LA COMPETENCIA DISCURSIVA. TEXTO Y DISCURSO.

ORGANIZACIÓN TEXTUAL Y GÉNEROS. COHERENCIA Y COHESIÓN.

ENSEÑANZA Y APRENDIZAJE DEL DISCURSO EN EL AULA DE
IDIOMAS. ACTIVIDADES Y RECURSOS (II)
TEXT TYPOLOGY

NARRATIVE TEXTS

Basic structure of narrative texts

First Steps Framework: Key Features:

1. Orientation  Strong story line
 Who, when, where  Defined characters
2. Events that lead to a  Details enhance plot, setting, characters, and
complication or problem events
 Sequence of important  Descriptive language
events  Effective dialogue
 Details that enhance story  Organization supports plot development
development  Pacing builds suspense
3. Complication or problem  Past, present, or future tense
 Real-life complication or Strong voice
problems for main
characters
 Other minor complications
or problems
4. Resolution
 Complication or problem
solved in a satisfactory
way

Features of narrative texts

 Characters with defined personalities/identities.
 Dialogue often included - tense may change to the present or the future.
  Descriptive language to create images in the reader's mind and enhance the story.
Language
 Action verbs: Action verbs provide interest to the writing. For example, instead of The old
woman was in his way try The old woman barred his path. Instead of She laughed try She
cackled.
 Written in the first person (I, we) or the third person (he, she, they).
 Usually past tense.
 Connective linking words to do with time.
 Specific nouns: Strong nouns have more specific meanings, eg. oak as opposed to tree.
 Active nouns: Make nouns actually do something, eg. It was raining could become Rain
splashed down or There was a large cabinet in the lounge could become A large cabinet
seemed to fill the lounge.
 Careful use of adjectives and adverbs: Writing needs judicious use of adjectives and
adverbs to bring it alive, qualify the action and provide description and information for
the reader.
 Use of the senses: Where appropriate, the senses can be used to describe and develop the
experiences, setting and character:
 What does it smell like?
 What can be heard?
 What can be seen - details?
 What does it taste like?
 What does it feel like?
 Imagery
 Simile: A direct comparison, using like or as or as though, eg. The sea looked as
rumpled as a blue quilted dressing gown. Or The wind wrapped me up like a
cloak.
 Metaphor: An indirect or hidden comparison, eg. She has a heart of stone or He is
a stubborn mule or The man barked out the instructions.
 Onomatopoeia: A suggestion of sound through words, eg. crackle, splat, ooze,
squish, boom, eg. The tyres whir on the road. The pitter-patter of soft rain. The
mud oozed and squished through my toes.
  Personification: Giving nonliving things (inanimate) living characteristics, eg. The
steel beam clenched its muscles. Clouds limped across the sky. The pebbles on the
path were grey with grief.
 Rhetorical Questions: Often the author asks the audience questions, knowing of course
there will be no direct answer. This is a way of involving the reader in the story at the
outset, eg. Have you ever built a tree hut?
 Variety in sentence beginnings. There are a several ways to do this eg by using:
 Participles: "Jumping with joy I ran home to tell mum my good news."
 Adverbs: "Silently the cat crept toward the bird"
 Adjectives: "Brilliant sunlight shone through the window"
 Nouns: "Thunder claps filled the air"
 Adverbial Phrases: "Along the street walked the girl as if she had not a care in the
world."
 Conversations/Dialogue: these may be used as an opener. This may be done
through a series of short or one-word sentences or as one long complex sentence.
 Show, Don't Tell: Students have heard the rule "show, don't tell" but this principle is often
difficult for some writers to master.
 Personal Voice: It may be described as writing which is honest and convincing. The
author is able to 'put the reader there'. The writer invests something of him/her self in the
writing. The writing makes an impact on the reader. It reaches out and touches the reader.
A connection is made.

DESCRIPTIVE TEXTS

Structure and Purpose of Descriptive texts

The Generic Structure of Descriptive Text

To describe the characteristic features of a particular thing.

Purpose:
Examples: Story, Poem, Report, Essay
 1. Opening statement - introduction to the subject. Identification;
Structure:
identifying the phenomenon to be described.
2. Characteristic features of the subject. describing the phenomenon
in parts, qualities, or/and characteristics
3. Concluding statement (optional).

Sequence in Descriptive Texts.

