Table Of ContentDISCOURSE
ANALYSIS
A
resource
book
for
students
RODNEY
H.
JONES
(103,884
words)
HOW
TO
USE
THIS
BOOK
The
Routledge
English
Language
Introductions
are
‘flexi-‐texts’
that
you
can
use
to
suit
your
own
style
of
study.
The
books
are
divided
into
four
sections:
A
Introduction–
sets
out
the
key
concepts
for
the
area
of
study.
The
units
of
this
section
take
you
through
the
foundational
concepts,
providing
you
with
an
initial
toolkit
for
your
own
study.
By
the
end
of
the
section,
you
will
have
a
good
overview
of
the
whole
field.
B
Development–
adds
to
your
knowledge
and
builds
on
the
key
ideas
already
introduced.
Units
in
this
section
also
introduce
key
analytical
tools
and
techniques.
By
the
end
of
this
section,
you
will
already
have
a
good
and
fairly
detailed
grasp
of
the
field,
and
will
be
ready
to
undertake
your
own
exploration
and
thinking.
C
Exploration–
provides
examples
of
language
data
and
guides
you
through
your
own
investigation
of
the
topic
or
area.
The
units
in
this
section
will
be
more
open-‐ended
and
exploratory,
and
you
will
be
encouraged
to
try
out
your
ideas
and
think
for
yourself,
using
your
newly
acquired
knowledge.
D
Extension–
offers
you
the
chance
to
compare
your
expertise
with
key
readings
in
the
area.
These
are
taken
from
the
work
of
important
writers,
and
are
provided
with
guidance
and
questions
for
your
further
thought.
You
can
read
this
book
like
a
traditional
textbook,
‘vertically’
straight
through
from
beginning
to
end.
So
you
would
establish
a
broad
sense
of
the
key
ideas
by
reading
through
section
A,
and
deepen
your
knowledge
by
reading
section
B.
Section
C
would
then
present
you
with
one
or
more
Activities
to
test
out
different
aspects
of
your
broad
knowledge.
Finally,
having
gained
a
good
level
of
competence,
you
can
read
the
section
D
articles
and
follow
up
the
Further
Reading.
However,
the
Routledge
English
Language
Introductions
have
been
designed
so
that
you
can
read
them
in
another
dimension,
‘horizontally’
across
the
numbered
units.
For
example,
units
A1,
B1,
C1
and
D1
constitute
a
strand,
then
developing
your
knowledge,
then
testing
out
and
exploring
some
key
ideas,
and
finally
offering
you
a
key
case-‐study
to
read.
The
strand
across
A2,
B2,
C2,
D2,
and
the
other
strands
3,
4,
5,
and
so
on,
all
work
in
the
same
way.
Reading
across
the
strands
will
take
you
rapidly
from
the
key
concepts
of
a
specific
topic,
to
a
level
of
expertise
in
that
precise
topic,
all
with
a
very
close
focus.
You
can
match
your
way
of
reading
with
the
best
way
that
you
work.
The
glossarial
index
at
the
end,
together
with
the
suggestions
for
Further
Reading
for
each
strand
will
help
to
keep
you
orientated.
Each
textbook
has
a
supporting
website
with
extra
commentary,
suggestions,
additional
material
and
support
for
teachers
and
students.
This
book
covers
the
vast
field
of
the
Discourse
Analysis.
Strand
1
gives
a
general
introduction
to
the
field,
and
the
following
strands
are
broadly
arranged
across
three
areas.
Strands
1
to
4
cover
the
study
of
written
discourse,
examining
cohesion
and
coherence,
the
social
functions
of
texts
and
the
ways
ideology
is
expressed
in
written
texts.
Strands
5
to
7
focus
more
on
spoken
discourse
and
more
interactive
written
discourse
such
as
that
which
occurs
in
computer-‐
mediated
communication,
examining
how
conversations
are
structured
and
how
conversational
participations
strategically
construct
identities
and
activities
in
their
talk,
as
well
as
how
social
contexts
affect
the
way
utterances
are
produced
ii
and
interpreted.
The
last
three
strands
focus
on
three
relatively
new
approaches
to
discourse:
mediated
discourse
analysis,
an
approach
which
examines,
among
other
things,
the
way
media
affect
the
kinds
of
discourse
we
can
produce
and
what
we
can
do
with
it;
multimodal
discourse
analysis,
an
approach
which
considers
modes
of
communication
beyond
spoken
and
written
language
such
as
images
and
gestures;
and
corpus-‐assisted
discourse
analysis,
an
approach
which
uses
computers
to
aid
in
the
analysis
of
large
collections
of
texts
or
transcripts.
