Textual analysis of McDonald's annual report

4TH ASSIGNMENT Pages of McDonald’s 2004 annual report

Group 2: Anne, Henriette, Rasmus, Stine and Sarah

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

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


Textual resources

Burke´s rhetoric


Conclusion


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



Textual resources

Burke´s rhetoric


Conclusion


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



Textual resources

Burke´s rhetoric


Conclusion


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



Textual resources

Burke´s rhetoric


Conclusion

Ideational Resources - Circumstantial roles

Introduction



Textual resources

Burke´s rhetoric


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

Ideational Resources - Time and frame perspective

Introduction



Textual resources

Burke´s rhetoric


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)

Ideational Resources - Concept taxonomies

Introduction



Textual resources

Burke´s rhetoric


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

Ideational Resources - Concept taxonomies

Introduction



Textual resources

Burke´s rhetoric


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

Interpersonal Resources - Sentence structure, function and modality

Introduction

Ideational resourses Interpersonal resources Sentence structure and function Modality Attitudinal Lexis

Textual resources

Burke´s rhetoric


Conclusion

Declarative sentences Relational

One imperative sentence “Don’t get me wrong”

Relational - command

Modality “I guess you can say”

Modal verb of permission

Interpersonal Resources - Attitudinal lexis

Introduction

Ideational resourses Interpersonal resources Sentence structure and function Modality Attitudinal Lexis

Textual resources

Burke´s rhetoric


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”

Textual Resources - Medium and channel

Introduction

Ideational resourses Interpersonal resources

Textual resources Medium and channel Theme

Cohesion

Burke´s rhetoric


Conclusion

MediumAnnual report

Channel Written one-way communication

Textual Resources - Theme

Introduction



Cohesion

Burke´s rhetoric


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”

Textual Resources - Theme

Introduction



Cohesion

Burke´s rhetoric


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.

Textual Resources - Cohesion

Introduction



Cohesion

Burke´s rhetoric


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”


Introduction



Cohesion

Burke´s rhetoric


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.’”


Introduction



Cohesion

Burke´s rhetoric


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.’”

Burke´s Rhetoric- Ratio

Introduction


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.

Burke´s Rhetoric- Ratio

Introduction


Textual resources



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.’”

Burke´s Rhetoric- Substance

Introduction


Textual resources



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”

Burke´s Rhetoric- Substance

Introduction


Textual resources



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”

Burke´s Rhetoric- Rhetoric

Introduction


Textual resources



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

Burke´s Rhetoric- Logology

Introduction


Textual resources



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

Discourse and Social Practice

Introduction


Textual resources

Burke´s rhetoric


Intertextuality Annual report

○ Expect statistics > economic development

Interdiscursivity Advertisement elements

○ Personal description (spoken language)

Discourse and Social Practice

Introduction


Textual resources

Burke´s rhetoric


Main discourses Health discourseBachelor discourse

Contribution to overall communicative goalInterdiscursivity creates interestDiscourses are easily identified with

Conclusion Introduction


Textual resources

Burke´s rhetoric


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

Textual analysis of McDonald's annual report

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