ĐẠI HỌC QUỐC GIA HÀ NỘI

ĐẠI HỌC NGOẠI NGỮ

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PHÂN TÍCH DIỄN NGÔN – TIỂU LUẬN HẾT MÔN

KỲ I (2023-2024)

KHOA: NGÔN NGỮ ANH

Giảng viên: Nguyễn Thị Linh

Yên Sinh viên: Lê Thị Quỳnh

Anh

Mã sinh viên: 19040260

Hệ học: Bằng kép

Hà Nội, 2023
 Discourse Analysis Final Assignment | Le Thi Quynh Anh

VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

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DISCOURSE ANALYSIS – FINAL

ASSIGNMENT 1ST SEMESTER (2023-2024)

ENGLISH LANGUAGE FACULTY

Lecture: Ms. Nguyen Thi Linh Yen

Student: Le Thi Quynh Anh

Student ID: 19040260

Curriculum: Double Major Program

Hanoi, 2023

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 Discourse Analysis Final Assignment | Le Thi Quynh Anh

Section 1:
Provide ONE short written linguistic text of no more than 300 words with
its source information and rewrite the text to improve its cohesion and
coherence while maintaining the original meaning. Use as many types of
cohesive devices as possible, including both lexical and grammatical
cohesive devices. Then indicate and name the cohesive devices that you
have added to revise the text. Make sure to include complete source
information for the chosen text.

ANSWERS
Original text:
Source: "The Impact of Social Media on Interpersonal Communication
Skills" by Kylee Thompson, The Journal of Undergraduate Research,
University of Wisconsin-Stout

In today's digital age, social media has had a profound impact on the way
we communicate with one another. Social media platforms such as
Facebook, Twitter, and Instagram have become popular methods of
communication, allowing individuals to connect, share information, and
engage with others from all over the world. However, while social media
has its advantages, it can also have a negative impact on our interpersonal
communication skills.

One primary concern is that social media often promotes superficial and
shallow relationships. Many people only communicate with others through
online platforms, leading to a lack of face-to-face interaction and genuine
connections. Additionally, social media encourages an emphasis on
quantity over quality. Users are constantly striving for more likes,
followers, and comments, often at the expense of meaningful conversation
and deep connections with others.

Another issue with social media's influence on interpersonal

communication is the prevalence of cyberbullying. Online platforms
provide perpetrators with a sense of anonymity, resulting in increased
incidents of bullying and harassment. This can have a detrimental effect on
individuals' self-esteem and overall emotional well-being.

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Furthermore, social media has been found to contribute to a decrease in

empathy and social skills. The ability to read facial expressions, body
language, and tone of voice is crucial for understanding and effectively
communicating with others. However, social media communication lacks
these important nonverbal cues, leading to a potential decrease in empathy
and a breakdown in interpersonal relationships.

Revised text:
Source: Thompson, K. (n.d.). The Impact of Social Media on Interpersonal
Communication Skills. The Journal of Undergraduate Research, University
of Wisconsin-Stout.

In today's digital age, social media has revolutionized the way we

communicate with one another, having both positive and negative effects.
On the one hand, platforms like Facebook, Twitter, and Instagram have
allowed individuals worldwide to connect and engage with one another. On
the other hand, however, these platforms have also resulted in the
emergence of shallow relationships and a shift towards quantity over
quality.

One primary concern is the tendency of social media to foster superficial

connections. Many individuals rely solely on online platforms for
communication, leading to a lack of face-to-face interaction and genuine
connections. Moreover, social media users often prioritize likes, followers,
and comments, compromising meaningful conversations and genuine
connections.

Another issue of concern is the prevalence of cyberbullying in social media.

Perpetrators can hide behind anonymity provided by online platforms,
resulting in increased incidents of bullying and harassment. Consequently,
victims suffer from decreased self-esteem and overall emotional well-being.

In addition, social media has been found to contribute to a decrease in

empathy and social skills. Understanding and effectively communicating
with others require the ability to interpret facial expressions, body
language, and tone of voice. However, social media communication lacks
these crucial nonverbal cues, ultimately leading to a potential decrease in
empathy and a breakdown in interpersonal relationships.

