Parsing the Australian English curriculum: grammar, multimodality and cross-cultural texts.

Exley, Beryl ; Mills, Kathy A.

During the intense period of uncertainty about the linguistic traditions that would inform The Australian Curriculum: English (ACARA, 2012), two journalists entered into the dialogue. Their separate accounts serve as evidence of some of the viewpoints on offer. Dubosarsky (2010), a Herald-Sun reporter and author of grammar books for students claimed: 'Now, 40 years on, with the National Curriculum, it looks as if formally taught grammar is coming back into fashion'. She notes that 'several fascinating and dramatic new theories of grammar have been developed in the linguistics departments of universities. But you have to start somewhere and for children, a perfectly reasonable starting point, I think, is what is known as traditional grammar ...' Dubosarsky (2010) recounted her own schooling experiences in the 1970s:

   [W]e had grammar lessons every week, dividing sentences up into
   subjects and objects, clauses and tenses ... It was like doing ...
   mental arithmetic exercises every morning; not exciting perhaps,
   just a simple matter of gaining knowledge to build on in later life
   ...

A second journalist and former secondary school teacher, Harrison (2010), advised that The Australian Curriculum: English would be adopting a systemic functional approach, but claimed that it 'should not be mandated in the curriculum' on the basis that 'traditional grammar is more than adequate for students to discuss language and apply the resulting insights in their own texts'.

The tensions within and between these viewpoints that set forms of grammar apart from each other are typical of those Christie (2010) recounts in her chapter entitled The 'Grammar Wars' in Australia. Historically, traditional grammar provides the most widely known grammatical terms to describe the syntax of formal written and spoken language (Kress, 1993). These include the parts of speech (e.g. noun, verb, conjunctions, prepositions and so on), subject and predicate, tenses, and other terms for classifying word usage within sentences. Traditional grammar has 'historically been based on normative rules and the standards of edited English, those traditions, which appeared to promote one correct way for every rule .' for formal written and spoken language (Hancock & Kolln, 2010, p. 28). Although Dubosarsky (2010) and Harrison (2010) separately claim that traditional grammar and its focus on form is more than adequate, Clark (2010, p. 47) draws on empirical research to argue that one of the most 'tenacious shibboleths of governmental educational policy and thinking is that teaching pupils [traditional] grammar will of itself result in improved writing'.

While acknowledging the importance of traditional grammar, Cope and Kalantzis (1993, p. 4) similarly counter: 'there is a time and a place for many of the usages that traditional grammar deemed incorrect'. For example, there are many informal social contexts of language use where formal written and spoken English may not achieve the intended purpose, such as when indicating solidarity or intimacy between members of a group. Furthermore, traditional grammar is limited to describing the linguistic elements of written and spoken texts, typically excluding visual, audio, spatial and gestural modes that frequently modify the meaning of words in texts (Lemke, 1998).

In contrast, systemic functional linguistics (SFL) emphasises the cultural and social dimensions of texts (Halliday & Matthiessen, 2004). This model considers how language varies within the context of culture--the social practices of genre--and the context of situation--the variables of register--(see Derewianka, this issue). Its underpinning theory enables the identification of three kinds of meanings (called metafunctions): ideational metafunctions that build subject matter or field; interpersonal metafunctions that construe roles and relationships through tenor; and textual metafunctions that construct the mode or flow of a text (Halliday & Matthiessen, 2004). In written and spoken language, clauses simultaneously express these three aspects of meaning. The three metafunctions can also be used as a framework for examining the meaning making potential of visual, spatial and gestural text (van Leeuwen, 2003). They too are socially constructed forms of representation and communication that can be 'read' for meaning (Economou, 2009; Fox & Exley, 2009: Mills, 2011). Undertaking a metafunctional analysis of multimodal text is complex. This is because ideational, interpersonal and textual meanings intersect across the modes; they unfold simultaneously, whilst each contributes different structures to a text (Economou, 2009). From a functional perspective, what is most interesting is how specific linguistic, visual, audio, spatial and gestural text features are interwoven for particular social and cultural contexts (Lee, 2008; Exley, 2010). This latter approach offers the 'possibility of understanding language-in-culture and language-in-society', highlighting language forms that 'reveal matters of cultural and social significance, difference and relevance' (Kress, 1993, p. 23).

