Advertisement
| discourse community in writing: Text, Role and Context Ann M. Johns, 1997-06-13 This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for socioliterate approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts genre and discourse community, are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described. |
| discourse community in writing: The Navy Chaplain , 1988 |
| discourse community in writing: College Writing and Beyond Anne Beaufort, 2020-08-24 div Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing skills usable across academic and work-world settings. In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering,; |
| discourse community in writing: Disciplinary Discourses, Michigan Classics Ed. Ken Hyland, 2004-07-22 Why do engineers report while philosophers argue and biologists describe? In the Michigan Classics Edition of Disciplinary Discourses: Social Interactions in AcademicWriting, Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, Disciplinary Discourses presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of Disciplinary Discourses make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales. |
| discourse community in writing: Academic Discourse and Critical Consciousness Patricia Bizzell, 1992-12-18 This collection of essays traces the attempts of one writing teacher to understand theoretically - and to respond pedagogically - to what happens when students from diverse backgrounds learn to use language in college.Bizzell begins from the assumption that democratic education requires us to attempt to educate all students, including those whose social or ethnic backgrounds may have offered them little experience with academic discourse. Over the ten-year period chronicled in these essays, she has seen herself primarily as an advocate for such students, sometimes called basic writers.Bizzell's views on education for critical consciousness, widely discussed in the writing field, are represented in most of the essays in this volume. But in the last few chapters, and in the intellectual autobiography written as the introduction to the volume, she calls her previous work into question on the grounds that her self-appointment as an advocate for basic writers may have been presumptous, and her hopes for the politically liberating effects of academic discourse misplaced. She concludes by calling for a theory of discourse that acknowledges the need to argue for values and pedagogy that can assist these arguements to proceed more inclusively than ever before.The essays in this volume constitute the main body of work in which Bizzell developed her influential and often cited ideas. Organized chronologically, they present a picture of how she has grappled with major issues in composition studies over the past decade. In the process, she sketches a trajectory for the development of composition studies as an academic discipline. |
| discourse community in writing: Writing Spaces Dana Driscoll, Matthew Vetter, 2020-03-07 Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in first year writing or writing-intensive courses across the disciplines at any level. Volume 3 continues the tradition of previous volumes with topics such as voice and style in writing, rhetorical appeals, discourse communities, multimodal composing, visual rhetoric, credibility, exigency, working with personal experience in academic writing, globalized writing and rhetoric, constructing scholarly ethos, imitation and style, and rhetorical punctuation. |
| discourse community in writing: Writing about Writing Elizabeth Wardle, Douglas Downs, 2014-01-10 Based on Wardle and Downs’ research, the first edition of Writing about Writing marked a milestone in the field of composition. By showing students how to draw on what they know in order to contribute to ongoing conversations about writing and literacy, it helped them transfer their writing-related skills from first-year composition to other courses and contexts. Now used by tens of thousands of students, Writing about Writing presents accessible writing studies research by authors such as Mike Rose, Deborah Brandt, John Swales, and Nancy Sommers, together with popular texts by authors such as Malcolm X and Anne Lamott, and texts from student writers. Throughout the book, friendly explanations and scaffolded activities and questions help students connect to readings and develop knowledge about writing that they can use at work, in their everyday lives, and in college. The new edition builds on this success and refines the approach to make it even more teachable. The second edition includes more help for understanding the rhetorical situation and an exciting new chapter on multimodal composing. The print text is now integrated with e-Pages for Writing about Writing, designed to take advantage of what the Web can do. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, the Bedford/St. Martin's blog for teachers of writing). |