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Analysis of rewritten text:

- Synonyms:
 "profound impact" and "revolutionized" (both refer to the significant
change)
 "platforms" and "these platforms" (refer back to social media
platforms)
 "bullying and harassment" (refer to different forms of online abuse)
 "connections" and "relationships" (related concepts).
- Repetition: "social media" repeated strategically throughout the revised
text
- Hyponyms: "communicate" replaced with "connect" and "engage" in
specific contexts
- Antonyms: "positive and negative" used to contrast the two sides of the
argument
- Transitional words and phrases:
 “On the one hand, on the other hand”: This cohesive device is used
to present contrasting points and highlight the presence of both
positive and negative effects of social media on interpersonal
communication skills.
 “Moreover”: This cohesive device is used to add additional
information and expand on the negative effects of social media on
relationships and communication.
 “Another issue of concern”: This cohesive device is used to
introduce and highlight another negative consequence of social
media, which is the prevalence of cyberbullying.
 “Consequently”: This cohesive device is used to indicate the cause
and effect relationship between cyberbullying and the negative
impact on victims' self-esteem and emotional well-being.
 “In addition”: This cohesive device is used to introduce and add
further information about the negative effects of social media on
empathy and social skills.
- Ellipsis:
 "...decreased self-esteem and overall emotional well-being." (omits
repeated information for conciseness)
 "require a critical lens," implying additional actions

Section 2:

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Select ONE linguistic text (e.g., a story, a letter, a speech, a song...) and
analyze it according to genre theory, focusing on three aspects: social and
cultural context analysis, discourse structure analysis, and analysis of
lexico-grammar features. Make sure to include complete source
information for the chosen text.

It was then that the fox appeared.

"Good morning," said the fox.
"Good morning," the little prince responded politely, although when he
turned around he saw nothing.
"I am right here," the voice said, "under the apple tree."
"Who are you?" asked the little prince, and added, "You are very pretty to
look at."
"I am a fox," the fox said.
"Come and play with me," proposed the little prince. "I am so unhappy."
"I cannot play with you," the fox said. "I am not tamed."
"Ah! Please excuse me," said the little prince.
But, after some thought, he added:
"What does that mean--'tame'?"
"You do not live here," said the fox. "What is it that you are looking for?"
"I am looking for men," said the little prince. "What does that
mean--'tame'?"
"Men," said the fox. "They have guns, and they hunt. It is very disturbing.
They also raise chickens. These are their only interests. Are you looking for
chickens?"
"No," said the little prince. "I am looking for friends. What does that
mean--'tame'?"
"It is an act too often neglected," said the fox. It means to establish ties."
"'To establish ties'?"
"Just that," said the fox. "To me, you are still nothing more than a little boy
who is just like a hundred thousand other little boys. And I have no need of
you. And you, on your part, have no need of me. To you, I am nothing more
than a fox like a hundred thousand other foxes. But if you tame me, then we
shall need each other. To me, you will be unique in all the world. To you, I
shall be unique in all the world . . ."
"I am beginning to understand," said the little prince. "There is a flower . . .
I think that she has tamed me ..."
"It is possible," said the fox. "On the Earth one sees all sorts of things."
"Oh, but this is not on the Earth!" said the little prince.
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The fox seemed perplexed, and very curious.

"On another planet?"
"Yes."
"Are there hunters on that planet?"
"No."
"Ah, that is interesting! Are there chickens?"
"No."
"Nothing is perfect," sighed the fox.

