The document contains instructions for a final test in Discourse Analysis. It includes 3 questions - the first asks students to think of an utterance that can have different meanings depending on context, like the word "Hello". The second asks students to analyze an extract from Winnie-the-Pooh in terms of conjunctions. The third discusses a study on textual silence in newspaper reporting on homelessness and asks students to identify themes that are represented and issues not mentioned in an editorial extract.
The document contains instructions for a final test in Discourse Analysis. It includes 3 questions - the first asks students to think of an utterance that can have different meanings depending on context, like the word "Hello". The second asks students to analyze an extract from Winnie-the-Pooh in terms of conjunctions. The third discusses a study on textual silence in newspaper reporting on homelessness and asks students to identify themes that are represented and issues not mentioned in an editorial extract.
The document contains instructions for a final test in Discourse Analysis. It includes 3 questions - the first asks students to think of an utterance that can have different meanings depending on context, like the word "Hello". The second asks students to analyze an extract from Winnie-the-Pooh in terms of conjunctions. The third discusses a study on textual silence in newspaper reporting on homelessness and asks students to identify themes that are represented and issues not mentioned in an editorial extract.
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Saumlaki
Jalan Prof. Dr. Boediono Lauran-Saumlaki
Final Test Subject : Discourse Analysis Date : __ Januari 2022 Lecturer : Rendy Oratmangun, S.Pd.,MM
1. Richards and Schmidt ( 1983 ) give the example of ‘Hello’ as an utterance
which can have different meanings in different contexts. Think of another utterance which can have different meanings depending on the context.
2. Analyse the extract from Winnie-the-Pooh below in terms of conjunction:
Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment to think of it . . . And then he feels perhaps there isn’t. Anyhow, here he is at the bottom, and ready to be introduced to you, Winnie-the-Pooh. When I first heard his name, I said, just as you are going to say, ‘But I thought he was a boy?
3. Huckin ( 2002 ), in his article ‘Textual silence and the discourse of
homelessness’ examines newspaper reporting on homelessness in the United States. He defines textual silence as ‘the omission of some piece of information that is pertinent to the topic at hand’ (348). One of the silences he discusses is manipulative silence, a strategy of deliberately concealing relevant information from readers to the advantage of the writer. The writer, thus, decides ‘what to say and what not to say about the topic’ (356). In his study of 163 newspaper articles and editorials on this topic he found the most common themes were causes of homelessness, effects of homelessness, public responses to homelessness and demographics such as number and types of homelessness. That is, these were the topics that were foregrounded (Huckin 1997) in the texts. Topics such as treatment of the causes of homelessness, for example, were omitted, or generally ‘textually silent’. Look at the following extracts from one of the editorials Huckin analyses in his article. Which of the themes Huckin lists are represented on this text? What are some of the issues that are not mentioned, but could have been featured in this text?