ANLISIS

26-10-2015

DEL

DISCURSO

UNIT 2. DISCOURSE AND SOCIETY

Definition of discourse analysis (from the teacher): it is reading between the
lines.
What is the meaning of 'WHY NOT'?
It is an interrogative negative question, an invitation?
'Why not' would be an answer
In order to accept an invitation, my mind make you a wide range of possibilities. For
example, 'I love to...'.
It would be a rhetorical question that you do not expect an answer.
But in the offering asking for invitation, there are other possibilities.
Offering an invitation for a party:
Why not?
I love to go...
The finality is saying 'yes'.
So, you use a question to give an answer. Why did you choose Why not instead of
another way (I love to or I always have a great time when I go with you or I might say
'yes').
Why do we say why not instead of of course. In communication, there are many
possibilities, there are different implications, discourse analysis is about that.
Example:
I saw your father in the pub last night.
That was in the pub that I saw your father last night.
The difference is that the second one is emphasizing something unexpected.
So, there are two options and one have a pragmatic intention. We notice that
semantics deals with meaning and pragmatics deals with intention.
When there is a question, the form of the question to present my attitude. So,it is the
way we instruct communication. That is about the Russian cosmopolitan. She was
surrounded by male counterpart. They were there and they did no come for her
support. In a way she is gaining women' attitude.
So, whenever we say something that means something else. On way of expressing
those mentions is the choices that we make. It does not ignore the potential of
choices. 'Why not' is so stupid because 'Why not' is not positive but it is no negative
either.
E.g.: Are you starting to study medicine? Why not.
There are possible interpretation that provide your information from a different angle.
What play the commercial several times? What elements/processes are we inactive to
give the message of the procedure?
UNIT 2. DISCOURSE AND SOCIETY
Psycholinguistics is the STUDY of the relationship between between the individual
and the mind.
Sociolinguistics is the STUDY of the relationship between language and society.

EXERCISE: COMMERCIAL VIDEO

The father is PRETENDING that gesture for what he is saying. The hairdresser is not
understanding what he is saying because it is not for her. It is violation the maxim of
communication.
DISCOURSE PROCESSING (WORD CAMPUS)
A sentence is a stretch of language conform of grammar to communicate.
Utterance is not a proper sentence in order to begin human conversation. It is a
communicative manifestation of the language. They do not use examples from the real
life.
Definition from Guy Book
Sentence: the highest formal linguistic unit designed by the rules of grammar.
Utterance: a short, intuitively defined unit of discourse which may or may not be
formally interpretable as a sentence.
HABLA DEL WORD QUE HAY EN EL CAMPUS---discourse processing
In the linguistic manifestation, we have what we called top down processing. It
approaches discourse processing (Bottom up and top down). Somebody between here,
the process of discourse take part.
It is not top down purely, it is not bottom up purely, it is someone in between with
elements from bottom up processing and elements of top down processing. That is
called interactive processing. In the bottom up we have prefixes, suffixes, words,
sentences to have a coherent interpretation. In the top down processing we have
background knowledge for another interpretation of meaning.
What there are in the top down are adverbs because they have meaning, but what
there are in the bottom up is unable to make sense. But it is no that. It is more
complex. It is a cognitive process. When a speaker is considered to be mature as an
independent student? At 12, because he starts processing figurative metaphorical
network.
Normally, after the age of 10, children understand cognitive language. Before that,
children take language and find it difficult to move beyond his value into the
pragmatic intention.
E.g. children starts understanding jokes at the age of 6, because of according to some
kind of presupposition is assume by the speakers some in theory expected from the
receiver. Before 10 years, they do not understand figurative language, they do not
have the maturity to have mental processing to connect the signified and the signifier.
The figurative creates metaphorical manage. In the top down processing, we make use
of the background knowledge, but not the interpretation of meaning. The example
illustrates the interactive processing is the ingredient of paella.
It follows a Schemata (pl schema).
INTRODUCING WORK OF ESSAY WRITING
We have the topics of the discipline, and important area of linguistics, one of the most
significant publish discussion.
State of the Art: establishing a view of the literature. It is no 'literatura', it is
'bibliografa'. There is a mechanism to promote the intuition and inspiration. You can
highlight what is wrong in that respect. You also fill the gap, once you detect the gap,
you are able to fill the gap in a research.

When we speak, we tend to indicate connotations that people take from conversation.
Emphasizing in normal communication.
E.g.: I know that you are busy, but...(I would like to share a moment with you). It is not
'Come to my house right now'. So we use rhetorical devices. You may also make
personal interest.
Conclusion always seems to be difficult in the essay/report/assignment/argumentation.
Normally the conclusion should have a final line in which we punctuate a kind of
shocking conclusion of the all.