| discourse community in writing: Academic Writing Maggie Charles, Susan Hunston, Diane Pecorari, 2011-10-20 Contemporary research into written academic discourse has become increasingly polarised between two approaches: corpus linguistics and discourse analysis. This volume presents a selection of recent work by experts in academic written discourse, and illustrates how corpus linguistics and discourse analysis can work as complementary approaches. The overall introduction sets the volume against the backdrop of current work in English for Academic Purposes, and introductions to the each section draw out connections between the chapters and put them into context. The contributors are experts in the field and they cover both novice and expert examples of EAP. The book ends with an afterword that provides an agenda-setting closing perspective on the future of EAP research. It will appeal to reserachers and postgrduates in applied linguistics, corpus linguistics, discourse analysis and EAP. |
| discourse community in writing: Crossing Borders, Writing Texts, Being Evaluated Anne Golden, Lars Anders Kulbrandstad, Lawrence Jun Zhang, 2021-12-14 This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings. |
| discourse community in writing: Analysing the Language of Discourse Communities Joan Cutting, 2021-10-25 This text describes how the language used in social interaction evolves from the time the speakers first meet and becomes the in-group code of a given discourse community (in this case the academic community). Most studies reported in the literature of the language of groups and intimates until now have been global, imprecise or unsystematic, and have described the language as a product at a given time; no systematic study appears to have been carried out to follow through the interactions of individuals as they form a group, to discover precisely how and why language changes over time as assumed knowledge grows. Here, the author focuses on the precise changes that occur with increasing knowledge over time, and uses a longitudinal approach to describe the language as a process. |
| discourse community in writing: Worlds of Written Discourse Vijay Kumar Bhatia, 2004-06-22 This book extends the scope and coverage of genre theory, giving more emphasis to what is known as pragmatic space; in other words it integrates the study of discourse at the textual level with the study of how that discourse operates in its social context. |
| discourse community in writing: Research Genres John M. Swales, 2004-11 This book provides a rich and accessible account of genre studies by a world-renowned applied linguist. The hardback edition discusses today's research world, its various configurations of genres, and the role of English within the genres. Theoretical and methodological issues are explored, with a special emphasis on various metaphors of genre. The book is full of carefully worded detail and each chapter ends with suggestions for pedagogical practice. The volume closes with evaluations of contrastive rhetoric, applied corpus linguistics, and critical approaches to EAP. Research Genres provides a rich and scholarly account of this key area. |
| discourse community in writing: Academic Discourse Ken Hyland, 2009-01-01 Academic discourse is a rapidly growing area of study, attracting researchers and students from a diverse range of fields. This is partly due to the growing awareness that knowledge is socially constructed through language and partly because of the emerging dominance of English as the language of scholarship worldwide. Large numbers of students and researchers must now gain fluency in the conventions of English language academic discourses to understand their disciplines, establish their careers and to successfully navigate their learning. This accessible and readable book shows the nature and importance of academic discourses in the modern world, offering a clear description of the conventions of spoken and written academic discourse and the ways these construct both knowledge and disciplinary communities. This unique genre-based introduction to academic discourse will be essential reading for undergraduate and postgraduate students studying TESOL, applied linguistics, and English for Academic Purposes. |
| discourse community in writing: Disciplinary Identities Ken Hyland, 2012-03-22 Ken Hyland draws on a number of sources to explore how authors convey aspects of their identities within the constraints placed upon them by their disciplines' rhetorical conventions. He promotes corpus methods as important tools in identity research. |
| discourse community in writing: Electronic Discourse Boyd H. Davis, Jeutonne Brewer, Jeutonne Patten Brewer, 1997-01-01 Investigates the new world of computer conferencing and details how writers use language when their social interaction is exclusively enacted through text on screens. |
| discourse community in writing: Interdisciplinary Research Discourse Paul Thompson, Susan Hunston, 2019-12-06 Interdisciplinary Research Discourse: Corpus Investigations into Environment Journals provides cutting-edge insights into the nature of communication in interdisciplinary research domains. Using a corpus of nearly 12,000 articles taken from 11 journals, this book addresses the key questions that surround writing for an interdisciplinary audience. This books also explores: the ways in which writers write if they are writing for an interdisciplinary audience as well as for a specialist disciplinary audience; the different natures and instances of the term 'interdisciplinarity'; and whether an analysis of the rhetorical contexts in which research is relayed to interdisciplinary audiences is critical to understanding interdisciplinary research activities and communications. Written by two leading figures in the field of Corpus Linguistics, this is an essential text for researchers and upper-level undergraduates working in the areas of Corpus Linguistics, Discourse Analysis and Linguistics in areas of interdisciplinary communication. |
