don´t (you) get me wrong”
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Textual Resources - Cohesion
Introduction
Ideational resourses Interpersonal resources
Textual resources Medium and channel Theme
Cohesion
Burke´s rhetoric
Discourse & social practice
Conclusion
Personal Pronouns
“Life is a balancing act. I have a family to look after and a
job outside the home. I know it´s important to exercise and
eat right, but it isn´t always easy. So, I do yoga … and McDonald’s helps out. A grilled chicken premium salad and bottle of water are a busy woman´s best friends.”
“I love music. It´s a great escape from school work. Don´t
get me wrong. I like school, but I´m not that big on tests.
After exams are over, my friends and I celebrate with a Big
Mac and fries while we jam out. I guess you can say, ‘I’m lovin’ it.’”
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Textual Resources - Cohesion
Introduction
Ideational resourses Interpersonal resources
Textual resources Medium and channel Theme
Cohesion
Burke´s rhetoric
Discourse & social practice
Conclusion
Conjunctions
“Life is a balancing act. I have a family to look after and a
job outside the home. I know it´s important to exercise and
eat right, but it isn´t always easy. So, I do yoga … and MacDonald’s helps out. A grilled chicken premium salad
and bottle of water are a busy woman´s best friends.”
“I love music. It´s a great escape from school work. Don´t
get me wrong. I like school, but I´m not that big on tests.
After exams are over, my friends and I celebrate with a Big
Mac and fries while we jam out. I guess you can say, ‘I’m lovin’ it.’”
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Burke´s Rhetoric- Ratio
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric Ratio Substance Rhetoric Logology
Discourse & social practice Conclusion
Woman Purpose:Scene
“I have a family and…”○ Purpose for the life as a balancing act, which
sets the scene.
Scene:act “I know it is important to exercise”
○ The background for the act of her doing yoga
Scene:act “I know it is important … to eat right”
○ The background for McDonalds helping out.
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Burke´s Rhetoric- Ratio
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric Ratio Substance Rhetoric Logology
Discourse & social practice Conclusion
Boy Agent:act
“I” is the agent, that denotes what kind of person it is that
“love music”
Scene:act “After exams are over” + “while we jam out”
○ The setting in which “my friends and I celebrate.
Agency:act “with a Big Mac and fries”
○ The means of the way “my friends and I celebrate”
Purpose:act “After exams are over … while we jam out”
○ Purpose for why “I guess you can say ‘I’m lovin’ it.’”
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Burke´s Rhetoric- Substance
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric Ratio Substance Rhetoric Logology
Discourse & social practice Conclusion
Woman Directional substance
Substances attributed to being a part of
“Life as a balancing act”Culturally motivated
Nutritive substance“exercise”, “eat right” and “do yoga”
Familial substance“A chicken premium salad are a busy
woman’s best friends”
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Burke´s Rhetoric- Substance
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric Ratio Substance Rhetoric Logology
Discourse & social practice Conclusion
Boy Nutritive substance
“Tell me what you eat, and I will tell you
who you are”Celebrating with a Big Mac
Directional substance“I like school, but I’m not that big on
tests”
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Burke´s Rhetoric- Rhetoric
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric Ratio Substance Rhetoric Logology
Discourse & social practice Conclusion
Accomplish consubstantiation Through identification, transformation,
order and addressivity
Substance types creates identification and transformation
Both are marked as being “up” in the social hierarchical order
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Burke´s Rhetoric- Logology
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric Ratio Substance Rhetoric Logology
Discourse & social practice Conclusion
Burkes logology and terministic
screens The sender (woman and boy) holds the
power of what is communicated
E.g. Woman does not say what she never would order at McDonalds
Texts are value-laden and reflects social order
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Discourse and Social Practice
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice Conclusion
Intertextuality Annual report
○ Expect statistics > economic development
Interdiscursivity Advertisement elements
○ Personal description (spoken language)
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Discourse and Social Practice
Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice Conclusion
Main discourses Health discourseBachelor discourse
Contribution to overall communicative goalInterdiscursivity creates interestDiscourses are easily identified with
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Conclusion Introduction
Ideational resourses Interpersonal resources
Textual resources
Burke´s rhetoric
Discourse & social practice Conclusion
Overall communicative goal Mental and relational processes
Establish identities (heterogeneous target group)
Time and frame perspective
MCD continues “helping out”
Interpersonal resources MCD imposes their authority on the reader (By the use of mainly declarative
sentences)
Attitudinal lexis Qualitative adjectives creates a positive image of MacDonald’s
Burke’s Substance create identify, Social order, communication power,
Discourse High level of interdiscusivity
○ Merge of annual report and marketing material
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