Discourse-based and Genre-based language
Instructional materials
Discourse-based language instructional materials Units of language which go beyond the level of sentence are what we refer to as discourse. Thus, a discourse can be a short interaction, an entire conversation, a written paragraph, a speech, and so on. And as Chomsky has observed, there is no limit to the number of possible sentences that can be generated from the grammar and lexicon of a language. Interactions and conversations are referred to as unplanned or spontaneous discourse, whereas such things as speeches, paragraphs, book chapters, and so on are called planned discourse. The idea behind discourse is coherence; that is, within a discourse, multiple sentences or propositions logically follow each other. Scholars engaged in discourse analysis focus on how this coherence is achieved as well as what the differences are between planned and unplanned discourse. Nunan (1993), summarizes some important notions in relation to the discourse competence. He starts with the distinction between ‘discourse conveyed in the FLT classroom’ and
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This shift has led to a reconceptualization of language, context, and learning in profound ways. Sociocultural theories (SCT) of learning conceptualize the relationship between the learner and the social world as dialectical and mediated by cultural artifacts, among which language is primary. Learners are not just passive recipients of language input and teachers are not just providers of input. Rather, the learners, the teacher, and the sociocultural context in which the discourse takes place are constitutive of what is being learned. Seen from this perspective, classroom discourse studies based on the input-output model present an impoverished and reductionist view of L2
In April 1999, Holocaust survivor Elie Wiesel addresses the President, First Lady, several members of the government, and the American public with a speech titled “The Perils of Indifference.” He provides examples of indifference during World War II. Similarly, he reasons why indifference in the future has the potential to cause disaster. As the country turns its back on people, a multitude of victims suffer. Wiesel feels the responsibility to spread awareness as he personally felt the effects of indifference.
I agree with the message of this clip, which is to be cautious when looking for love and be certain that a deep and meaningful connection is present prior to engaging in intercourse with another. I think this is important because we live in a world that is over sexualized and as a result teaches our youth the wrong messages and leaves women feeling that they must seduce a man in order to entice and keep a man. In my opinion, Pastor Paul quoted two of the most profound statements which was King Solomon 's quote "Daughters of Jerusalem, I charge you: Do not arouse or awaken love until it so desires" this was a crucial message because it was directed at women who throughout history have had a tendency to seek love and in many cases try to force love when it is non-existent. Too many women today confuse intercourse with love and they end up with their hearts broken because they believed that a physical relationship would heighten their emotional
In her text, “Cognition, Convention and Certainty,” Patricia Bizzell describes the writing process through both inner-directed and outer-directed theories in order to illustrate that the writing process is infirmed by both student’s natural thought processes and their discourse community She uses her text to explain both theories, and to argue for the implementation of a new pedagogy focused on discourse analysis. First, Bizzell introduces the inner –directed theory, which seeks to discover the writing processes through the universal and fundamental structure of language. Conversely, she explains that the outer-directed theory instead argues that the individual’s discourse community does not teach a generalized form of language but rather the
Ireland had been going through some rough times of famine when “A Modest Proposal” was written. They had been going through a hard time in the farming, for at least three years before “A Modest Proposal” was written. Jonathan Swift used sarcasm turned into satire. He was trying to point out that they weren’t actually that bad in the famine, not good off by any means, but not that bad. He was trying to prove a point in which they won’t go to the most desperate means to survive.
On October 15th, 2016 Austin Community College’s Department of History and the Diversion of Social and Behavioral Sciences created a history symposium. This symposium consisted of 2 speakers, Theresa Jach and Kemp Dixon, who spoke about convict leasing and the law east of the Pecos. Throughout Theresa’s speech she showed us the similarities between convict leasing and slavery in the early years of American history. She reminds us that while slavery has been abolished, the enslavement of individuals who have been convicted of a crime is still legal and allows the state to have the opportunity to make a profit off of keeping correction facilities full. As time progressed, Theresa informs us of the multitude of punishments that slaves had
Introducing me to recruiters is a rhetorical situation. The rhetorical situation is different from school, because it needs more professional explanations on why I desire the job and how I can make more contributions to the company. Introducing me to recruiters is more difficult than I deliver a speech at a school, because the audiences have a more strict evaluation standard than teachers’ standard. Audiences need to know my real work competencies, communication skills and what benefits that I can produce, and they are professional and rigid. I want to obtain their attentions, making them know that I am an excellent applicant.
