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Discourse Analysis - Coggle Diagram

- - - - Identification of recurring patterns in various texts.
    - - Common sequence in texts consisting of situation, problem, response, and evaluation.
    - - Illustrated with a simple text about X-ray screening and film damage.
  - - - Use of subordination, conjunctions, and parallelism to indicate relationships.
    - - Use of backward and forward references to signal problems and solutions.
    - - Awareness and use of these devices to aid in text interpretation and composition.
  - - - The sequence of elements in patterns like problem-solution can vary.
    - - Increased importance of signalling in varied sequences to guide the reader.
  - - - Analysis extends to spoken and written language structures.
    - - Introduction to different models, with a focus on selected aspects for analysis.
  - - - Language as social action and the relationship between types of meaning and register.
    - - Features reflecting the social context in which the text is produced.
  - - - Revisiting grammar, lexis, phonology, and language skills.
    - - Suggestions for incorporating discourse analysis into teaching practices.
- - - - Locutionary
        
        The act of saying something
      - Illocutionary
        
        The intended function
      - Perlocutionary
        
        The effect on the listener
- - - - Reference
        
        Pronouns, demonstratives, articles.
      - Ellipsis/Substitution
        
        Omitting or replacing elements.
      - Conjunction
        
        Connecting clauses and sentences.
  - - - Definition
        
        Referring back to previous elements.
      - Examples
        
        Pronouns like "he," "she," "it."
      - Exercises
        
        Identifying referents in texts.
    - - Examples
        
        Pronouns before introducing the subject.
      - Function
        
        Engaging reader's attention.
      - Definition
        
        Referring forward to elements introduced later.
    - - Examples
        
        The government," "the Queen."
      - Challenges
        
        Cultural references and shared world assumptions.
      - Definition
        
        Referring to shared knowledge or external context.
  - - - Thomas Hardy’s "Jude the Obscure"
        
        Demonstrates anaphoric reference.
      - Graham Swift's "The Sweet Shop Owner"
        
        Demonstrates cataphoric reference.
    - - Common Mistakes
        
        Misuse of "it," "this," "that."
      - Correct Usage
        
        Contextual focus and segment relations.
  - - - Focus of Attention
        
        Use of "it" and "that."
      - Discourse Organisation
        
        Grammatical choices and text coherence.
    - - Reference Items
        
        Complete lists and classifications.
      - Discourse Organisation
        
        Relation of grammatical choices to discourse structure.
  - - - Cataphoric Reference
        
        Engaging readers in news stories.
      - Exophoric Reference
        
        Shared knowledge in media.
    - - Practical Usage
        
        Exophoric reference in daily conversations.
  - - - Cataphoric Reference
        
        Look-forward exercises.
      - Ellipsis/Substitution
        
        Practice omitting/replacing elements.
      - Anaphoric Reference
        
        Look-back exercises.
    - - Cultural References
        
        Addressing exophoric references.
      - Pronoun Confusion
        
        Common issues in different languages.
- - - - Pronouns, connectors, repetitions, and synonyms that create links between sentences and ideas in the text.
  - - - Readers recognize familiar patterns in texts that help them understand and anticipate content.
    - - Identify functional segments within text, such as phrases, sentences, or paragraphs, that relate to each other in meaningful ways.
- - - - Written texts are usually well-formed and structured compared to spontaneous spoken transcripts.
    - - Written texts don't have the issue of multiple people speaking at once.
    - - Writers have time to think about what to say and how to say it.
  - - - Exploration of whether written texts follow recurring principles and hierarchical units like acts, moves, and exchanges.
    - - Investigation of standard ways to start and end written texts.
    - - How insights from written discourse analysis can be used in language teaching.
  - - - How well-formed sentences affect paragraphs and the progression of whole texts.
    - - Use of grammatical features like pronominalization, ellipsis, and conjunctions to create links between sentences.
  - - - Identifying links between clauses and sentences, such as pronominalization and ellipsis.
    - - Examples of cohesive features in texts, such as pronouns and synonyms.
  - - - Cohesive items provide clues for reading the text, but coherence is created by the reader.
    - - Texts can be cohesive without being coherent, highlighting the reader's role in creating coherence.
    - - Understanding how cohesion helps in interpreting and understanding texts.
- - - - Speaker/writer assumes omitted parts are obvious from context.
    - - Not every implicit message is elliptical.
    - - Omission of elements normally required by grammar.
  - - - Example
        
        "The children will carry the small boxes, the adults the large ones."
      - Retrieval from Text
        
        Missing element retrievable from preceding text.
    - - Example
        
        "If you could, I'd like you to be back here at five thirty."
      - Front-Placed Subordinate Clauses
        
        Context provided in subsequent text.
    - - Nominal Ellipsis
        
        Example
        
        "Nelly liked the green tiles; myself, I preferred the blue."
        
        Omission of Noun Headword
        
        Common in Romance and Germanic languages.
      - Verbal Ellipsis
        
        Echoing
        
        Repeats element from verbal group.
        
        Example
        
        "A: Will anyone be waiting? B: Jim will, I should think."
        
        Contrasting
        
        Auxiliary changes
        
        Example
        
        "A: Has she remarried? B: No, but she will one day, I'm sure."
      - Clausal Ellipsis
        
        Subject-Pronoun Omissions
        
        "Doesn't matter," "Hope so," etc.
        
        Omission of Clausal Components
        
        Examples
        
        "He said he would take early retirement as soon as he could and he has."
  - - - Ellipsis exists in all languages, but grammatical options vary.
    - - Example
        
        English vs. Japanese structures.
  - - - Learning permissible omissions in different languages.
    - - Even proficient learners may struggle with natural usage.
    - - Focus on identifying and correctly using ellipsis in context.
  - - - Common elliptical expressions.
    - - Examples from literature and formal writing.
    - - Comparing elliptical structures across languages.
- - - - Examination of both spoken and written communication.
    - - Inclusion of coherence and meaning in written texts like newspaper articles, letters, and instructions.
  - - - Focus on newspaper articles, letters, and instructions.
    - - How different elements of a text make sense together.
    - - Interpretation and understanding of the text.
  - - - Aiming for a more accurate comprehension of how real-life communication works.
    - - Questioning established notions of grammar and vocabulary.
  - - - Using insights from discourse analysis to enhance teaching methodologies.
    - - Creating better educational resources based on discourse analysis findings.
    - - Designing more effective activities for language learning.
    - - Helping students improve their spoken and written communication skills.