| discourse community in writing: A Dictionary of Media and Communication Daniel Chandler, Rod Munday, 2016-08-17 The most accessible and up-to-date dictionary of its kind, this wide-ranging A-Z covers both interpersonal and mass communication, in all their myriad forms, encompassing advertising, digital culture, journalism, new media, telecommunications, and visual culture, among many other topics. This new edition includes over 200 new complete entries and revises hundreds of others, as well as including hundreds of new cross-references. The biographical appendix has also been fully cross-referenced to the rest of the text. This dictionary is an indispensable guide for undergraduate students on degree courses in media or communication studies, and also for those taking related subjects such as film studies, visual culture, and cultural studies. |
| discourse community in writing: Language, Literacy, and Technology Richard Kern, 2015-05-28 Language, Literacy, and Technology explores how technology matters to language and the ways we use it. |
| discourse community in writing: Academic Discourse Across Disciplines Ken Hyland, Marina Bondi, 2006 This volume reflects the emerging interest in cross-disciplinary variation in both spoken and written academic English, exploring the conventions and modes of persuasion characteristic of different disciplines and which help define academic inquiry. This collection brings together chapters by applied linguists and EAP practitioners from seven different countries. The authors draw on various specialised spoken and written corpora to illustrate the notion of variation and to explore the concept of discipline and the different methodologies they use to investigate these corpora. The book also seeks to make explicit the valuable links that can be made between research into academic speech and writing as text, as process, and as social practice. |
| discourse community in writing: Writing in Context(s) Triantafillia Kostuli, 2005-02-17 The premise that writing is a socially-situated act of interaction between readers and writers is well established. This volume first, corroborates this premise by citing pertinent evidence, through the analysis of written texts and interactive writing contexts, and from educational settings across different cultures from which we have scant evidence. Secondly, all chapters, though addressing the social nature of writing, propose a variety of perspectives, making the volume multidisciplinary in nature. Finally, this volume accounts for the diversity of the research perspectives each chapter proposes by situating the plurality of terminological issues and methodologies into a more integrative framework. Thus a coherent overall framework is created within which different research strands (i.e., the sociocognitive, sociolinguistic research, composition work, genre analysis) and pedagogical practices developed on L1 and L2 writing can be situated and acquire meaning. This volume will be of particular interest to researchers in the areas of language and literacy education in L1 and L2, applied linguists interested in school, and academic contexts of writing, teacher educators and graduate students working in the fields of L1 and L2 writing. |
| discourse community in writing: Other Floors, Other Voices John M. Swales, 2013-11-05 The author describes this volume as a textography because it combines certain elements of both text analysis and ethnography. Through analysis of texts, textual forms, and systems of texts, it shows the lives, life commitments, and life projects of people deeply embedded in the literate culture of the university. The people examined work in a single building, but their textual lives are maintained in different times and spaces, measured by the dimensions of text production and text circulation in their fields of work. These domains of text time and space are to some degree differentiated by the three specialties that mark the three floors of a small building at a major research university--the ethnographic site of this journey into textual lives--computing, taxonomic botany, and English as a second language. This research site provides the opportunity to re-examine the concept of discourse community and to investigate the nature and origination of academic discourse from a new perspective. The author is a distinctive member of the applied linguistics and composition communities, an original stamped by the global village of language education in which he has lived his life, and revealed in his own autobiographical account embedded within this book. This book now reveals him as a person making text about how people are embedded in making their textual lives within the discursive landscapes their communities afford. In doing so, he shows not only his own love of language as a way of life, but also his appreciation of how all his subjects find their labors of love in the language they create. This book has been written to appeal to a general academic audience as well as to specialists in rhetoric, discourse analysis, and composition. |