Although Dubosarsky (2010) and Harrison (2010) set forms of grammar apart from each other, The Australian Curriculum: English foregrounds a significantly different approach. In the next section, we identify statements from the new Curriculum to clear up any misconceptions about the inherent linguistic traditions. We then demonstrate the possibilities of this new approach by undertaking a textual analysis to address selected Year Six Curriculum outcomes. We do so by comparing online Coca-Cola advertisements from South Korea and Australia.

Grammar in The Australian Curriculum: English: A new approach to describing how language works

In this section, we demonstrate how The Australian Curriculum: English (ACARA, 2012) offers a new approach to building students' developing knowledge about language. The Curriculum construes traditional and functional grammars as more than complementary; it reorientates the role of grammar by combining a selected traditional nomenclature through a functional approach to highlight the dynamic forms and functions of multimodal language in texts. In the first instance, we turn to the following statement, taken directly from the Strand 'Language: Knowing about the English language':

English uses standard grammatical terminology within a contextual framework, in which language choices are seen to vary according to the topics at hand, the nature and proximity of the relationships between the language users, and the modalities or channels of communication available (ACARA, 2012, p. 7).

This statement explicates that 'English uses standard grammatical terminology', indicating a role for traditional grammar terminology. The statement also acknowledges SFL theory in its claim that 'language choices are seen to vary' according to the 'relationship between the language users' and 'modalities' of communication (ACARA, 2012, p. 7). Figure 1 further demonstrates the new approach to grammatical form and function in the Australian English curriculum.

[FIGURE 1 OMITTED]

This annotation draws attention to three systems of meaning from SFL: field, tenor, and mode. An understanding of genre is noted with the reference to a 'contextual framework' (ACARA, 2012, p. 7). The 'topics at hand' concern the field or subject matter of the text. The 'relationships between the language users' is a description of tenor. There is direct reference to 'modalities' or channels of communication, such as spoken or written language. In SFL theory, field, tenor and mode work together to influence register.

Further evidence of the innovative weaving of traditional and functional grammar is located in the glossary of the curriculum where 'language features' are defined as:

... the features of language that support meaning, e.g. sentence structure, vocabulary, illustrations, diagrams, graphics, punctuation, figurative language. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production. (ACARA, 2012, p. 106)

This definition of language features highlights the new approach to grammar as a study of form and function. The form of sentence structures is a focus of traditional grammar, while language choices for expressing and connecting ideas are expressed through a functional approach. The following section offers a practical demonstration of how this new orientation can be deployed to achieve three learning outcomes of the curriculum to build students' knowledge about language.

The new orientation: the relationship between form and function

In this practical demonstration of the enactment of three learning outcomes from the English Curriculum, we also consider one of the new cross-curriculum priorities, that of Australia's engagement with Asia. Across all learning areas of The Australian Curriculum 'Asia and Australia's engagement with Asia' is a cross-curriculum priority. A key multicultural aim is to ensure that attention is paid to the development of 'communication skills that reflect cultural awareness and intercultural understanding' (ACARA, 2012, p. 15). This rationale is similarly grounded in the Literature Strand of the English Curriculum which argues that stimulus texts should be drawn from everyday life in Australia and around the world. It is for this reason that we compare two everyday multimodal texts that were produced for similar purposes on an international website for consumers in two disparate socio-cultural contexts. Specifically, we analyse two online Coca-Cola web advertisements designed for South Korean and Australian markets. Figure Two details the target cross-curriculum priority and the three learning outcomes drawn from Year Six that pertain to our text analysis, one each from the Language, Literature and Literacy Strands (ACARA, 2012).