UNIT 2 ASSIGNMENT
Most linguistic texts are based on common sense and the application of background
knowledge, contextual information.
* Mediterranean diet is an article published in New York Times a few years ago.
Russian woman cosmonaut slams focus on her hair and parenting
She is an engineer, she is not there for being a woman, she is there for being an
engineer because she is prepared, she has been trained with other cosmonauts.
She might demonstrate her skills.
In a communicative function, she is criticising the journalist, society which
focuses on physical element of the female engineer and not in the male
counterpart.
Origin: The different between Eastern and Western is that in Eastern is about
the first sector (agriculture, lest develop) and in Western is closer to continental
Europe (more universities, more culture, second sector). She is Eastern
Spain-South-Lepe
Canada-Newfoundland (Terranova)
British- Irish
Argentinians-Chistes de gallegos
She comes from the working class.
She was personally chosen by Vladimir Popavkin, she has been selected by
someone who is formal.
If a person is not physically strong, his jobs is typing on the computer.
Lame excuses: you are not chosen for a job because of you appearance.
The implication: Women
50% Russian population is not a good image of Russia.
50% Russian population is good image (men) but they were given by women.
UNIT 2. FORMAL LINKS (GUY COOK)
FORMAL AND CONTEXTUAL LINKS
Discourse looks at features outside the language: at the situation, the people
involved, what they know and what they are doing. These facts enable us to
construct stretches of language as discourse; as having meaning and unity for
us.
There are two ways of approaching language:
- contextual: referring to facts outside language.
- formal: referring to facts inside language.
Stretches of language treated only formally are referred to as text.
We cannot say that there are no formal links between sentences in discourse.
Although linguistics has traditionally concentrated upon formal features within
sentences, discourse analysis suggests ways of directing teachers' and
students' attention to formal features which operate across sentences as well.

COHESIVE DEVICES
Formal links between sentences and clauses.
1. VERB FORM
We can see that verbs ('s goin, 's got to take, ain't goin', don't, come on) are all
in the present (although they refer to the future). There seems to be a degree of
formal connection between them, a way in which the first tense conditions all
the others, and it would be very strange if the exchange has been:
A: Right, who's going' to lift the bottom? Well, come one had got to take hold of
it.
B: I shan't have been goin' to.
A: Don't...Come on will you?
2. PARALLELISM
Parallelism is a device that suggest connection because the form of the
sentence or clause repeats the form of another. It is used in speeches, prayers,
poetry, and advertisements. It has an emotional effect and it is a useful aidemmoire.
For example, in a Christian prayer, we can see that there is a repetition of the
grammatical structure creating rhythm.
The structure of two sentences linked because they follow the grammatical
pattern: define article + proper noun + copula + complement.
Parallelism suggests a connection of meaning through an echo of form, does not
have to be grammatical parallelism. It may be a sound parallelism: as in the
rhyme, rhythm, and other sound effects of verse.
The idea of semantic parallelism is when two sentences are linked because
they mean the same thing.
3. REFERRING EXPRESSIONS
Referring expressions are words whose meaning can only be discovered by
referring to other words or to elements of the context which are clear to both
sender and receiver.
We have the example of third person pronouns (she/her/hers/herself;
he/him/his/himself; it/its/itself;
they/ them/their/theirs/themselves). The
meaning of 'it' has a partly formal though. It also involves our knowledge of the
world.
- Anaphora: a common procedure for the identity of someone or something to
be given once at the beginning, and thereafter referred to as 'she' or 'he' or 'it'.
It is not only third person pronouns which work in this way. The meaning of 'this'
and 'that', and 'here' and 'there'.
- Cataphora: it is a favourite device of authors who begin stories and novels with
unidentified 'he' or 'she'. So, we are given the pronoun first, and then kept in a
suspense as to its identity, which is revealed later.
Referring expressions fulfil a dual purpose of unifying the text and of economy,
because they save us from having to repeat the identity of what we are talking
about again and again.
4. REPETITION AND LEXICAL CHAINS
The repetition of words can create the same sort of chain as pronouns, and
there are sometimes good reasons for preferring it. In Britain, mother tongue
learners of English are discouraged from using repetition on the grounds that it
is 'bad style', and encouraged to use a device known as 'elegant repetition',
where synonymous or more general words or phrases are used.
So instead of writing: The pineapple...the pineapple...the pineapple...the
pineapple; they might write: The pineapple...the luscious fruit...or meal...the
tropical luxury.

Lexical chains: chains of connected words running through discourse. Such

lexical chains need not necessarily consist of words which mean the same,
however. They may also be created by words which associate with each other.
This association may be by virtue of some formal semantic connection (good,
for example, associates with its opposite bad; animal with any example of an
animal like horse, violin with orchestra of which it is a part), or it may be
because words are felt to belong to some more vaguely defined lexical group.
This last kind of connection is really too dependent upon individual experience
and knowledge to be treated as a formal link.
5. SUBSTITUTION
It is the change of words like 'do' or 'so' for a word or a group of words which
have appeared in an earlier sentence.
6. ELLIPSIS
The ellipsis is the omission of a word or phrase (part of sentences) which has
already been said.
7. CONJUNCTION
Conjunctions are those words and phrases which explicitly draw attention to
the type of relationship which exists between one sentence or clause and
another. These words may simply add more information (furthermore) or
elaborate or exemplify it (for instance, thus), contrast information (on the other
hand), relate information (because, for this reason), summary (well, anyway).
8. CONCLUSION
The conclusion is the sense of the unity of discourse. The presence of formal
links does not automatically make a passage coherent, and their absence does
not automatically make it meaningless.
So, a clear understanding of the formal connections between sentences may
help to explain one of the ways in which foreign language students sometimes
write supposedly connected sentences. It can also help to identify why a
student is not achieving the stylistic effect he or she is seeking.