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What is Discourse - 701 Words

When I began the quarter I had no previous any knowledge about discourse, as the quarter progressed I have learned a lot about this idea of discourse. Although there are a lot of different ideas of what discourse, I think they share some common things. You become a member of an institution or group, that share similarities and have a specific goals to accomplish that pertain to literacy. You have to be able to work as a group to make sure you accomplish these common goals. There are a couple of things that they have in common. First of all you have to have lexis, which is important in able to communicate and have these special language . This allows you to distinguish yourself from other communities, and allows you to communicate with the members of the group. If you don’t understand the lexis, than you will not be accepted by the group. Another important part is having one or more genres, which is important to make sure that the goals of the group get met. The last t hing that I think is important is that you having boundaries or rules, that people know are not okay to do. For example, in an academic community everyone would agree that plagiarism is completely wrong and accepted. These are a couple of things that I found present throughout all the articles I read. My favorite scholarly article so far has been, Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity by Ann M. Johns. Johns communities of practice, I think haveShow MoreRelatedWhat Defines A Discourse Community?1301 Words   |  6 Pages What defines a discourse community? A discourse community is defined by John Swales as â€Å"groups that have goals or purposes, and use communication to achieve these goals.† There are many characteristics that are used to define a discourse community; one being having a common goal or purpose. To be considered a discourse community there must be communication with one another, and the use of feedback. There is often a specific genre for this communication and each community has it’s own lexis. ForRead MoreNatalie : What Discourse Community Are You Apart Of?1515 Words   |  7 PagesNatalie: What discourse community are you apart of? Savannah: I am apart of the resident assistant discourse community for Humphreys Hall Natalie: Why did you choose to be an RA? Savannah: For many reasons, but primarily because I really enjoy adjusting people whenever they are going through major changes, and I know that the freshman are obviously, well, freshman year is full of a lot of major changes and it can be very scary, but it is also very exciting so I really wanted to play a part in howRead MoreFrederick Douglas In His Discourse, What To The Slaves,1282 Words   |  6 PagesFrederick Douglas in his discourse, What to the Slaves, Is the Fourth of July, expressively sets up the deceptions predominant in American culture amid the 1800 s. He was made a request to give a discourse at an abolitionist servitude meeting amid a Fourth of July festivity, and he accepted that open door to dishearten the foundation of subjection. He esteemed it double-dealing for the abolitionist subjugation constituents to request that he convey such a discourse. Considering he was, a darkRead MoreMean Girls1233 Words   |  5 PagesAssignment: Mean Girls Discourse Gee’s theory of Discourse is that mushfaking can never be successful without already being native within that Discourse or learning the Discourse early on through apprenticeship. The movie Mean Girls is an example to confirm Gee’s claims, but also the claim of constant resistance and reform to mushfake a dominant Discourse well, needs to be included. If the claim is not included, values will conflict between primary and secondary Discourses. The conflict of valuesRead MoreDiscourse of Sex and the Creation of Docile Bodies Essay1129 Words   |  5 PagesDiscourse of Sex and the Creation of Docile Bodies Subjection is a process that operates in society, and according to sociologist Michel Foucault, can be applied to a multiplicity of discourses. Foucault explains that the beginning of the nineteenth century marked the age of sexual repression and censorship, which became a time of subjection through exerting disciplinary control over a docile population. In his The Introduction to the History of Sexuality, Foucault explains how the scientificationRead MoreLiteracy, Discourse, and Linguistics: Introduction by James Paul Gee548 Words   |  3 PagesIn â€Å"Literacy, Discourse, and Linguistics: Introduction,† James Paul Gee introduces a new approach for thinking about Literacy. Rather than think of literacy in terms of language (grammar), Gee suggests that we think of it in terms of social practice (5). Gee claims that this approach has important and interesting consequences. According to Gee, our words and actions must be congruent if we want to make sense (5). In Gee’s own words: â€Å"It is not just what you say, but how you say it† (5), and, â€Å"ItRead MoreImportance Of Technical Sales808 Words   |  4 PagesTechnical Sales Every manufacturing plant, mill, and factory no matter what they are producing have one thing in common, the need to be sold new chemicals, applications or, processes. This constant high demand for new technology has spawned several Fortune 500 companies which attempt to fill the needs of these facilities. Although the 21st century is seeing many jobs being lost due to technological advancements, there will always be a need for sales engineers who can assist manufactures with thereRead MoreDiscourses in Childhood1544 Words   |  7 PagesWhat is a discourse? Describe two competing discourses of childhood and suggest the ways that they can have an impact on childrens lives. The concept of discourse is the key to understanding a social constructionist approach to childhood. A discourse is an independent set of interrelated ideas held by a particular ideology or worldview. The social constructionist approach tries to describe the different ways in which knowledge of children and childhoods are constructed. Different discourses ofRead MoreDiscourses Are Not Mastered By Overt Instruction Essay1307 Words   |  6 Pagesdifferent discourses. Discourses according to Gee â€Å"are ways of being in the world; they are forms of life which integrate words, acts, values, beliefs, attitudes, and social identities as well as gestures, glances, body positions and clothes.† (Gee 5) He compares it to an â€Å"identity kit† because we act a certain way according to the particular environment we are in so others can recognize who we are and what we are addressing. Furthermore, he explains how we acquire discourses. â€Å"Discourses are not masteredRead MoreAbnormal Behavior As Its Own Discourse Community1345 Words   |  6 PagesAbnormal Behavior as its own discourse community. Introduction: In order to fully understand Psychology as a discourse community, I have decided to research the Abnormal behavior branch; which is a study in the psychology field. I will then correlate that information to that of the psychology discourse community. Which will allow me to not only evaluate the Abnormal behavior branch, using both Swales and Pratt’s texts. Finally, I will most likely come to the conclusion based on my research, that