We consider both texts as connected to the popular culture of young adolescents. Our focus here is on the structural features of the text in relation to the social context in which each text was produced, and how these influence particular configurations of integrated linguistic, visual, spatial and gestural visual design. Our interest is in the realisation of relations of power between the original producers of the text, the Coco-Cola[C] company, and the intended consumers from two diverse socio-cultural contexts.

Although South Korea is a relatively small, mountainous landmass of just over 200 000 square kilometres, it has a population of 47 million. Its 2010 Gross Domestic Product of $1.5 trillion compares favourably to Australia's $882 billion. A remarkable feature of South Korea is its financial recovery from the Korean War of the 1950s, and its burgeoning economic rise in past decades, despite limited natural resources and a heavy commitment to sustaining an active military presence. Educational reform, and its associated focus on science, steel manufacturing and the service sector, has been one of the key features of the 'compact modernisation' of South Korea (Department of Korean Studies, 2011).

Even taking South Korea by surprise, is the booming Hallyu industry. Hallyu, coined by the Chinese media in the late 1990s, refers to the wave of South Korean popular culture in China, Southeast Asia, Japan, Egypt, Israel, Ghana, Mexico, the United States and Europe. Exports of music, television dramas, movies and video games increased by 33% during 1993-2008, realising a billion dollar export industry (Department of Korean Studies, 2011). The advertisement depicts two of the celebrities of boy band 2PM who are tied to this circulation of popular texts (see Figure 3).

[FIGURE 3 OMITTED]

In contrast, the Australian context is renowned for its focus on sport, in particular, sports played by male athletes, especially those involving the various football codes such as the AFL (Australian Football League) or the NRL (National Rugby League) (see Figure 4). Football is seen as such a way of life, the Australian Government (2012) website describes football as 'a serious ritual' for thousands of Australians on numerous occasions over a six month period that involves 'proudly wearing team colours, barracking for favourite players, and engaging in enthusiastic cheering at every opportunity'.

In some Australian communities (such as the Queensland public school where we are undertaking our research), the consumption of Coca-Cola was so normalised, it was sold in the school tuckshop until the Queensland Government enforced the 'Smart Choices Healthy Food and Drink Supply Strategy for Queensland Schools' (Queensland Government, 2007). Under the 2007 policy, the sale of foods full of fat and sugar are permissible twice per school term. The removal of Coca-Cola from the school tuckshop overtly labelled Coca-Cola as an unhealthy product.

[FIGURE 4 OMITTED]

An analysis of multimodal texts

Multimodal texts, such as the advertisement in Figure 4, are more than visual elements added to a predominantly linguistic text. Their integration across the spatial dimension makes them something other than writing and pictures presented together. Rather, it is a multimodal text whereby the semiotics can 'operate simultaneously or sequentially, or according to a pattern that combines the two' (van Leeuwen, 1993, p. 214). Meaning is augmented through multimodality (Economou, 2009). One semiotic may be dominant and continuous, whereas another may be intermittent and integrated into the dominant semiotic strand (van Leeuwen, 1993).

How the multimodal text is interpreted is dependent upon: (i) perceptual salience, made up of elements (e.g. tone, line, shape, colour and space), and principles of design (e.g. radiation, dominance, contrast, harmony, repetition and balance); and (ii) semantic factors, such as a demanding glare of a subject (van Leeuwen, 1993). As these multimodal texts make reference to the experiential world outside themselves and their immediate context, they exhibit patterns of discourses of the non-linguistic kind. The interpretation of a text is also shaped by the social and cultural mores of the reader and the reader's understanding of the context of production. Kress and van Leeuwen (1996) provide a grammar for considering multimodal communication across sites of consumption. The following framework is adapted from van Leeuwen's (1993, p. 215) summary, and juxtaposed against the system of register as articulated in the new Curriculum (see Figure 5).