Discourse
analysis
is
a
diverse
and
rapidly
developing
field:
nearly
everything
observation
we
have
made
about
discourse
in
this
book
is
open
to
debate,
and
nearly
every
analytical
technique
we
have
introduced
is
open
to
criticism
or
further
refinement.
The
real
aim
of
this
book
is
to
provide
you
with
the
basic
backgroud
to
be
able
to
engage
in
these
debates
and
to
assemble
a
toolkit
of
analytical
techniques
that
best
fit
your
needs.
If
you
wish
to
know
more
about
the
ways
discourse
analysis
fits
into
or
relates
to
other
approaches
to
the
study
of
English,
other
books
in
the
RELI
series
such
as
Introducing
English
language:
A
resource
book
for
students
by
Louise
Mullany
and
Peter
Stockwell,
Pragmatics
and
discourse:
A
resource
book
for
students
by
Joan
Cutting,
and
Language
and
power:
A
resource
book
for
students
by
Paul
Simpson
and
Andrea
Mayr.
The
RELI
books
do
not
aim
to
replace
your
teacher
or
lecturer,
but
instead
they
offer
both
student
and
expert
a
resource
for
you
to
adapt
as
you
think
most
appropriate.
You
will
want
to
take
issue
with
what
is
presented
here,
test
out
the
assumptions,
and
–
we
hope
–
feel
motivated
to
read
and
explore
further.
Space
is
always
space
for
tutors
to
mediate
the
material
and
for
students
to
explore
beyond
the
book.
iii
CONTENTS
Contents
cross-‐referenced
List
of
figures
and
tables
Acknowledgements
A
Introduction:
Key
topics
in
the
study
of
discourse
analysis
1
What
is
discourse
analysis?
2
Texts
and
texture
3
Texts
and
their
social
functions
4
Discourse
and
ideology
5
Spoken
discourse
6
Strategic
Interaction
7
Context,
culture
and
communication
8
Mediated
discourse
analysis
9
Multimodal
discourse
analysis
10
Corpus-‐assisted
discourse
analysis
B
Development:
Approaches
to
discourse
analysis
1
Three
ways
of
looking
at
discourse
2
Cohesion
and
coherence
3
All
the
right
moves
4
Constructing
reality
5
The
texture
of
talk
6
Negotiating
relationships
and
activities
7
The
SPEAKING
model
8
Mediation
9
Modes,
meaning
and
action
10
Procedures
for
corpus-‐assisted
discourse
analysis
C
Exploration:
Analyzing
discourse
1
Doing
discourse
analysis:
first
steps
2
Analyzing
texture
3
Analyzing
genres
4
Other
people’s
voices
5
Analyzing
speech
acts
6
Analyzing
conversational
strategies
7
Analyzing
contexts
8
Doing
mediated
discourse
analysis
9
Doing
multimodal
discourse
analysis
10
Analyzing
corpora
iv
D
Extension:
Readings
in
discourse
analysis
1
The
three
perspectives
revisited
(Zellig
Harris;
Henry
G.
Widdowson;
James
Paul
Gee)
2
Two
perspectives
on
texture
(Michael
A.
K.
Halliday
and
Ruqaiya
Hasan;
David
Rumelhart)
3
Genres,
discourse
communities
and
power
(John
Swales,
Vijay
K.
Bhatia)
4
Ideologies
in
discourse
(Norman
Fairclough;
James
Paul
Gee)
5
Two
perspectives
on
conversation
(John
L.
Austin;
Emanuel
A.
Schegloff
and
Harvey
Sacks)
6
Frames
in
interaction
(Deborah
Tannen
and
Cynthia
Wallat)
7
The
ethnography
of
communication
(Dell
Hymes;
Muriel
Saville-‐Troike)
8
Discourse
and
action
(Ron
Scollon)
9
Two
perspectives
on
multimodality
(Gunther
Kress,
and
Theo
van
Leeuwen;
Sigrid
Norris)
10
Finding
‘Discourses’
with
corpus-‐assisted
analysis
(Paul
Baker,
and
Tony
McEnery)
v
CONTENTS
CROSS-‐REFERENCED
Topic A INTRODUCTION B DEVELOPMENT C EXPLORATION E EXTENSION Topic
1 What is discourse analysis? Three ways of looking at discourse Doing discourse analysis: first The three perspectives revisited 1
steps (Zellig Harris; Henry G.
