Strand: Linguistics Prof: M. Rosas V.

Test 1 Discourse analysis

Concerning the Standards of Textuality

I THE SENTENCES BELOW REFER TO [1] COHESION, [2] COHERENCE, [3] INTENTIONALITY, [4]
ACCEPTABILITY, [5] INFORMATIVITY, [6] SITUATIONALITY, [7] INTERTEXTUALITY

Refers to the extent to which the The actual words in a The outcome of
details, data, knowledge is text are mutually
cognitive processes
1. (un)expected or (un)known. 2. connected within a 3.
sequence in different among text users is to
ways. make sense out of a text.
The text must have some
The correct word sequence There may be relations of
use or relevance for the
arrangement without causing causality, enablement,
4. 5. time 6. reader: acquire knowledge
disturbances allows readers to tell purpose or
arrangement or provide co-operation in
what goes with what.
a plan, etc.
Determines that
The text must be produced Facilitates interpretation as a highly processing facts, details
according to the standards of text result of the influence of the are more demanding
7. 8. 9.
type, social or cultural setting, situation where the text is and interesting, whereas
and the desirability of goals. presented low processing texts
are disturbing
The components of the
The fact that one text is dependent text (configuration of
Textuality rests
upon knowledge of one or more concepts and relations)
10. 11. 12. upon grammatical
previously encountered texts underlying the surface
text, are made mutually dependencies
facilitates comprehension.
accessible and relevant
the text producer’s
attitude and intentions
It is related to the factors
The surface grammatical for which language is
that correspond to a
dependencies in the text help instrumental in
13. 14. 15. situation of
readers sort out meanings and fulfilling these aims
(distribute knowledge, occurrence providing
uses.
attain a goal specified the context for the text.
in a plan, etc.).
The surface
It demands the use of components depend
All the language functions are
background knowledge and upon each other
16. 17. used to signal relations among 18.
inferencing to bring the according to
textual world together. surface elements
grammatical forms
and conventions

II READ THE FOLLOWING TEXT CAREFULLY AND THEN ANSWER AS REQUESTED

In the preceding chapters, we have considered six facets of discourse analysis, each corresponding to one
particular set of questions that can be usefully asked about a text or a transcript. Asking first about how discourse
shapes and is shaped by the world as we experience it, we explored ways of asking systematic critical questions
about the relationship between discourse and what seems real, natural, or true about the world. We wondered
how languages, and ways of doing g with language, constrain and shape the ways in which we categorize things,
describe things, and explain things. We explored how people imagine language works and what they imagine it is
for, and saw how those elements of ideology shape what people do with talk, what they do not do, how they
interpret discourse.

IN THE WORDS/PHRASES LISTED BELOW, IDENTIFY [1] ANAPHORA, [2] CATAPHORA, [3] EXOPHORA
19. ... each corresponding 20. ... chapters 21. ... discourse analysis
22. ... the world 23. ... text 24. ... experience it
 25. ...what seems 26. ...they interpret 27. ... they imagine

III IDENTIFYWHETHER THE REASONS GIVEN BELOW [1] EXPLAIN OR [2] DO NOT EXPLAIN THAT THIS
PARAGRAPH IS COHERENT

The basic concept of

28. It is about the 6 facets. 29. 30. influencing and being
The concepts are well related
influenced is central in this
paragraph

Al the information here

31. contained is consistent and 32. The components summarised 33. It highlights the centrality of
integrated. correspond to the facets of critical questions you can use
previous chapters. in any text or discourse

IV READ THE PARAGRAPH BELOW AND ANSWER AS REQUESTED.

It has often been compared to New Orleans's Mardi Gras as an outdoor celebration. Certainly New
York's Mulberry Street and surrounding blocks have been as crowded over the last few days as Royal
and Bourbon Streets in the French Quarter are for the Mardi Gras. More than three million people are
estimated to have celebrated the 61st annual Feast of the San Gennaro down in Greenwich Village since
it began on Thursday.
(The Guardian, 15 September 1987: 23)

IN THE WORDS/PHRASES LISTED BELOW, IDENTIFY [1 ] CATAPHORA, [2] CATAPHORIC REFERENCE [3] NONE OF
I
THEM.

34. It has often….. 35. New Orlean’s Mardi Grass 36. New York’s Mulberry Street
37. Surrounding blocks 38. ..it began 39. French Quarter
...on Thursday 61st annual Feast of the San
40. 41.
Genaro

III IDENTIFY WHETHER THE CONJUNCTIVE RELATIONS BELOW CORRESPOND TO [1] ADDITIVE, [2]
ADVERSATIVE, [3] CAUSAL , [4] TEMPORAL, [5] NONE

Ms Madrigal was in court for
42. the verdict, however, Dr Vela
was absent.
When the case first reached
45. the court, it ruled that a
decision would be taken…..
Spain's stolen babies scandal
48.
went on for decades, from
Franco's early years in power
to the 1990s.
She and her lawyer say she
43. will appeal to the Supreme
Court, so the doctor's crimes
do not remain unpunished.
"I'm happy because it's been
46.
proven that I was stolen”.
49.
But she was also disappointed
that the doctor was now free:
Ms Madrigal entered the
44. court with her lawyer and
came out an hour later with
mixed feelings.
Her adoptive mother, Inés
Pérez, said before her death
47.
that Vela had given her the
baby as "a gift"
She thanked and hugged her
50.
supporters, a handful of
women also looking for
missing children.
 Answer Sheet

Name: Score: Mark:

1. 2. 3. 4. 5. 6. 7.
8. 9. 10. 11. 12. 13. 14.
15. 16. 17. 18. 19. 20. 21.
22. 23. 24. 25. 26. 27. 28.
29. 30. 31. 32. 33. 34. 35.
36. 37. 38. 39. 40. 41. 42.
43. 44. 45. 46. 47. 48. 49.
50.