We apply this framework of analysis to compare two online Coca-Cola advertisements targeted for the South Korean (Figure 3) and Australian (Figure 4) markets.

The two stimulus texts appear on the same Coca-Cola international website. They both draw on carefully crafted and integrated written and visual texts with the same intended purpose--to increase product sales. However, they each draw on different linguistic and visual designs to persuade the viewer to purchase the product, Coke Zero. These points of difference reveal themselves only after a careful consideration of the social and cultural context, and the design of the variables of register across written and visual modes.

At the macro level of language design and genre, a key point of difference is that the text for South Korean consumers is a persuasive advertisement, whilst the text for Australian consumers is a persuasive text with an embedded instructional orientation. This focus on the social purpose reveals differentiated marketing strategies by the same company for different cultural contexts. In the South Korean text, desire is created through an association with masculine bodies and celebrity product endorsements. In contrast, the Australian text creates desire through association with money, making entry to the competition contingent upon product purchase.

Similarly, analysis of the three metafunctions--ideational, interpersonal, and textual--show significantly different semiotic designs across the two texts to achieve a similar purpose. One example is how different colour choices are selected for different audiences. Another example is how both texts emphasize strength through different visual elements. The South Korean text depicts strength through the boxing handwraps, the demanding gaze of the human subject, and the jagged texture of the heart shape. In contrast, the Australian text construes strength through the rigid font, and the dollars bulging from the seams of the football.

A final point of difference is the dominance of the visual display vis-a-vis the written display. In the South Korean example, the visual text is dominant in making meaning, whereas in the Australian advertisement, the written words carry the greatest semiotic load. Similarly, the Australian text relies on carefully crafted processes, or verb groups, because the audience is instructed to act on desire (e.g. win; enter; grab,) within specific temporal circumstances (e.g. between July 1 & August 30; now; each week).

Conclusion

In summary, this paper has parsed statements from The Australian Curriculum: English to identify the linguistic traditions inherent with the Curriculum, and the potential for developing students' knowledge about language. We have demonstrated the possibilities of the new orientation to grammar inherent within through a multimodal textual analysis of two online Coca-Cola advertisements intended for two diverse social and cultural context of use.

At the empirical level, we have demonstrated how the prescribed learning outcomes for students can be achieved through a deep understanding of the form and function of multimodal semiotics. As expressed in the Curriculum (ACARA, 2012), the analysis provides a metalanguage for 'expressing and developing ideas', drawing on texts from different historical, social and cultural contexts. Specifically, it focuses on one text that also addresses the cross-curriculum priority of Australasian relations. The example highlights the importance of using texts in context and using the theory of a text in context model. As shown, the effects of the different approaches and the interaction of semiotic meanings are made visible through an application of a multimodal framework for textual analysis (see Figure 5).

At the theoretical level, this paper reveals the orientation to grammar in the English Curriculum--an approach whereby a multimodal metalanguage of description draws attention to the relationship between form and function. Such an approach deviates from traditional understandings of grammar with its focus on written and spoken textual elements.

Despite Dubosarsky's (2010) view that traditional grammar is 'a perfectly reasonable starting point' for children to know language, and Harrison's (2010) claim that 'traditional grammar is more than adequate for students to discuss language and apply the resulting insight in their own texts', it is evident that a multimodal grammar is necessary to support students' understanding of the visual, spatial, gestural, audio and linguistic meanings of texts. As this analysis shows, organising principles of grammar are based on the distinction among macro-functions: ideational, interpersonal, and textual. These functions produce differentiated meanings with respect to representations of the objective world, the depicted social relations between the subject and the viewer, and the internal relations between elements within the text. Thus, the limitations of traditional grammar for describing visual and other modes of communication are overcome by an approach to grammar that accounts for the multimodality of textual design, purpose, and function.

Acknowledgements

The authors offer thanks to two anonymous referees who commented on an earlier draft of this paper.