Widdowson; James Paul Gee)
2 Texts and texture Cohesion and coherence Analyzing texture Two perspectives on texture 2
(Michael A. K. Halliday and
Ruqaiya Hasan; David
Rumelhart)
3 Texts and their social functions All the right moves Analyzing genres Genres, discourse communities 3
and power (John Swales, Vijay
K. Bhatia)
4 Discourse and ideology Constructing reality Other people’s voices Ideologies in discourse (Norman 4
Fairclough; James Paul Gee)
5 Spoken discourse The texture of talk Analyzing speech acts Two perspectives on 5
conversation (John L. Austin;
Emanuel A. Schegloff and
Harvey Sacks)
6 Strategic interaction Negotiating relationships and Analyzing conversational Frames in interaction (Deborah 6
activities strategies Tannen and Cynthia Wallat)
7 Context, culture and The SPEAKING model Analyzing contexts The ethnography of 7
communication communication (Dell Hymes;
Muriel Saville-Troike)
8 Mediated discourse analysis Mediation Doing mediated discourse Discourse and action (Ron 8
analysis Scollon)
9 Multimodal discourse analysis Modes, meaning and action Doing multimodal discourse Two perspectives on 9
analysis multimodality (Gunther Kress,
and Theo van Leeuwen; Sigrid
Norris)
10 Corpus-assisted discourse Procedures for corpus-assisted Analyzing corpora Finding ‘Discourses’ with 10
analysis discourses analysis corpus-assisted analysis (Paul
Baker, and Tony McEnery)
6
LIST
OF
FIGURES
AND
TABLES
Figures
A5.1
Calvin
and
Hobbs
(Universal
Press
Syndicate
All
Rights
Reserved)
B2.1
Advertisement
from
Body
Coach.Net
B8.1
Crossing
the
street
B9.1
Warriors
(photo
credit
Claudio
Gennari)
B9.2
Using
information,
media
and
digital
literacy
(credit
Karin
Dalziel)
B9.3
Child
(photo
credit
Denis
Mihailov)
B9.
4
AIDS
prevention
advertisement
(Abrasco,
Brazil)
B10.1
Concordance
plots
for
Lady
Gaga
songs
C1.1
Excerpt
from
the
author’s
Facebook
News
Feed
C3.1
From
The
Daily
Dish
C3.2
From
Don’t
Make
Me
Mad
(Cheryn-‐ann
Chew’s
blog)
C6.1
Excerpt
from
the
author’s
Facebook
Wall
C6.2
MSN
Messenger
emoticons
C10.1
Partial
concordance
list
for
‘me’
C10.2
Partial
concordance
list
for
‘me’
C10.3
Keywords
in
the
Lady
Gaga
corpus
Tables
B6.1
Face
strategies
C4.1
Different
forms
of
discourse
representation
C5.1
Comparison
of
threatening,
warning,
advising
and
promising
(adapted
from
Shuy
1993:
98)
C8.1
Cultural
tools
for
breaking
up
C10.1
Size
of
corpora
and
type
token
ratio
C10.2
Top
five
function
words
C10.3
Top
five
content
words
C10.4
Top
5
collocates
of
‘love’
(span
5L,
5R)
vii
ACKNOWLEDGEMENTS
I
wish
to
thank
all
of
my
colleagues
at
City
University
of
Hong
Kong
for
their
valuable
suggestions
and
support
while
I
was
writing
this
book,
and
especially
my
students
with
whom
I
have
tried
out
this
material
over
the
years
and
who
have
given
me
valuable
feedback
on
it.
Particular
thanks
go
to
Mr
Daniel
Freeman
for
his
close
copyediting
and
insightful
comments
on
the
manuscript.
The
author
and
publisher
also
wish
to
thank
the
following
for
permission
to
use
copyright
material.
MCA
Music,
‘Kiss
the
Bride’,
Elton
John
(1983)
(A4)
United
Press
Syndicate
for
Calvin
and
Hobbs
(Image
ID
17467)
released
12/27/1985.
All
rights
reserved
(A5)
Body
Coach
International,
Advertisement.
All
rights
reserved
(B2)
Castle
Rock
Pictures,
excerpt
from
script
of
When
Harry
Met
Sally
(1988)
B6
Claudio
Gennari,
Warriors
(photo)
licensed
under
the
Creative
Commons
for
reuse
with
attribution.
(B9)
Karin
Dalziel,
Using
information,
media
and
digital
literacy,
image,
licensed
under
the
Creative
Commons
for
reuse
with
attribution.