| discourse community in writing: Metadiscourse Ken Hyland, 2018-10-18 First released in 2005, Ken Hyland's Metadiscourse has become a canonical account of how language is used in written communication. 'Metadiscourse' is defined as the ways that writers reflect on their texts to refer to themselves, their readers or the text itself. It is a key resource in language as it allows the writer to engage with readers in familiar and expected ways and as such it is an important tool for students of academic writing in both the L1 and L2 context. This book achieves for main goals: - to provide an accessible introduction to metadiscourse, discussing its role and importance in written communication and reviewing current thinking on the topic - to explore examples of metadiscourse in a range of texts from business, academic, journalistic, and student writing - to offer a new theory of metadiscourse - to show the relevance of this theory to students, academics and language teachers The book shows how writers use the devices of metadiscourse to adjust the level of personality in their texts, to offer a representation of themselves and their arguments. It shows how these tools help the reader organise, interpret and evaluate the information presented in the text. Knowing how to identify metadiscourse as a reader is a key skill to be learnt by students of discourse analysis and this book makes this a central goal. |
| discourse community in writing: Towards a Rhetoric of Everyday Life Martin Nystrand, John Duffy, 2003 Rhetoric has traditionally studied acts of persuasion in the affairs of government and men, but this work investigates the language of other, non-traditional rhetors, including immigrants, women, urban children and others who have long been on the margins of civic life and political forums. |
| discourse community in writing: Professional Discourse Kenneth Kong, 2014-08-14 Using a wide range of examples, this book examines the discourse of professional writing and its important role in society. |
| discourse community in writing: Writing/Disciplinarity Paul Prior, 2013-11-05 Over the past century, the explosive growth of scientific, technical, and cultural disciplines has profoundly affected our daily lives. However, processes of enculturation in sites such as graduate education that have helped to form these disciplines have received very limited research attention. In those sites, graduate students write diverse documents, including course papers, departmental examinations, theses and dissertations, grant and fellowship applications, and disciplinary publications. Thus, writing is one of the central domains of enculturation--an activity through which graduate students and professors display and negotiate disciplinary knowledge, genres, identities, and institutional contexts. This volume explores this intersection of writing and disciplinary enculturation through a series of ethnographic case studies. These case studies provide the most thorough descriptions available today of the lived experience of graduate seminars, combining analysis of classroom talk, students' texts and professor's written responses, institutional contexts, students' representations of their writing and its contexts, and professors' representations of their tasks and their students. Given the complexities that the ethnographic data displayed, the author found that conventional notions of writing as a process of transcription and of disciplines as unified discourse communities were inadequate. As such, this book also offers an in-depth exploration of sociohistoric theory in relation to writing and disciplinary enculturation. Specific case studies introduce, apply, and further elaborate notions of: * writing as literate activity, * authorship as mediated by other people and artifacts, * classroom tasks as speech genres, * enculturation as the interplay of authoritative and internally persuasive discourses, and * disciplinarity as a deeply heterogeneous, laminated, and dialogic process. This blend of research and theory should be of interest to scholars and students in such fields as writing studies, rhetoric, writing across the curriculum, applied linguistics, English for academic purposes, science and technology studies, higher education, and the ethnography of communication. |