Textual Linguistics
A text is a sequential structure – complete or omitted- and textual linguistics`s finality is to
discover how it is contitued in order to create and effect –either descriptive or narrative or any
other. (Adam y Petitjean, 1989: 92)

Following Adam`s schema we can face 4 procedures:

Anchorage: What it is going to be described. Title or topic. It may occur at the beginning or at the
end as in the adivinanzas or reformulated; different ways of approaching to the object.
Aspect: describing aspects of the object. Labeling the aspects ad giving priority.
Relevance: Placing the object in time and setting. Using poetic language to infer similarities,
oppositions, etc.
Topicalization: focusing on one aspect of the object to be described.

Features of Descriptive texts

First Steps Framework: Key Features:

Description is used in all forms of
writing to create a vivid
impression of a person, place,
object, or event.
First Steps does not recognize this
a separate form, but an integral
part of the other three.
 Descriptive language: adjectives,
adverbs, sensory words
 Active verbs
 Detailed examples create a picture
 Shows instead of tells
 Imagery, metaphor. simile
Descriptive text types

Five elements can be described:

1. Objects: These are normally described from bottom to top. Appearance is also complemented
with information about functioning
2. Places: They often include an evaluation on the part of the speaker; preferences, likes and
dislikes are an important part of place description. Places are also easily related to feelings.
The description may occur from different perspectives: from the front to the back; a bird’s
view; as a walking tour.
3. People: They are usually described according to their more prominent features. As it is the
case with places, expressing likes, dislikes and the feelings the people cause on the speaker is
an important part of the description
4. Emotions: The expression of feelings. The text must create in the audience the same mood or
feeling that the writer wants o convey. It is mainly focus on visual impacts; it does not require
a specific knowledge; the structure is what the writer wants it to be.
Processes: it is also related to narrative texts –description- and it usually includes an explanation
about causes and consequences. Process texts include explanations, instructions and advice
giving on how to achieve an aim. Samples of process texts go from recipes to giving directions.
Most common syntax: imperative; passive voice; purpose clauses; conditions; final clauses

Language

 aims to show rather than tell the reader what something/someone is like
 relies on precisely chosen vocabulary with carefully chosen adjectives and adverbs.
 is focused and concentrates only on the aspects that add something to the main purpose of
the description.
 sensory description - what is heard, seen, smelt, felt, tasted. Precise use of adjectives,
similes, metaphors to create images/pictures in the mind eg Their noses were met with the
acrid smell of rotting flesh.
  strong development of the experience that "puts the reader there" focuses on key details,
powerful verbs and precise nouns.

ARGUMENTATIVE TEXTS

1. Argumentative structure and features

Structure
Argumentative text structure is very flexible: many variations of the classic structure are
admitted.

First Steps Framework: Key Features:

1. Thesis  Specific audience
 Point of view or position  Thesis statement with summary of arguments to
 Background information follow
2. Argument  Logical organization

 Support for position  Relevant information included

 Evidence
 Detailed examples
3. Reiteration
 Conclusion that
summarizes important
points
 Concise redefinition or
review of position.
 Detailed support with examples
 Links part to whole
 Specific Vocabulary
 Object style
 Consistent tense
 Knowledgeable voice
Language Features

 The text base of argumentative text can be reduced to the length and structural
constituents of the quality-atributing sentence: “The obsession with durability in art is not
permanent. The text idioms of argumentative texts is constituted by quality-atributing
sentences and their variants in sequence:
Afirmative: The obsession with durability in art is permanent

Neagative: The obsession with durability in art is not permanent

Phenomenon-identifying (quality –atributing sentence): A work to rule is a clever tactic

Phenomenon-identifying (quality –atributing sentence) with a non-situational lexeme: He is

an ass:

 The argument is written in the timeless present tense. This might change to the past if
historical background to the issue was being given. If predictions are being made the
tense might change to the future.
 The writer uses repetition of words, phrases and concepts deliberately, for effect.
 Verbs are used when expressing opinions, eg. I think are the best! We believe
students should not be stopped from eating junk food.
 Strong effective adjectives are used.
 Thought provoking questions are used. These may be asked as rhetorical questions.
(Rhetorical questions: a question asked only for effect, not for information, eg. Would
you give your pre-schooler matches to play with?)
 Use of passive verbs to help structure the text.
 Written in the timeless present tense.
 Use of pronouns (I, we, us) is used to manipulate the reader to agree with the position
argued. eg. We all know that smoking causes cancer so we do not smoke.
 Use of emotive language ie. words that will appeal to the reader's feelings, eg. concern,
unreasonable, should.
 Use of passive voice ie verbs in which the subject is acted upon and not doing the action.
This helps structure the text, eg. We would like to suggest that an enquiry be held into the
running of the steel mills. Water is being polluted.
 Conjunctions that can exemplify and show results - they are usually used in concluding
statements to finalise arguments
 The writing finishes with a summing up, eg. a recommendation or restatement of
position.
 A good argument shows cause and effect. This is the connection between an action and
what leads to it, eg.
 the fish died as a result of pollution in the water.
 violence in movies contributes to violence in society.
 The writer uses repetition of words, phrases and concepts deliberate, for effect.
 Strong effective adjectives are used.
 Thought provoking questions are used. These may be asked as rhetorical questions.
 Rhetorical questions: a question asked only for effect, not for information, eg. Would
you give your pre-schooler matches to play with?
 Figurative Language: using words out of their literal meaning to add beauty or force, eg.
similes, metaphors, imagery.
 Sound devices, eg. alliteration: repetition of the same first sound or the same first letter
in a group of words. It is used for impact and effect, eg. Let's reduce, reuse, recycle!
 Generalised participants are used which are sometimes human but often abstract, eg.
issues, ideas, opinions etc. unless the issue centres on a particular event or incident.
Inclusive and Exclusive Pronouns
Inclusive pronouns (I, we, us) are used to manipulate the reader to agree with the position
argued. The implication is that they would be correct and will be included if they concur
with the point of view, eg. We all know that smoking causes cancer so we do not smoke.
Exclusive pronouns (he, she. they) are also used to manipulate the reader by implying that
to disagree with the position argued would put you in the "out group". The implication is
 that they would be wrong and will be excluded if they disagree with the point of view.
 The writer uses emotive language: ie. words that will appeal to the reader's feelings, eg.
concern, unreasonable, should.
 The writer uses passive voices, ie. verbs in which the subject is acted upon and not doing
the action. This helps structure the text, eg. We would like to suggest that an enquiry be
held into the running of the steel mills. Water is being polluted.
 Actions are nonimalised to allow the writer to condense information and deal with
abstractissues.
 Movement from personal to impersonal voice occurs. The personal voice is to indicate
a subjective opinion through using a first person pronoun - I - or second person pronoun -
you, eg.
 I think we should change our flag!
 You shouldn't drop rubbish.
 The personal pronoun has been removed. The author no longer speaks on behalf of
himself or herself alone but assumes a representative voice.

 Modality is used in arguing to position the writer and the reader, eg.
Modal verbs or operators (you should put rubbish in the bin.)
Verbs are used when expressing opinions, eg.
 I think Bee Babes are the best!
 We believe students should not be stopped from eating junk food.
 Imperatives or imperative constructions: expressing a command, request, warning, eg.
Make up your mind!
 The writer uses connectives (linking words - conjunctions) associated with reason, eg. so,
because of, therefore, first, etc.
 Temporal conjunctions to order propositions, eg. Firstly many people die of
passive smoking and secondly it can aggravate asthma.
 Causal, conditional conjunctions used to link points in the argument, eg. They
die because it stops them breathing.
 Comparative conjunctions used to introduce counterpoints, eg. However, others
think we should have junk food. On the other hand packaging can have many
disadvantages.

Conjunctions can exemplify and show results - they are usually used in concluding
 statements to finalise arguments
 Generalised participants are used which are sometimes human but often abstract, eg.
issues, ideas, opinions, etc. unless the issue centres on a particular event or incident.
 Appeals to authority: This may be done in a variety of ways and gives weight and
authority to an argument:
 Using research, facts, statistics, eg. Four hundred people each year die from
passive smoking.
 Using expert opinions, eg. Dr Dolittle said you can definitely talk to the animals.
 Using testimony. This is quotations from reliable or reputable sources, eg. "Zoo
Doo is the best compost there is," said Maggie Barry.

