Ma. Abbygale B.

Ojales ABELS 4B
Isabel B. Puerto

CO1. and CO3. Position Paper and Matrix

Depending on the school of discourse analysis one follows, the word

“discourse” has varied meanings. Bloor & Bloor (2007) identify several applications of
the term “discourse,” from treating discourse as a specific book to understanding
discourse as all symbolic interaction and communication between people. According
to Harris (1952), discourse is language that is used above both sentences and
clauses. Discourse and text are seen by Brown and Yule (1983) as processes and
products, respectively. According to Guy Cook (1989), the definition of Discourse
Analysis has been explained as follows: “Discourse analysis examines how stretches
of language, considered in their full textual, social and psychological context, become
meaningful and unified for their users.”
The illustration above shows the nine different approaches to discourse and its
categorization according to “process” and “product.” We refer an approach as
“process” if it does not have its own particular end-product and could not stand alone
without clinging on a particular method or theory. And we refer an approach as
“product” if its theories or method can stand alone, resulting to an end-product.
Rodney Jones discussed in his book Discourse Analysis: A Resource Book for
Students the different approaches under what we categorize as process, which are
the following: Textual Analysis, Genre Analysis, Analyzing Ideologies, Pragmatics to
Discourse, Conversational Analysis, and Analyzing Contexts. Moreover, approaches
based on product are the following: Genre Analysis, Mediated Discourse Analysis,
Multimodal Discourse Analysis, and Corpus Assisted Discourse Analysis.
Textual analysis is seen to have a relationship on Genre analysis (which, in the
matrix, can be seen with a broken red line) as it deals on how members of certain
society follow the functions of text and how it is used in genres or communicative
events in order to serve its purpose and goal. It plays on meaning, choices, and
relationships, as well as its grammatical and lexical rules; therefore, awareness of
conventions of language. Which leads to the relationship of Textual analysis and
Genre analysis – as genre is seen with built-in constraints and conventions.
Moreover, Textual analysis is also related to Analyzing ideologies through
intertextuality and the idea that texts promote a particular ideology. Texts and CADA
are also related in a way that a text or a type of text is used as a corpus to larger
analysis and seeks to analyze the grammatical and lexical features on the kinds or
specific texts.
In the matrix, Genre is both a process and product. Through the genres of text
in Genre Analysis, it creates relationship to Multimodal Discourse Analysis. The
different genres of movie, for example, uses various modes of communication which
explains that depending on the type of communicative event, this can be presented on
how it uses modes to deliver the message.
 With Genre analysis, we could also see its connection with Ideology, as genres
help in constructing social reality, which is evident especially in discourse
communities. Ideologies and Genre are connected as well with how they excluded
people in behaving based on their considerations. Then, genre also relates to
Pragmatics to Discourse because when people speak, they use different kinds of
genre.
Analyzing Ideologies also has a direct connection with Pragmatics to Discourse.
The direct relationship of Pragmatics and Ideologies is that the use of words to
accomplish actions (Priest to Groom and Bride). With this, ideologies are created on
how wedding should be and the power bestowed to the priest to do certain actions.
The direct relation of Conversational analysis and Ideologies is the degree of formality
to certain members of society. Let’s say for example, in a conversation, frames are
expected attitudes of a person. If a professor talks to a student, he asserts power and
its degree of formality to talk to the student. This results to a particular ideology that
students show respects to professors or a member of the school faculty.
These Ideologies also result to a relationship with Context. Context makes
sense of text and situations. Meaning is transmitted through ways of using words
embedded social relationship, goals & activities, beliefs, values, and ideologies.
Therefore, all ideologies are socially constructed by certain group communities or
context.
The matrix sees a particular relationship between Ideology and Context which
then results to Mediated Discourse Analysis as its product (note that its relationship in
not connected with the broken red line). MDA is a result of social practice and
ideological dimension which means that actions depend on what is the context.
Going further, Conversational Analysis and Pragmatics to Discourse shares the
common idea of management of conversation. Conversational Analysis plays on
creating face and framing strategies in conversation. Pragmatics on the other hand,
uses words but not entirely dependent on words as it involves gaze, gestures, facial
expressions, tone, voice etc. Therefore, using face strategies can create message to
receiver for pragmatics is not just interpreting words but also actions.
Conversational analysis also has a direct relationship to Mediated Discourse
analysis as it both creates identity of a community, with MDA focusing on social
identities.
Mediated Discourse Analysis and Multimodal Discourse Analysis is related by
some of the more recent work in what has come to be known as multimodal interaction
analysis.
Then, Multimodal Discourse Analysis also connects with Analyzing contexts, in
particular, the use of sequence. In context, Dell Hymes introduced in his SPEAKING
model the term “act sequence,” which shows how a certain conversation unfold. Then,
in Multimodal DA, its particular use of the word “sequentiality,” or how elements are
ordered in relation to one another.
Overall, the different approaches introduced by Rodney Jones in his book share
a relationship through one another, depending on how it is identified. Discourse is not
just simply to examine what is “beyond a sentence,” rather, its purpose is to describe
what is going on a particular text or speech, and how it affects politically or socially
affect a community.

References:

Bloor, M. Bloor, T. (2007). The practice of critical discourse analysis: An introduction.

Routledge.
Brown G. & Yule, G. (1983). Discourse analysis. Cambridge University Press.
Cook, G. (1989). Discourse. OUP Oxford.
Harris, Z. (1952). Discourse analysis. JSTOR. https://doi.org/10.2307/409987
Jones, R. (2012). Discourse analysis: A resource book for students. Routledge.