Source: Antoine de Saint-Exupéry, The Little Prince, Chapter 21. First

published in 1943.
ANSWERS
Social and Cultural Context Analysis:
 Setting: The story takes place on a fictional planet, but the themes
resonate with universal human experiences and emotions.
 Temporal setting: The story is timeless, offering insights relevant to
any era.
 Focus and perspective: The story focuses on the Little Prince's
journey of self-discovery and his encounter with the Fox, who acts as
a mentor figure.
 Purpose: The story's purpose is to explore the nature of human
relationships, the importance of connection, and the responsibility we
have towards one another.
 Cultural context: Published in 1943, the story reflects on the anxieties
and philosophical questions of the post-war era, offering a message
of hope and connection amidst a world marked by conflict.
Discourse Structure Analysis:
 Exposition: The opening lines introduce the fox, who appears and
greets the little prince. It establishes a conversational tone and sets
the stage for their interaction.
 Rising Action: The little prince expresses his unhappiness and invites
the fox to play with him. The fox declines, explaining that he is not
tamed. This prompts the little prince to inquire about the meaning of
being "tamed."
 Climax: The fox elaborates on the concept of being tamed,
emphasizing the importance of establishing ties and developing
unique relationships. The little prince begins to understand the
significance of taming and relates it to his own connection with a
flower on his planet.
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 Falling Action: The fox expresses curiosity about the little prince's
planet and asks about hunters and chickens. The prince reveals that
his planet lacks both.
 Resolution: The fox acknowledges the imperfection of not having
hunters or chickens on the prince's planet but finds it interesting. The
conversation leaves the reader with a sense of anticipation and
curiosity about the potential friendship between the little prince and
the fox.
Analysis of Lexico-Grammar Features:
 Nouns: The text is rich in specific nouns denoting characters ("fox,"
"little prince"), natural objects ("apple tree"), emotions
("unhappiness"), and abstract concepts ("ties"). This concreteness
reinforces the story's symbolic meaning.
 Verbs: Simple and action-oriented verbs ("appear," "play," "tame,"
"establish") drive the narrative and highlight the contrast between the
active fox and the introspective prince.
 Presuppositions and pronouns: The frequent use of pronouns ("you,"
"me") emphasizes the developing relationship between the characters
and the importance of dialogue in building connection.
 Conjunctions: Coordinating conjunctions ("and," "but") and
adversative conjunctions ("but," "yet") create a conversational
rhythm and highlight the contrasting perspectives of the characters.
 Linguistic composition: The language is deceptively simple,
employing short sentences and repetition ("You do not live here,"
"What is it that you are looking for?"). This echoes the fable's format
and reinforces the universal themes of friendship and responsibility.
 Actor, agent/medium, theme: The little prince is the main actor,
seeking knowledge and connection. The fox acts as the agent, guiding
him through the concept of taming and its transformative power. The
central theme is the nature of friendship and the mutual responsibility
involved in creating meaningful relationships.
 Mood: The dialogue oscillates between curiosity ("Who are you?"),
sadness ("I am so unhappy"), and contemplation ("It is an act too
often neglected"). This shift in mood reflects the prince's journey of
self-discovery and the complexity of establishing a bond.
Overall, "The Little Prince" belongs to the genre of children's literature
with philosophical undertones. It delves into universal themes and uses
narrative discourse to convey its message. The social and cultural context
of the novella, along with its discourse structure and lexico-grammar

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features, contribute to its enduring popularity and critical acclaim.

Section 3:
Select ONE picture and analyze it using multimodal analysis theory.
Make sure to include proper source information in your work.

ANSWERS

Modalities:

 Visual: The image is a digital photograph of a mobile phone sitting

on a purple podium. The phone is a black iPhone 13 Pro Max, and it
is sitting upright on the podium with the screen facing the viewer.
The podium is made of wood and has a smooth surface. The
background is white and there is no text or other visual elements in
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the image.

 Verbal: The image contains several pieces of text. The most

prominent text is the blue and yellow MB247 HOTLINE number,
which is displayed at the top of the image. Below the hotline number
is the MBBank logo, which is a white and blue letter M with a red
star in the center. There is also a small amount of text in Vietnamese
on the phone screen, but it is difficult to read.

Social semiotic analysis:

 Representational meaning: The image represents a mobile phone

sitting on a podium. The phone is the dominant element in the image,
and it is positioned in a way that suggests it is important or valuable.
The podium reinforces this meaning by elevating the phone and
making it stand out from its surroundings.