EXPOSITORY/INFORMATIVE TEXTS
1. Expository texts: A Definition
Exposition is a type of oral or written discourse that is used to explain, describe, give information
or inform. The creator of an expository text can not assume that the reader or listener has prior
knowledge or prior understanding of the topic that is being discussed. One important point to
keep in mind for the author is to try to use words that clearly show what they are talking about
rather then blatantly telling the reader what is being discussed. Since clarity requires strong
organization, one of the most important mechanisms that can be used to improve our skills in
exposition is to provide directions to improve the organization of the text.
Traditionally, this has been one major style of writing. It is related to academic writing.
Expository writing often mixes with other styles (narration + description+ argumentation).
Literally, exposition means: outline and detail factual information.
Purpose: to inform

2. Expository texts: Features & Structure

First Steps Framework:
1. Recount or retell
 Orientation with who,
where, when, what, why
 Events in time order
 Concluding statement or
ending
2. Report
 Topic statement
 Examples
 Description with
supporting details
 Summary
3. Explanation
 Definition of phenomenon
 Sequenced explanation
 Description of parts
 Operations (how and why)
 Applications
 Comments and/or
evaluation
4. Procedure
 Goal, purpose, or aim
 Tools, equipment,
materials, data
 Description of specific
steps
 Evaluation and testing to
determine if goal was met
Key Features:
1. Recount or retell
 Relevant background
 Time sequence
 Selected details
 Descriptive language
 Linking words
 Conclusion or ending
2. Report
 Identified audience
 Framework fits need
 Logical organization
 Detailed descriptions
 Accurate definitions
 Knowledgeable voice
3. Explanation
 Identified Audience
 Framework fits need
 Examples and details
 Specific vocabulary
 Linking words
 Cause and effect
 Knowledgeable voice
4. Procedure
 Identified Audience
 Framework fits need
 Sequence of steps
 Visuals support text
 Precise vocabulary
 Knowledgeable voice
Expository text types

Explanation
Explanations tell how and why things occur in scientific and technical fields
Purpose: To explain how or why things are as they are, or how things work.
Structure: 1. A general statement.
2. A series of events in chronological order.
3. Concluding statement.
Purpose
The writer's purpose is to explain how something works or state reasons for some
phenomenon.Explanations answer the questions "how" or "why".
Types of Explanation
There are two basic types of explanation which focus on:
 "How" (How does a pump work? How does a computer work? How are mountains
formed? How does a spider spin a web?)
 "Why" (Why do some things float or sink? Why is the ozone layer getting thinner? Why
does iron go rusty? Why do living things need food?)
Features
Structure
 often have a logical sequence
 use of cause/effect relationships (then, as a consequence, so, if)
 uses time relationships (first, then, following, finally) Explanations involve the
stating of reasons for an activity or process.
Language
 written in the 'timeless' present tense (are, turns, happens)
 use of action verbs (falls, rises, changes)
 use of non-human participants (the sea, the mountains, the computers, the engine)
 conjunctions (when, then, first, after this so)
 some passives (is saturated, are changed)
 use of nouns tends to be general rather than specific (cars, boats, spiders, schools)
 use of pronouns (their, they, them)

Information Report
Information reports are used to present information about something. They generally describe an
entire class of things, whether natural or made: mammals, the planets, rocks, plants, computers,
countries of the region, transport, and so on (Board of Studies, 1998, English K-6 Modules, p.53).
To present factual information about a class of things, usually by
Purpose:
classifying them and then describing their characteristics.
Structure: 1. Opening general definition or classification.
2. Sequence of related statements about topic.
3. Concluding statement.
"Reports can be straightforward recounts of events, but many of them are more than this. They
may contain accounts and descriptions, but they often do more than describe a thing, event or
situation. Some reports state a problem and suggest a solution. Some argue a case for or against a
particular option, supporting their case with evidence and making a recommendation."
(The Learner as a Reader, Learning Media NZ:P 129)
Purpose
The purpose of a report is to describe and classify information. Reports have a logical sequence
of facts that are stated without any personal involvement from the writer.
Informative reports are written about living things like plants and animals and non-living things
like cars or oceans. An information report is used when we talk and write about, eg. Bikes. (When
writing a description we only talk/write about one specific thing, eg. My Bike).
Features
Structure
Reports usually consist of the following:
 an opening statement. (The Antarctic is a large continent at the South Pole or
Possums are nocturnal animals that were introduced to New Zealand from
Australia)
 a series of facts about various aspects of the subject eg where possums live, what
they eat, problems they cause, etc.
 paragraphs have been used to organise information
 organisation of information is coherent
 diagrams, photographs, illustrations and maps may be used to enhance the text
 reports don't usually have an 'ending", although sometimes the detailed
information is rounded off by some general statement about the topic.
Language
 Nouns and noun phrases are used rather than personal pronouns. The use of
 personal pronouns is limited.
 Most reports are written in the present tense.
 Some reports use technical or scientific terms.
 Linking verbs are used, eg. is, are, has, have, belong to, to give coherence.
 Uses some action verbs (climb, eat).
 Descriptive language is used that is factual rather than imaginative eg colour,
shape, size, body parts, habits, behaviours, functions, uses.