This article reports conceptual work that has been used as the foundation of coaching relationships at the research site of an Australian Research Council Linkage scheme project LP0990289 (2009-2013). The authors would like to thank their research colleagues (Annette Woods, Allan Luke, Karen Dooley, Vinesh Chandra, Michael Dezuanni, Amanda Levido, John Davis, Katherine Doyle and Adrienne McDarra), the Queensland Teachers' Union (in particular John McCollow and Lesley McFarlane), and the staff, students and community of the school where the research is based.

Beryl Exley thanks the Asia Education Foundation and the Korea Foundation for a scholarship to undertake a South Korean Study tour in July 2011. This tour provided the stimulus materials for this article.

References

Australian Curriculum Assessment and Reporting Authority. (2012). Australian Curriculum: English. Version 3.0 Sydney: Australian Curriculum Assessment and Reporting Authority. Retrieved from www.acara.edu.au.

Australian Government. (2012, February). About Australia. Retrieved from http:// australia.gov.au/about-australia/australian-story/football-in-australia.

Christie, F. (2010). The 'Grammar Wars' in Australia. In T. Locke (Ed.), Beyond the grammar wars: A resource for teachers and students on developing language knowledge in the English/Literacy classroom (pp. 55-72). London: Routledge.

Coca-Cola (2011a, July). Online Coca-Cola advertising, South Korea, Retrieved from https://www.icoke.hk/.

Coca-Cola (2011b, July). Online Coca-Cola advertising, Australia. Retrieved from http://www.coca-cola.com.au/index.jsp.

Cope, B. & Kalantzis, M. (1993). The power of literacy and the literacy of power. In B.

Cope & M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 63-89). London: Falmer Press.

Clark, U. (2010). The problematic of prescribing grammatical knowledge: The case in England. In T. Locke (Ed.), Beyond the grammar wars: A resource for teachers and students on developing language knowledge in the English/Literacy classroom (pp. 38-54). London: Routledge.

Department of Korean Studies. (2011). Australasian Study Tour. Seoul: Ewha Women's University.

Derewianka, B. (2012) Knowledge About Language in the Australian Curriculum: English. This issue.

Dubosarsky, U. (2010, February). Grammar is Fun. Retrieved from http://www.heraldsun.com.au/news/learn/grammar-is-fun-june-22/ story-e6frf7nf-1225883102367.

Economou, D. (2009). Photos in the news: Appraisal of visual semiosis and verbal visual intersemiosis. Unpublished PhD Thesis, University of Sydney. Retrieved from http://ses.library.usyd.edu.au/handle/2123/5740.

Exley, B. (2010). Narratives for novices: Is there a place for edgy texts in edgy NAPLAN communities? Practically Primary, 15 (3), 4-7.

Fox, S. & Exley, B. (2009). Historical timeline: Analysing multimodal text design. Social Studies Research and Practice Journal, 43 (3),17-27.

Halliday, M.A.K. & Matthiessen, C.M.I.M. (2004). An introduction to Functional Grammar (3rd Edition). London: Arnold.

Hancock, C. & Kolln, M. (2010). Blowin' in the wind: English grammar in United States schools. In T. Locke (Ed.), Beyond the grammar wars: A resource for teachers and students on developing language knowledge in the English/Literacy classroom (pp. 21-37). London: Routledge.

Harrison, S. (2010, February). Grammar is a tool to enhance understanding. Retrieved from http://www.theage.com.au/opinion/society-and-culture/grammar-is-a-tool to-enhance-understanding-20101220-19214.html.

Kress, G. (1993). Genre as social process. In B. Cope & M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 1-21). London: Falmer Press.

Kress, G. & van Leeuwen, T. (1996). Reading images: the grammar of visual design. London: Routledge.

Lee, S-H. (2008). Attitude in undergraduate persuasive essays. Prospect: An Australian journal of TESOL, 23 (3), 43-58.

Lemke, J. (1998). Reading science: Critical and functional perspectives on discourses of science. Routledge: London.

