How do you Learn a Dead Language? ACTS

How do you learn a dead language is an article. Likely it is a news article as it is not opinionated and merely informs as opposed to persuading as magazine articles tend to.
The audience and purpose are also rather easy to discern. The audience is likely comprised of those over the age of twenty, as they are more likely to read the news than those of a younger age. Additionally, the target audience is probably more cultured and has a higher education. As those with a greater education are the ones who can help to rectify the problem. The purpose is to inform and warn. The article does take a stance on the issue, saying, by its mere existence, that the loss of a language is abhorrent. However it does not proceed to argue why, which is why it is not a persuasive piece. One of the first lines of the text is "Linguists fear that 19 more will soon follow the same fate". This a clear warning that other languages may laps into extinction. This warning is furthered by mentioning that those 19 languages are specific to the Native Alaskan tongues.
The content and theme of the piece is fairly straight forward. It begins by mentioning the loss of chief Marie Smith Jones. She is the last native Eyak speaker. Then it explains how 19 similar languages will laps in the same way. But it does mention that the language was well preserved in the event of its extinction. Though it does not mention if the 19 others are being preserved as well. Then it proceeds to explain the qualifications for a well-preserved language. As it happens, to be well preserved there must be a dictionary (hopefully with pronunciation), grammar book, as well as some religious or cultural texts. If it is poorly preserved, then linguists have to use what remains, and borrow the rest.
Usually they borrow from related languages. It also explains the definition of extinct. In this case it means that the language is not used in common place settings but is used for one particular reason. One example of this is Latin, which is taught in schools and used in religious ceremonies. It then proceeds to explain how Hebrew was brought back. During an outbreak of Jewish nationalism, they decided to revive Hebrew. Couples reverted to Hebrew, with what was missing filled in, and used it at home with their kids. Their kids were then sent to Hebrew only schools. Their children were the first native Hebrew speakers in a long time. Cornish, it mentions,was only revived from a few passion plays and a lot of borrowing from Welsh and Breton, the two most similar Celtic languages. It also mentions a language made usable by actors on only 500 words of vocabulary. There are a few central ideas to the text. Primarily it is about the loss and revivification of languages. It also goes over in great detail what is necessary in order to recreate a language to a usable state.
The tone of the piece is very formal. It mentions quite a few statistics and generally uses neutral words such as documentation, primary means of communication, and Celtic. All of these examples are more likely to be used in an academic paper. The mood is very solemn and aloof.
Several literary devices are used as well. There is the anecdote of the recreation of Virginia Algonquian with only a 500 word documentation for a movie. Also the anecdote of the revival of Cornish using two similar languages. There is quite a bit of appealing to logos, as there are facts throughout, such as the dates of decisions to revive languages, number of speakers etc.
The structure is fairly standard for a news article. It contains one picture, of the deceased chief Marie Smith Jones. then normally formatted paragraphs. It contains a variety of statistics. The title is very provocative mentioning the ever feared death, but in regards to language.
Thus, i believe that how do you learn a dead language is a news article. We have looked at the article through the lens of logic and through a more penetrating light.