Procedure
Procedures tell how to do something. This might include instructions for how to carry out a task
or play a game, directions for getting to a place, and rules of behaviour
Purpose: To show how something is accomplished through a series of steps.
Structure: 1. Opening statement of goal or aim.
2. Materials required listed in order of use.
3. Series of steps listed in chronological order.
Purpose
The purpose is to tell the reader how to do or make something.
The information is presented in a logical sequence of events which is broken up into small
sequenced steps. These texts are usually written in the present tense.
The most common example of a procedural text is a recipe.
Types of Procedural Texts
There are different procedural texts for different purposes:-
 Texts that explain how something works or how to use instruction /operation manuals eg
how to use the video, the computer, the tape recorder, the photocopier, the fax.
 Texts that instruct how to do a particular activity eg recipes, rules for games, science
experiments, road safety rules.
 Texts that deal with human behaviour eg how to live happily, how to succeed.
Features
Structure
 Each type of procedural text has a format.
 Recipes usually have the information presented in at least two basic groups:
ingredients and method.
 Games instructions usually include instructions on how to play, rules of the game,
method of scoring, and the number of players.
  Scientific experiments usually include the purpose of the experiment, equipment,
procedure, observations and conclusion.
Instructions need to be clear, logical and easy to follow eg
 the goal is clearly stated
 the materials are listed in order of use
 the layout of the text is easy to understand and follow (steps are numbered or
listed)
 is chronological.
Language
The text usually:
 focuses on generalised people rather than individuals (first you take, rather than
first I take)
 the reader is often referred to in a general way, ie. pronouns (you or one)
 action verbs (imperative verbs), (cut, fold, twist, hold etc)
 simple present tense (you cut, you fold, you mix)
 linking words to do with time (first, when, then) are used to connect the text
 detailed information on how (carefully, with the scissors); where (from the top);
when (after it has set)
 detailed factual description (shape, size, colour, amount)

Recount
Recounts ‘tell what happened’. The purpose of a factual recount is to document a series of events
and evaluate their significance in some way. The purpose of the literary or story recount is to tell
a sequence of events so that it entertains. The story recount has expressions of attitude and
feeling, usually made by the narrator about the events
To reconstruct past experiences by retelling events in the order in
Purpose:
which they have occurred.
1. Orientation - background information about who, where and
Structure:
when.
2. Series of events in chronological order.
 3. A personal comment.
Purpose
The purpose of a recount is to list and describe past experiences by retelling events in the order in
which they happened (chronological order). Recounts are written to retell events with the purpose
of either informing or entertaining their audience (or both).
Types of Recount
 Personal Recount
These usually retell an event that the writer was personally involved in.
 Factual Recount
Recording an incident, eg. a science experiment, police report.
 Imaginative Recount
Writing an imaginary role and giving details of events, eg. A day in the life of a pirate;
How I invented...
Features of Recounts
 focuses on individual participants/events
Structure
 the recount has a title, which usually summarises the text
 specific participants (Mum, the crab)
 The basic recount consists of three parts:
1. the setting or orientation - background information answering who? when? where?
why?
2. events are identified and described in chronological order.
3. concluding comments express a personal opinion regarding the events described
 details are selected to help the reader reconstruct the activity or incident (Factual Recount)
 the ending may describe the outcome of the activity, eg. in a science activity (Factual
Recount)
 details of time, place and incident need to be clearly stated, eg. At 11.15 pm, between Reid
Rd and Havelock St a man drove at 140 kms toward the shopping centre (Factual
Recount)
 descriptive details may also be required to provide information, eg. He was a skinny boy
with a blue shirt, red sneakers and long tied back hair (Factual Recount)
  includes personal thoughts/reactions (Imaginative Recount)
Language
 is written in the past tense (she yelled, it nipped, she walked)
 frequent use is made of words which link events in time, such as next, later, when, then,
after, before, first, at the same time, as soon as she left, late on Friday)
 recounts describe events, so plenty of use is made of verbs (action words), and of adverbs
(which describe or add more detail to verbs)
 details are often chosen to add interest or humour to the recount.
 use of personal pronouns (I, we) (Personal Recount)