Mills, K.A. (2011). 'Now I know their secrets': Kineikonic texts in the literacy classroom. Australian Journal of Language and Literacy, 34 (1), 24-37.

Queensland Government. (2007). Smart Choices--Healthy Food and Drink Supply Strategy for Queensland Schools. Retrieved from http://education.qld.gov.au/schools/healthy/ food-drink-strategy.html.

van Leeuwen, T. (1993). Genre and field in critical discourse analysis: a synopsis. Discourse and Society, 4 (2), 193-223.

Beryl Exley & Kathy A. Mills

Queensland University of Technology

Beryl Exley is a Senior Lecturer in language and literacy education at the Queensland University of Technology. Her research work spans English curriculum and primary and middle years curriculum literacies. Beryl is also a chief investigator on an ARC Linkage documenting a digital intervention project in one low SES school.

Kathy Mills is a lecturer of literacy at the Queensland University of Technology. She serves on the executive committee of the AERA Writing and Literacies Special Interest Group. Dr Mills has been a lecturer in higher education for a decade, publishing classroom-based research in multiliteracies, multimodality, reading comprehension, new pedagogies, and literacy assessment.

Figure 2: Targets drawn from Year Six (ACARA, 2012)

strand        sub-strand          Learning outcome

Language      Expressing and      Identify and explain how analytical
              developing ideas    images ... contribute to our
                                  understanding of verbal information
                                  in factual and persuasive texts
                                  (ACELA1524).

Literature    Literature and      Make connections between students'
              context             own experiences and those of
                                  characters and events represented
                                  in texts drawn from different
                                  historical, social and cultural
                                  contexts (ACELT1613).

Literacy      Texts in Context    Compare texts including media texts
                                  that represent ideas and events in
                                  different ways, explaining the
                                  effects of the different approaches
                                  (ACELY1708).

Figure 5: Multimodal Elements--Framework for analysis

                Multimodal Elements--Framework for analysis

                Social and Cultural Context of production and
                consumption

                Social purpose, Genre & Text type

Ideational      Field (Subject Matter): Written
Metafunction    * Vocabulary and metaphor
                * Delivery (features of rhythm, intonation, accent,
                  stress)
                * Modality (the nature of the producer's commitment
                  to the message)
                * Transitivity (types of processes and participants
                  in the clause and their circumstances)
                * Information Structure (clauses and sentences)
                * Cohesion (relations between clauses)

                Field (Subject Matter): Visual
                * Colour (e.g. opacity, hue, contrast)
                * Texture (e.g. skin texture)
                * Line (e.g. thick, thin, vertical, curved)
                * Shape (e.g. outline, juxtaposition)
                * Balance (e.g. symmetry/asymmetry)
                * Spatiality (e.g. top-bottom, left-right, centre-
                  margins)

Interpersonal   Tenor (Roles & Relationships): Interacting through w
Metafunction      written/visual text
                * Framing (e.g. Inclusions and omissions from view in
                  frame)
                * Vectors (e.g. Leading of the viewer's eye)
                * Gaze (e.g. Between represented participants and
                  viewer)

Textual         Multimodal Compositional Meanings
Metafunction    * Functional Load (e.g. Which elements carry the
                  greatest proportion of the meaning?)
                * Composition (e.g. How are the elements combined to
                  make meaning?)

Figure 6: Comparison of context and language choices in two online
Coca-Cola texts

Context variables    Language choices for      Language choices for
                     South Korean              Australian audience
                     audience

Social & cultural    Coca-Cola                 Coca Cola
context of           international             international
production &         website for a South       website for an
consumption          Korean market where       Australian market
                     the boy band, 2PM,        where sports, in
                     is leading the            particular,
                     booming Hallyu            football, is
                     industry in 2011.         considered an
                                               important feature of
                                               Australian life
                                               (Commonwealth of
                                               Australia, 2007).