Define Rhetoric. Rhetoric is the study and interpretation of any literary piece of work that has persuasive intentions to utilize language more effectively. Define discourse. Discourse is any literary work, whether it is literally written or orally spoken, that has meaning underlying inside of its text. It can range from books to images to music, etc.
In James Paul Gee’s essay “What Is Literacy?’ , he uses the key term ‘discourses’. Gee explains discourses as a placement in society or the belonging to a group in society. Gee states that it come from an individual’s saying, doings, or just their identity. As Gee elaborates on discourses he breaks them down into different areas in which relate to one another.
We communicate in many ways, either by email, telephone, text, face to face, social media or letters and the language we use allows us to get things done, nonetheless the language and communication method in which we chose to use can vary depending on the discourse community. Much like John Swales suggests a discourse community involves a group of people who share the same common public goals, such as shared interests, rules, structure, and vocabulary. When thinking about the several discourse communities I am evolved in, which include family, coaching football, college student, and a few friends. These discourse communities have influenced me, given me insight of where I come from and tell who I am as a person. I also believe much like Swales,
On December 5, 1999, Elie Wiesel delivered a speech at the White House that left everyone there considering what he had just said. Wiesel, a Holocaust survivor, was abducted by German Nazis when he was 12 years old along with his parents, three sisters, and mother. In his address "The Perils of Indifference," in which he discusses the injustices that individuals must bear and challenges the audience to become activists so as never to overlook the pain of others, Elie was asked to the White House to discuss the Nazis. His use of rhetorical techniques including parallelism, repetition, and rhetorical questions fills his speech with empathy. Elie Wiesel uses rhetorical strategies including rhetorical questions, pathos, and parallelism to make his speech "The Perlis of Indifference," in which he explains the injustices
An important discourse community that was a part of my life was my volleyball team during my four years of high school. I started playing my first year going into high school and continued until I graduated. Until now I wasn’t even aware that would even be considered a discourse community, but it fits all of the qualifications of Swales’ definition of a discourse community. Goals
It can be difficult to understand what it means to be a discourse or what communities fall under that category, and that is why I feel like John Swales’ definition of a discourse community is the the one that makes the most sense and the one that almost anybody can apply to communities they are part of and determine if they are discourses or not. Even though Gee and Porter had good points regarding discourses and good arguments, one almost had to be a linguist to fully understand what they were saying. They did help Swales get his point across more clearly in some instances though. Thanks to Swales I now know for a fact that my English 1113 class is a discourse community and I achieved that by following the six rules Swales presented as necessary to be a discourse community. Gee, James P. “Literary, Discourse, and Linguistics.”
1) The two types of Discourses, “saying (writing)-doing-being-valuing- believing combinations,” James Paul Gee addresses in his essay “Literacy, Discourse, and Linguistics” are Primary Discourses and Secondary Discourses. These Discourses are “ways of being in the world; they are forms of life which integrate words, acts, values, beliefs, attitudes, and social identities as well as gestures, glances, body positions, and clothes.” Both Discourses are acquired through acculturation. Our primary Discourse is acquired in the home and peer groups.
Based on Stuart Hall’s (2006) discussion of Foucault’s theory of discourse, a discourse is generally consisting of a group of statements that together offer a way of talking about a par-ticular knowledge on a certain topic. Many individuals can produce it together, in different institutional settings. The discourse thereby enables the construction of a topic in a specific way which at the same time limits other constructions of the same topic. A discourse is made up not only from one but a multiplicity of statements that all share the same style to talk about the same topic. However, it is not a closed off system, it draws statements from and into other discourses.
Class Observation Summary #1 My two day observation took place at Summit Academy high school. It is a school of about 700 students located in the city of Romulus MI. The teacher, Mrs. Jill Carbone allowed me to observe the 6th hour class for two days for 60 minutes each day. This class is composed of 11 English language learners (ELL); ten of the students are Spanish speakers and one student is Urdu speaker.