(B9)
Denis
Mihailov,
Child
(photo),
licensed
under
the
Creative
Commons
for
reuse
with
attribution.
(B9)
Starbucks
Corporation,
text
from
coffee
sleeve
(C1)
Press
Trust
of
India,
Lady
Gaga's
'meat
dress'
voted
most
iconic
outfit
Dec
19,
2010,
Retreived
from
The
Times
of
India
(C2)
People
for
the
Ethical
Treatment
of
Animals,
The
PETA
Files,
Lady
Gaga’s
Meat
Dress,
September
13,
2010
The
Atlantic
Corporation,
Screenshot
from
the
Daily
Dish
(C3)
Cheryn-‐ann
Chew,
Screenshot
from
Blog
http://calciumblock.diaryland.com/,
used
with
permission
(C3)
China
shuns
U.S.
mediation
in
its
island
dispute
with
Japan ,
CNN
International,
November
03,
2010
China:
Trilateral
talks
merely
US
wishful
thinking,
China
Daily,
November
02,
2010
(C4)
MSN
Messenger
emoticons.
Microsoft
Corporation
(C6)
Wacoal
Butterfly
Bra
ad,
Wacoal
Holdings
Corporation.
All
Rights
Reserved.
(C9)
Harris,
Z.
(1952).
Discourse
analysis.
Language,
28(1),
1-‐30.
(D1)
Widdowson,
H.
G.
(1973).
An
applied
linguistic
approach
to
discourse
analysis.
(Unpublished
doctoral
dissertation).
Department
of
Linguistics,
University
of
Edinburgh.
(D1)
Gee,
J.
P.
(2010).
Introduction
to
discourse
analysis:
Theory
and
method
(3rd
ed.).
London:
Routledge.
(D1)
Halliday,
M.
A.
K.,
and
Hasan,
R.
(1976).
Cohesion
in
English.
London:
Longman.
(D2)
Rumelhart,
D.
(1975).
Notes
on
a
schema
for
stories.
In
D.
Bobrow
and
A.
Collins
(Eds.),
Representation
and
understanding:
Studies
in
cognitive
science.
New
York:
Academic
Press.
(B2,
D2)
Swales,
J.
M.
(1990).
Genre
analysis:
English
in
academic
and
research
settings.
Cambridge:
Cambridge
University
Press.
(D3)
Bhatia,
V.
K.
(1997).
The
power
and
politics
of
genre.
World
Englishes,
16(3),
359-‐
371.
(D3)
Fairclough,
N.
(1992).
Discourse
and
social
change.
London:
Polity.
(D4)
Gee,
J.
P.
(1996).
Social
linguistics
and
literacies:
Ideology
in
discourses.
London
;
Bristol,
PA:
Taylor
and
Francis.
(D4)
Austin,
J.
L.
(1976).
How
to
do
things
with
words,
2nd
Edition.
(J.
O.
Urmson,
and
M.
Sbisa,
Eds.)
Oxford:
Oxford
University
Press.
(D5)
Schegloff
,
E.
A.
and
Sacks,
H.
(1973).
Opening
up
closings.
Semiotica
7,
289-‐
327.
(D5)
Hymes,
D.
(1986).
Models
of
the
interaction
of
language
and
social
life.
In
J.
J.
Gumperz
and
D.
Hymes
(Eds.),
Directions
in
Sociolinguistics
(pp.
296-‐336).
Oxford:
Basil
Blackwell.
(D7)
Saville-‐Troike,
M.
(2003)
The
ethnography
of
communication.
Oxford:
Blackwell.
(D7)
Scollon,
R.
(2001).
Mediated
discourse:
The
nexus
of
practice.
London:
Routledge.
(D8)
Kress,
G.
and
van
Leeuwen,
T.
(2006).
Reading
images:
the
grammar
of
visual
design
2nd
Edition.
London
and
New
York:
Routledge.
(D9)
Norris,
S.
(2004).
Analyzing
multimodal
interaction:
a
methodological
framework.
London:
Routledge.
(A9)
Baker,
P.
and
McEnery,
T.
(2005).
A
corpus-‐based
approach
to
discourses
of
refugees
and
asylum
seekers
in
UN
and
newspaper
texts.
Journal
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Language
and
Politics
4(2),
197-‐226.
(D10)
ix
SECTION
A:
INTRODUCTION:
KEY
TOPICS
IN
THE
STUDY
OF
DISCOURSE
ANALYSIS
1