                     Persuasive text--         Persuasive text--
                     product                   product
                     advertisement.            advertisement with
                     Structure includes        embedded procedures
                     headline (name of         for entering a
                     product), followed        competition.
                     by a description of       Includes goal (e.g.
                     the effects of             'Win a footy star's
                     consuming the             payday', and 'Cheque
                     product. ('Wild           worth $10, 000 to be
                     health; strong mind;      won each week').
                     healthy body').           Includes steps to
                                               achieve goal and
                                               materials (e.g. need
                                               to purchase a
                                               product; need to
                                               have access to a
                                               code).

Ideational           Field (Subject
Metafunction         Matter)): Written

                     Vocabulary & metaphor:    Vocabulary & metaphor:
                     Black heart says 'Wild    Contextualised
                     health'. Red Korean       vocabulary: footy
                     writing translates to     star's; pay day; live
                      'Healthy mind'. Black    it up; code; grab; PET
                     Korean text can be        bottle; unique code
                     translated 'Strong        (which is the same as
                     body'. Absent are links   the aforementioned
                     between 'healthy' &       code); grabs; official.
                     'body '. The limited      Metaphor: live it up.
                     amount of worded text
                     keeps the text punchy
                     and to the point. This
                     text is about the
                     effects of the product.

                     Delivery: Stress          Delivery: Stress found
                     suggested by font         in exclamation: '...
                     choice & colour.          you're in with a chance
                                               to WIN $10,000!'

                     Modality: The producer    Modality: High modality
                     has a strong commitment   or commitment to the
                     to this message.          message (e.g. 'Enter',
                     Written text is concise   'just grab', 'enter a
                     & offers a catchy         code now'.)
                     mantra.

                     Processes: No processes   Processes:
                     in worded text.

                     Participants:             Action processes
                     Participants are formed   required of the
                     by descriptive non-       consumer are dominant:
                     human noun groups: wild   win, enter, have to
                     health; healthy mind;     win, grab (actions);
                     strong body.              Other processes include
                                               mental (e.g. want),
                                               relational (e.g. in
                                               with), and existential
                                               (e.g. there is).

                     Circumstances: There      Participants form
                     are no circumstances      extensive noun groups:
                     explaining when, where,   a footy star's payday;
                     why, how or with whom.    chance to WIN $10, 000;
                                               any specially marked
                                               450 ml bottle; the
                                               unique code from behind
                                               the label; official
                                               soft drink of AFL and
                                               NRL; cheque worth
                                               $10,000. Addresses the
                                               consumer in second
                                               person (e.g. you).

                                               Circumstances: between
                                               July 1 & August 30
                                               (when); just (how); now
                                               (when); each week
                                               (when). Absence of
                                               references to why and
                                               where.

                     Information Structure:    Information Structure:
                     Does not use formal       Declarative mood:(e.g.
                     sentence structure.       Win a footy star's pay
                     Written text provides     day.)
                     three short, but          Imperative mood:
                     descriptive noun          (e.g.Enter a code).
                     groups: wild health,
                     healthy mind, strong
                     body. Processes are
                     elided.

                     Cohesion: No              Cohesion: Cohesion
                     conjunctions between      between clauses limited
                     clauses. References       to additive
                     implicit.                 conjunctions (e.g.
                                               'and ', 'so'). Pronoun
                                               references are not
                                               always precise (e.g.
                                               'Want to live it
                                               up?').

                     Field (Subject Matter):
                     Visual

                     Colour: Contrasting       Colour: Green signifies
                     dark background (left)    growth (e.g. grass,
                     & light background        money). Black, white
                     (right). Contrasting      and red are
                     company colours of        characteristic of the
                     black & red used in       Coca Cola logo. Red on
                     writing, which is         white provides sharp
                     visually salient on       contrast for visual
                     white background. Black   salience. Silver,
                     heart is used to          white, and green are
                     indicate masculinity.     lively and dynamic.
                     Although red is the
                     corporate insignia, it
                     is also a colour of
                     luck, happiness and
                     long life in South
                     Korea. Half of the
                     backdrop is given to a
                     white background, a
                     signifier of purity.