Explication of “The Storm” by Kate Chopin Free Essays

English 2 The Storm Response Journal Kate Chopin’s â€Å"the Storm†, is a dark story about a quick love affair between former friends while caught up in a storm, while their significant others were stranded elsewhere. The story explores Calixta’s dueling relationship with her husband and her lover, Alcee. Chopin uses the storm as a metaphor to portray Calixta’s sexual feelings and struggles in regards to her affair. We will write a custom essay sample on Explication of â€Å"The Storm† by Kate Chopin or any similar topic only for you Order Now The ongoing mention of the color white symbolizes Calixta’s internal struggle with her affair with Alcee. The white bed, couch, blouse, and skin and breasts of Calixta all have this seeming innocence about them; but then her passion is described as a white flame, which contradicts the previously established notion that white is pure. Her passion is clearly not innocent, therefore taking the color white and mixing it with the opposing image of fire. The affair between Calixta and Alcee truly begins after lightening destroys the chinaberry tree outside her house. Chinaberries were, at this time, used as the beads on rosaries, so the destruction of the tree symbolizes the complete transition from her pure Catholic upbringing to her present state of adultery. As the storm clears, so does their conscience and they both happily continue on with their lives, with their own respective families. During the storm, Calixta’s husband, Bobinot, and son were stranded in a local store, where Bobinot bought Calixta a shrimp snack, which is one of her favorites. This hints at the concrete relationship between Calixta and Bobinot, as opposed to the fleeting moment between Calixta and Alcee. This can also show Bobinots commitment to the marriage, as opposed to Calixta’s ephemeral affair with Alcee. Alcee write a letter to his wife telling her she does not need to come home from where she is, and to take her time, while Bobinot is always thinking of his wife, evident by the purchase of her favorite snack. Chopin ends the story with the line â€Å"So the storm passed and everyone was happy†, which is a trite way to send such a serious and passionate story. How to cite Explication of â€Å"The Storm† by Kate Chopin, Essay examples

Slavery and Robbery free essay sample

Douglass writes, â€Å"By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. †(12) Slaves were not even allowed the right to their age, or birthday. Despite they were slaves, they were people. Yet, they were compared to having the ignorance of horses. They were seen as animals, and were robbed of their God-given rights. They were born on that day, and have every right to know about it. There was nothing wrong in killing slaves, if anything they â€Å"deserved† it. It was even profitable. If slaves tried to escape, some white people would pretend to help them, in order to catch them. Therefore, slaves had to be careful when running away. We will write a custom essay sample on Slavery and Robbery or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"It was worth half-cent to kill a nigger, and half-cent to bury one. † according to Douglass. (25) Murder of slaves went unnoticed, and didn’t go under jurisdiction. It is indeed illegal to murder a human, as well as animals today. You would be either imprisoned or put to death. Slaves were degraded as dirt. Animal cruelty was a worse crime. If a slave even breathed in the wrong manner, their keeper’s could just shoot them on the spot. When Douglass was still a child, probably naive in slave whipping, saw his Aunt Hester being whipped for the first time, clothes off, up on a hook, blood dripping from her body. â€Å"I was so terrified and horror-stricken at the site, that I hid myself in a closet, and dared not venture out till long after the bloody transaction was over. I expected it would be my turn next. † (15) Douglass described when he lived on the Great house farm, the conditions in which he lived. He explains that everyone laid on the same bed, or the floor, and he had to steal a corn bag to keep warm because it was so cold. (Chapter 2, page 17) Slaves also worked to produce food for their holders, if they ever decided to eat the food they grow, it would be considered stealing, and they would be whipped. Is it really stealing when you rightfully grew it? Is it wrong is you’re starving? The children would run around naked, and all eat from a pig trough. As time progresses Douglass moves to a different plantation to live with Sophia Auld. She tries to teach Douglass to read and write, but the slave master encouraged her not to. He says â€Å"If you give a nigger an inch, he will take an ell. †(29) Meaning, a slave should be kept ignorant, because they can’t fight for their freedom, if they know nothing of it. Not only is that wrong for slaves not being able to have the privilege to learn, it’s hard for slave holders to be so dehumanizing to them. In one of the last chapters of the narrative, Douglass describes the ships in the bay, as he glanced from his house. He describes how free they are, yet, they are objects, and have no feelings. He has feelings, and is human, but still not free. The sight of them affected him greatly. He writes† you are loosed from your mornings, and are free; I am fast in my chains, and am a slave! You move merrily before the gentle gale, and I sadly before the bloody whip! †(46) It is so unfair that he was treated as something with no feelings, like a ship, but an object is treated more fairly. The way one is treated should never be based on the color of one’s skin. He had been robbed of food, knowledge, clothing, shelter, his birthday, and his right to live freely and happily without being afraid to. Slavery is robbery, and is morally wrong.