| discourse community in writing: Academic Writing and Reader Engagement Niall Curry, 2021-06-28 Academic Writing and Reader Engagement offers a concise linguistic description of the use and functions of questions in English, French and Spanish and discusses their value to the teaching of academic writing. This book: Enables a better understanding of how writers engage readers in academic writing in English, French, and Spanish and where each language behaves similarly or differently; Explains how authors express opinions, organise discourse and create relationships with readers via questions in their academic writing and the various functions questions perform; Brings together research on corpus and contrastive linguistics, highlighting how these two fields can support one another; Offers a thorough investigation of reader engagement markers from a range of linguistic perspectives and considers how knowledge of these markers could be applied to the teaching and learning of academic writing in each language; Employs corpus data totalling approximately 1.2 million words from all three languages to illustrate the varying roles and representations of questions in each language. Providing an invaluable resource for scholars learning to communicate successfully within their academic community, as well as teachers of English, French and/or Spanish for academic purposes, this book is key reading for students and researchers of academic discourse, contrastive linguistics and corpus linguistics. |
| discourse community in writing: Culture and Styles of Academic Discourse Anna Duszak, 2011-06-24 TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks as well as studies that provide new insights by building bridges to neighbouring fields such as neuroscience and cognitive science. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing. |
| discourse community in writing: Hands-On Design Patterns and Best Practices with Julia Tom Kwong, 2020-01-17 Design and develop high-performance, reusable, and maintainable applications using traditional and modern Julia patterns with this comprehensive guide Key FeaturesExplore useful design patterns along with object-oriented programming in Julia 1.0Implement macros and metaprogramming techniques to make your code faster, concise, and efficientDevelop the skills necessary to implement design patterns for creating robust and maintainable applicationsBook Description Design patterns are fundamental techniques for developing reusable and maintainable code. They provide a set of proven solutions that allow developers to solve problems in software development quickly. This book will demonstrate how to leverage design patterns with real-world applications. Starting with an overview of design patterns and best practices in application design, you'll learn about some of the most fundamental Julia features such as modules, data types, functions/interfaces, and metaprogramming. You'll then get to grips with the modern Julia design patterns for building large-scale applications with a focus on performance, reusability, robustness, and maintainability. The book also covers anti-patterns and how to avoid common mistakes and pitfalls in development. You'll see how traditional object-oriented patterns can be implemented differently and more effectively in Julia. Finally, you'll explore various use cases and examples, such as how expert Julia developers use design patterns in their open source packages. By the end of this Julia programming book, you'll have learned methods to improve software design, extensibility, and reusability, and be able to use design patterns efficiently to overcome common challenges in software development. What you will learnMaster the Julia language features that are key to developing large-scale software applicationsDiscover design patterns to improve overall application architecture and designDevelop reusable programs that are modular, extendable, performant, and easy to maintainWeigh up the pros and cons of using different design patterns for use casesExplore methods for transitioning from object-oriented programming to using equivalent or more advanced Julia techniquesWho this book is for This book is for beginner to intermediate-level Julia programmers who want to enhance their skills in designing and developing large-scale applications. |
| discourse community in writing: Design to Thrive Tharon Howard, 2009-12-08 Social networks and online communities are reshaping the way people communicate, both in their personal and professional lives. What makes some succeed and others fail? What draws a user in? What makes them join? What keeps them coming back? Entrepreneurs and businesses are turning to user experience practitioners to figure this out. Though they are well-equipped to evaluate and create a variety of interfaces, social networks require a different set of design principles and ways of thinking about the user in order to be successful. Design to Thrive presents tried and tested design methodologies, based on the author’s decades of research, to ensure successful and sustainable online communities -- whether a wiki for employees to share procedures and best practices or for the next Facebook. The book describes four criteria, called RIBS, which are necessary to the design of a successful and sustainable online community. These concepts provide designers with the tools they need to generate informed creative and productive design ideas, to think proactively about the communities they are building or maintaining, and to design communities that encourage users to actively contribute. Provides essential tools to create thriving social networks, helping designers to avoid common pitfalls, avoid costly mistakes, and to ensure that communities meet client needs Contains real world stories from popular, well known communities to illustrate how the concepts work Features a companion online network that employs the techniques outlined in the boo |