                     Texture: Flawless,        Texture: Shimmering
                     glowing skin juxtaposed   metallic signage and
                     against ruggedness of     ball. Texture used to
                     boxing hand wraps.        make grass visually
                     Jagged texture (edges)    salient.
                     of heart shape
                     indicates excitement.

                     Line: Multiple            Line: Left hand side--
                     thicknesses, curved       horizontal lines (for
                     shapes.                   reading & extra lines
                                               added to show
                                               slickness). Right hand
                                               side -all images are
                                               curved.

                     Shape: Curved, fluid,     Shape: Left hand side
                     natural shapes, include   uses rigid 'formal'
                     the rounded corners of    font for writing. Right
                     the background squares,   hand side uses curved
                     contours of the           bottle, spout, dollar
                     shoulders, heart shape,   notes, ball, and
                     and rounded oblong TV     elliptical shape of
                     screen. Reminiscent of    grass. Items that do
                     the South Korean Yin      not curve in real life
                     and Yang--harmony.        are shown in shadow to
                                               soften rigid lines
                                               (e.g. grass).

                     Balance: Entire image     Balance: Image is
                     is balanced across        balanced across three
                     three planes: left-       planes: Coke bottle is
                     background human plane;   dominant by its centred
                     centre-foreground human   position & balanced
                     plane; right--written     either side with a
                     information plane.        silver shape.

                     Spatiality: A             Spatiality: The coke
                     foregrounded human        bottle is centred and
                     figure is centred and     given its own space,
                     magnified in size to      thus, highlighting its
                     become visually           dominance.
                     salient.

Interpersonal        Tenor (Roles & Relationships):
metafunction         Interacting with others through written/
                     visual text

                     Framing: The picture is   Framing: The picture is
                     framed from a lower       framed from an equal
                     viewing angle,            viewing angle; the
                     suggesting the power of   viewer is neither
                     the participants.         dominant nor
                                               subordinate to the
                                               advertising images.

                     Vectors: A vector is      Vectors: A shimmer of
                     formed between the line   light leads the
                     of light across the       viewer's eye from the
                     bodies, the limbs, and    top left corner to form
                     the tilt of the head      an oblique vector to
                     toward the product        the bottom right.
                     (Coke Zero bottle).

                     Gaze: The foregrounded    Gaze: No gaze. No human
                     human demands the         participants.
                     viewer's attention.
                     Light is cast on his
                     left eye to focus the
                     viewer. Backgrounded
                     human also has a
                     demanding gaze, but is
                     less salient in size
                     and position.

Textual              Multimodal
metafunction         Compositional Meanings

                     Functional load of        Functional load of
                     written and visual        written and visual
                     text: Visuals dominate,   text: Given that this
                     determined by the space   is an instructional
                     accorded (approx          text, the written text
                     70%).Visuals are          carries the greatest
                     central to the viewing    proportion of the
                     trajectory. The message   functional load. The
                     can be achieved through   visuals are
                     the visuals,              supplementary; they
                     supplemented by the       don't replace the
                     written text.             instructions.

                     Composition of written    Composition of written
                     and visual text:          and visual text:
                     Purpose is for readers    Purpose is to persuade
                     to associate Coke Zero    readers to purchase
                     with a lifestyle of       Coke Zero with the hope
                      'wild health'. Viewer    to win a competition.
                     is positioned as a        Viewers are to make
                     Hallyu fan and            associations between
                     potential buyer of a      Coke-Zero and football.
                     lifestyle product. The    Consumers are
                     elements are combined     positioned as football
                     through colour & links    fans. Written text
                     between the               attends to visual
                     experiential meaning of   elements (font style
                     the words (wild health,   and colour). Visual
                     healthy mind, strong      text is supplemented by
                     body) & the depicted      the linguistic
                     bodies.                   representation of the
                                               goal--writing on ball.