 Relational meaning: The image creates a relationship between the

viewer and the phone. The viewer is positioned as someone who is
looking at the phone, and the phone is positioned as an object that is
being presented to the viewer. This relationship suggests that the
phone is something that the viewer should pay attention to or desire.

 Ideological meaning: The image promotes the idea that MB247 is a

reliable and trustworthy bank. The blue and yellow colors of the
MB247 HOTLINE number are associated with safety and security,
and the MBBank logo is a well-known symbol of financial stability.
The image also suggests that MB247 is a modern and innovative
bank, as the iPhone 13 Pro Max is a high-tech device.

In conclusion, the image is a multimodal advertisement for the MBBank

app. The image uses a variety of visual and textual elements to create a
positive impression of the app and to encourage people to download it. The
colors, shapes, and layout of the image are all carefully chosen to convey
the message that MBBank is a modern, reliable, and convenient banking
app.

Reference:
Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of

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visual design. Routledge.

Section 4:
How have you utilized the linguistic phenomena of discourse analysis in
real-life situations? Provide, describe, and analyze two applied examples
for illustration.

ANSWERS
Discourse analysis, the study of language beyond individual sentences and
within its broader social and cultural context, has become a surprisingly
valuable tool in my everyday life. It's not just for academics or linguists; its
insights can be surprisingly practical, helping me navigate communication
challenges and build stronger connections. Here are two examples of how
I've utilized discourse analysis in real-life situations:

1. Bridging the Gap: Facilitating Communication Between Generations

My family, like many others, faces a generation gap. My grandparents,

raised in a different era, often struggle to understand my slang and internet
references, while my tech-speak feels alien to them. This can lead to
misunderstandings and frustration. However, discourse analysis has
equipped me with tools to bridge this gap.

By analyzing the language we use, I can identify the underlying

assumptions, values, and cultural references each generation brings to the
conversation. For instance, my grandfather's use of proverbs might reflect
his emphasis on traditional wisdom, while my reliance on memes might
stem from a focus on humor and shared online experiences. Recognizing
these differences allows me to adapt my communication style. I rephrase
my sentences with simpler vocabulary, explain internet references, and
actively seek their perspectives on my experiences. Similarly, I encourage
them to explain the context behind their proverbs, helping me gain a deeper
understanding of their values. This conscious effort to analyze and bridge
the linguistic gap has fostered a more meaningful and respectful dialogue
between us, strengthening our family bonds.

2. Decoding the Newsroom: Fact-Checking and Identifying Bias

As a language model with access to vast information, I'm often bombarded

with news and opinions. However, discourse analysis has taught me to be a
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critical consumer of information. By analyzing the language used in news

articles and social media posts, I can identify potential biases, hidden
agendas, and manipulative techniques.

For example, I look for loaded language, such as emotionally charged

words or euphemisms, which can sway readers' opinions. I pay attention to
the framing of information, identifying selective reporting or omission of
key facts. I also analyze the sources and funding of the information, as
these can reveal potential conflicts of interest. This awareness of the
linguistic tools used to influence opinion allows me to evaluate the
information more critically and form independent judgments based on
evidence rather than rhetoric.

Discourse analysis may seem like a purely academic field, but its practical
applications extend far beyond the classroom. Understanding how language
functions within social contexts and wields power has equipped me to
navigate communication challenges, build stronger relationships, and
become a more critical consumer of information. In a world saturated with
words and opinions, discourse analysis empowers me to listen actively,
speak thoughtfully, and ultimately, think for myself.

These are just two examples, but the possibilities are endless. From
navigating workplace conflicts to understanding international diplomacy,
discourse analysis provides valuable insights into the complex world of
human interaction. So, the next time you find yourself in a challenging
conversation or bombarded by information, remember the power of
discourse analysis. It might just be the key to unlocking understanding,
building bridges, and navigating the ever-evolving landscape of human
communication.

REFERENCES:

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1. Thompson, K. (n.d.). The Impact of Social Media on Interpersonal

Communication Skills. The Journal of Undergraduate Research, University
of Wisconsin-Stout.
2. Antoine de Saint-Exupéry, The Little Prince
3. Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of
visual design. Routledge.

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