| discourse community in writing: Writing in the Real World Anne Beaufort, 1999 How can we prepare the work-force of tomorrow for the increasing writing demands of the Information Age? Anne Beaufort provides a multidimensional response to this critical question. Offering a vital view of the developmental process entailed in attaining writing fluency in school and beyond, and the conditions that contribute to acquiring such expertise, Beaufort illuminates what it takes to foster the versatility writers must possess in the workplace of the twenty-first century. |
| discourse community in writing: Writing and Identity Roz Ivani?, 1998 Writing is not just about conveying 'content' but also about the representation of self. (One of the reasons people find writing difficult is that they do not feel comfortable with the 'me' they are portraying in their writing. Academic writing in particular often poses a conflict of identity for students in higher education, because the 'self' which is inscribed in academic discourse feels alien to them.)The main claim of this book is that writing is an act of identity in which people align themselves with socio-culturally shaped subject positions, and thereby play their part in reproducing or challenging dominant practices and discourses, and the values, beliefs and interests which they embody. The first part of the book reviews recent understandings of social identity, of the discoursal construction of identity, of literacy and identity, and of issues of identity in research on academic writing. The main part of the book is based on a collaborative research project about writing and identity with mature-age students, providing: - a case study of one writer's dilemmas over the presentation of self;- a discussion of the way in which writers' life histories shape their presentation of self in writing;- an interview-based study of issues of ownership, and of accommodation and resistance to conventions for the presentation of self;- linguistic analysis of the ways in which multiple, often contradictory, interests, values, beliefs and practices are inscribed in discourse conventions, which set up a range of possibilities for self-hood for writers.The book ends with implications of the study for research on writing and identity, and for the learning and teaching of academic writing.The book will be of interest to students and researchers in the fields of social identity, literacy, discourse analysis, rhetoric and composition studies, and to all those concerned to understand what is involved in academic writing in order to provide wider access to higher education. |
| discourse community in writing: Writing across Contexts Kathleen Blake Yancy, Liane Robertson, Kara Tacsak, 2014-04-15 Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators. |
| discourse community in writing: English in Today's Research World John M. Swales, 2011 |
| discourse community in writing: Audience and Rhetoric James E. Porter, 1992 Offering a new approach to the concept of audience, this volume critiques the prevalent audience theories and practices in the field of rhetoric and composition, using the archaeological methodology of Michel Foucault. The author traces major audience treatments from Aristotle and George Campbell to the present and shows how the dominant approaches are founded on a managerial composing model which assumes that invention is the exclusive activity of the writer. Porter argues for the ethical necessity of a social constructionist approach to audience, developing out of reader-response and poststructuralist theory. For anyone involved in the creation of public policy. |
| discourse community in writing: The Great Mental Models, Volume 1 Shane Parrish, Rhiannon Beaubien, 2024-10-15 Discover the essential thinking tools you’ve been missing with The Great Mental Models series by Shane Parrish, New York Times bestselling author and the mind behind the acclaimed Farnam Street blog and “The Knowledge Project” podcast. This first book in the series is your guide to learning the crucial thinking tools nobody ever taught you. Time and time again, great thinkers such as Charlie Munger and Warren Buffett have credited their success to mental models–representations of how something works that can scale onto other fields. Mastering a small number of mental models enables you to rapidly grasp new information, identify patterns others miss, and avoid the common mistakes that hold people back. The Great Mental Models: Volume 1, General Thinking Concepts shows you how making a few tiny changes in the way you think can deliver big results. Drawing on examples from history, business, art, and science, this book details nine of the most versatile, all-purpose mental models you can use right away to improve your decision making and productivity. This book will teach you how to: Avoid blind spots when looking at problems. Find non-obvious solutions. Anticipate and achieve desired outcomes. Play to your strengths, avoid your weaknesses, … and more. The Great Mental Models series demystifies once elusive concepts and illuminates rich knowledge that traditional education overlooks. This series is the most comprehensive and accessible guide on using mental models to better understand our world, solve problems, and gain an advantage. |