The Definition

The defmition is a text form variant of analytic exposition. The encoder uses it to explain
how isolated linguistic signs (i.e. "words" used as terms or names) are interrelated with mental
concepts. In showing up these interrelations, the encoder explains the meaning of "words".
The Penguin English Dictionary of 1965 has the following definition of dictionary:
dictionary ['dikjonari] n. lexicon, book listing the words of a language alphabetically and
giving their meanings, pronunciations etc.
In all kinds of verbal defmition, the encoder uses other linguistic signs, which he assumes
to refer to concepts known to the addressee, in order to produce a new or more clearly delimited
concept, which the addressee can link with the defined word. The encoder delimits the idea of
things or circumstances that language users associate with the image of the sounds of a word (its
phonic substance) and/or the written letters (its graphic substance). The name-concept relation is
conventionally called the meaning or specific sense of a word. The concept-referent relation is
called the reference of a word.
The encoder can adapt both the length and the detail of the defmition to the demands of the
communication situation in which it is given. He gives either a short defmition or a long defmition.
In the short definition the encoder briefly explains the meaning that a word has at a particular
time. Short definitions are usually given from a synchronic point of view.
In the long definition the encoder extensively explains the meaning which a word had in the past
and links this with its present meaning or sense. The encoder may point to the origin of the word in
a specific language community, and he may refer to its cognates of meaning in other languages.
Long definitions are usually given both from a synchronic and a diachronic point of view.

DIALOGIC TEXTS

Dialogic text types

As happens with other types of texts, conversation may include different texts, which can
be adapted to the same textual structure. These may be divided into:

 Spontaneous conversations /personal exchange – two of the speakers in direct speech -,

telephonic conversations...). They are more interesting as subjects of linguistic study and
teaching English as a Foreign language because they show second language learners real
contextualized oral exchanges and through a discourse analysis procedure may reflect a right
patterns and utterances to use by native English speakers for different communicative
purposes.
They are not usually planned in advance, subject may vary throughout the conversation and
they may take place in various contexts and have various functions.

They are the basic form of communicative interaction and social regulation but also present
much less general restrictions. But do not take place in a completely arbitrary way either. On
the contrary, as other texts they are governed by a series of features and possess an internal
structure.

 Non-spontaneous conversations subject to prior planning. They are usually about a fixed
topic, maintained through the conversation, and progress through an also fixed system of
turn-taking
Topic in these verbal interactions are limited by context (as in job interviews, exams or
medical visits) and are usually lead by one of the speakers, who will fix the topic, make the
questions or assign the turns to speak (the interviewer, the teacher or the doctor in the
situation above mentioned).

Dialogic texts: Features and structure

The structure of conversation is much more complex than that of sentences taken singly, or even
cohesive but monologic texts and is given by main conversational features: Turn- taking;
fumbles, hedges, backchannels; speech acts, cooperative principle, Gricean`s norms, etc…

Dialogue Monologue

intertextuality=discursive space that

makes text intelligible

relationality absolute

provides a simultaneous other single angle; censorship

perspective

plural texts
single text

clear source
lost distinction - text/ context
text/ context; author/ reader
ubiquitous - no place to stand on
vanishing point
no coordinates
fixed coordinates
disorientation
orientation
simulacra
realism
reader empowered
author's control
reader decentered, lost
reader positioned
reader=writer
reader vs. writer
conversation
monologue
process
product
polyphony single voice

network hierarchy

inclusive (in principle) exclusive

diachrony transformed into synchrony diachrony/ linearity

ambivalence; non exclusive opposition prohibition; determination

Dialogic texts: Features and structure

The structure of conversation is much more complex than that of sentences taken singly, or even
cohesive but monologic texts and is given by main conversational features: Turn- taking;
fumbles, hedges, backchannels; speech acts, cooperative principle, Gricean`s norms, etc…

Dialogue Monologue

intertextuality=discursive space that

makes text intelligible

relationality absolute

provides a simultaneous other single angle; censorship

perspective

plural texts
single text

clear source
lost distinction - text/ context
text/ context; author/ reader
ubiquitous - no place to stand on
vanishing point
no coordinates
fixed coordinates
disorientation
orientation
simulacra realism

reader empowered author's control

reader decentered, lost reader positioned

reader=writer reader vs. writer

conversation monologue

process product

polyphony single voice

network hierarchy

inclusive (in principle) exclusive

diachrony transformed into synchrony diachrony/ linearity

ambivalence; non exclusive opposition prohibition; determination