| discourse community in writing: How Architects Write Tom Spector, Rebecca L. Damron, 2013 This is a writing reference book for designers. Whether you're an architect, landscape architect, interior architect, or an industrial designer, the text shows you the interdependence of writing and design. The authors present typical writing assignments and explain principles of effective writing. |
| discourse community in writing: Writing in the Sciences Ann M. Penrose, Steven B. Katz, 2004 This rhetorical, multi-disciplinary guide discusses the major genres of science writing including research reports, grant proposals, conference presentations, and a variety of forms of public communication. Writing in the Sciences combines a descriptive approach helping students to recognize distinctive features of common genres in their fields with a rhetorical focus helping them to analyze how, why, and for whom texts are created by scientists. Multiple samples from real research cases illustrate a range of scientific disciplines and audiences for scientific research along with the corresponding differences in focus, arrangement, style, and other rhetorical dimensions. Comparisons among disciplines provide the opportunity for students to identify common conventions in science and investigate variation across fields. |
| discourse community in writing: Handbook of Research on Discourse Behavior and Digital Communication: Language Structures and Social Interaction Taiwo, Rotimi, 2010-05-31 A compendium of over 50 scholarly works on discourse behavior in digital communication. |
| discourse community in writing: Teaching Information Literacy and Writing Studies Grace Veach, 2018-09-15 This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when fact or truth is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment. |
| discourse community in writing: Revelation , 1999-01-01 The final book of the Bible, Revelation prophesies the ultimate judgement of mankind in a series of allegorical visions, grisly images and numerological predictions. According to these, empires will fall, the Beast will be destroyed and Christ will rule a new Jerusalem. With an introduction by Will Self. |
Discourse is the place to build civilized communities
Discourse is modern forum software for meaningful discussions, support, and teamwork that gives your online …
DISCOURSE Definition & Meaning - Merriam-Webster
The meaning of DISCOURSE is verbal interchange of ideas; especially : conversation. How to use discourse in a …
DISCOURSE | English meaning - Cambridge Dictionary
DISCOURSE definition: 1. the use of language to communicate in speech or writing, or an example of this: 2. discussion…. Learn more.
Discourse - Wikipedia
Discourse is a generalization of the notion of a conversation to any form of communication. [1] Discourse is a major …
Discourse Definition & Meaning | Britannica Dictionary
DISCOURSE meaning: 1 : the use of words to exchange thoughts and ideas; 2 : a long talk or piece of writing about a subject
Discourse is the place to build civilized communities
Discourse is modern forum software for meaningful discussions, support, and teamwork that gives your online community everything it needs in one place.
DISCOURSE Definition & Meaning - Merriam-Webster
The meaning of DISCOURSE is verbal interchange of ideas; especially : conversation. How to use discourse in a sentence.
DISCOURSE | English meaning - Cambridge Dictionary
DISCOURSE definition: 1. the use of language to communicate in speech or writing, or an example of this: 2. discussion…. Learn more.
Discourse - Wikipedia
Discourse is a generalization of the notion of a conversation to any form of communication. [1] Discourse is a major topic in social theory, with work spanning fields such as sociology, …
Discourse Definition & Meaning | Britannica Dictionary
DISCOURSE meaning: 1 : the use of words to exchange thoughts and ideas; 2 : a long talk or piece of writing about a subject
DISCOURSE definition and meaning | Collins English Dictionary
Discourse is spoken or written communication between people, especially serious discussion of a particular subject.
discourse noun - Definition, pictures, pronunciation and usage …
Definition of discourse noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
discourse, n. meanings, etymology and more - Oxford English …
There are 14 meanings listed in OED's entry for the noun discourse, six of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation evidence.
Discourse - definition of discourse by The Free Dictionary
1. communication of thought by words; talk; conversation. 2. a formal discussion of a subject in speech or writing, as a treatise or sermon. 3. any unit of connected speech or writing longer than …
DISCOURSE Definition & Meaning - Dictionary.com
to communicate thoughts orally; talk; converse. to treat of a subject formally in speech or writing. discoursed, discoursing. to utter or give forth (musical sounds). archaic.
