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In this episode, I conclude Jacques Derrida's \"Dissemination\" with the chapters titled \"The Double Session\" and \"Dissemination.\"If you want to support me, you can do that with these links:Patreon: https://www.patreon.com/theoryandphilosophy paypal.me/theoryphilosophyTwitter: @DavidGuignion IG: @theory_and_philosophy

This article uses Critical Discourse Analysis to elucidate the economic disparities featured in Chapter One of A Tale of Two Cities. The analysis focuses on the abstract, orientation, and the paradigmatic and syntagmatic links within the chapter and reveals the ways in which Chapter One sets the stage for the framework, mood and tone for the reader. It prepares the reader for the despondent and drastic occurrences to be unfolded within the novel.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

An analysis about the Hanunoo language.

An analysis about the Hanunoo language.

Because policymakers have a direct impact on schools, teachers, and therefore students, this study examined the discourse of policymakers in relation to their views on "quality" teaching. Findings from the study conclude the cultural models and discourses widely varied among policymakers. Their views were based on an idiosyncratic approach to teaching and learning. A fragmented understanding of quality teaching from policymakers as a whole emerged.

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions' characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions' characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions' characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions' characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions' characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

Gender in discourse and feminist ideologies have been more examined in different fields. Regarding the area of Applied Linguistics, there has been more attention to how men and women are represented linguistically, more specifically in feminist studies. The following article examines the chapter “How to charm him with your texts” of a book that provides women with advice on “how to get the man”. I provide a feminist critical discourse analysis (Lazar, 2007) with the support of previous studies on critical discourse analysis (Fairclough, 2010). This article sheds light on some women categorization made by the author of the book and from a feminist ideology perspective.

The profound use of the computer in discourse analysis must employ a theory of discourse comprehension and production with which to conduct the analysis. Models currently employed in computational linguistics have a semantic basis and are goal-directed. The basic model is an associative cognitive network. The basic inventory of concepts of the system is given in the systemic network, which is organized into paradigmatic, syntagmatic, and componential structures. Since events happen in particular places at particular times, there is also an episodic structure. The gnomonic system defines abstract concepts over episodes. According to Phillips (1975), discourse coherence must be considered on two levels, the episodic and the gnomic. A discourse which engenders episodic and/or gnomonic expectations which are not then fulfilled is incoherent. A lower limit on coherence may be defined as a discourse so ill-formed that it makes no sense even to its creator. The upper limit on coherence is set by the most powerful creative minds. Between the two limits, discourse analysis, from the point of view of the computational linguist, probably requires nothing less than a full-blown computational theory of the human mind. (JB)

This article presents some theoretical reflections on the relationship between social representations-as they are conceptualized in sociopsychology--and discourse. An interdisciplinary point of view is advocated that accounts for both linguistics and sociopsychology. Methodological comments are presented and a way to convey theoretical reflections in a tool--an interview guide--conceived especially for obtaining interesting conversational data is proposed. The interview guide is appended. (Author/VWL)

This study takes a critical discourse analysis approach to the investigation of the representation of men and women in Bozorg Alavi's short stories. The principal aim of this study is to find how different statuses of men and women are reflected in their languages. To this end, four short stories were selected and their discursive sentences were examined based on Hodge and Kress's syntagmatic models, which comprise actionals vs. relationals features. The results of this study show that men have higher status than women do in these stories.

The article presents the Critical Discourse Analysis (CDA) of the first part of King Martin Luther's speech "When I Have a Dream" in socio-political context. The study investigates how it lies on the basis of application of Fairclough version of CDA in the first part of the text. Moreover, it explicates the terms like social, cultural and political inequalities in the light of text and framework.

This paper explores some difficult questions related to topics in discourse analysis and offer a partial solution to some of them. In particular, the author addresses the issue of levels in discourse analysis and how the various approaches taken within the field can be classified according to a leveled model. He considers an approach he has been pursuing for representing the semantics of discourse, and considers how it fits in to the proposed model for discourse analysis. Finally, he describes the implementation of a system which models the behavior of the proposed model. Keywords: artificial intelligence; model theory.

https://www.benjaminlstewart.org/ 

Two studies examined certain aspects of discourse analysis to determine their value in classroom use. The first study explored the relationships among information recalled as assessed by informal reading inventory comprehension questions, unaided retelling, and schema based retelling. Subjects were 15 fourth, fifth, and sixth grade students who read two passages each--one at the fourth grade level of readability and the other at their individual grade level. The results showed that using descriptive schema to analyze unprompted retelling bore a reasonable relationship to standard methods of evaluating comprehension. The second study examined the difficulties of first and second language learners in the comprehension of six types of propositions as defined by P. D. Pearson and D. D. Johnson. The study involved 160 seventh grade students, who were divided into groups according to their reading level and by whether they spoke English at home. Results suggested that continued reading assistance should be given to English-as-a-second-language students in order to bring them to the levels of proficiency of their English-speaking peers. (FL)

This bibliography is divided into three main sections. The first section cites one bibliography relevant to discourse analysis. The second section cites books pertaining to discourse analysis, language structure, and transformational generative grammar. The third section refers to articles in the same areas. Entries include both American and European publications, and most have been published since 1970. (CLK)

112 pages : 28 cm

Semiotics  has such a degree of self-recursiveness that it can observe itself. If “Semiotics” is skilled at self-objectifying and disarming itself, it functions as a criticism  of Science as language Keywords: Semiotics as a general methodology for the Humanities and Social Sciences - as a science - as a deconstruction - as a praxeology 

Semiotics  has such a degree of self-recursiveness that it can observe itself. If “Semiotics” is skilled at self-objectifying and disarming itself, it functions as a criticism  of Science as language Keywords: Semiotics as a general methodology for the Humanities and Social Sciences - as a science - as a deconstruction - as a praxeology 

Introduction: Childhood is the root of many behavioral and emotional problems in adulthood. The purpose of this study is to acknowledge children’s capabilities in identifying and understanding the elements of Rational Emotive Behavior Therapy (REBT) in children's stories. Methodology: The discourse analysis and discursive psychology (DP) approach were used in this study. The sample was 12 children (in ages 7 to 12 years old) who were active members of 3 different branches of the Institute for the Intellectual Development of Children in Mashhad (2 boys and 2 girls from each branch). These children participated in 3 natural language discussion sessions. Each session lasted for 1 or 1.5 hours which resulted in a 9-hour conversation. Based on the discursive psychology, as body language and intonations transfer meaning, all sessions were recorded with a video camera and mobile phone for analysis. Since the discourse analysis explicitly grounded in semantics and linguistics, it offers a credible research methodology. Findings: The result of the discussion analysis shows that if children are familiar with reading and participate in various book activities, they could express their perception of REBT elements in stories through enriched vocabulary and linguistic units (nouns, adjectives, adverbs, verbs, discursive sentences, tone, facial and body movements, proverbs, etc.). It is expected that those who are working with children (i.e., librarians, psychologists, parents, etc.) can base their bibliotherapy programs on the findings of this research and help children prevent or reduce psychological problems and change their irrational beliefs to rational ones. Conclusion: The findings indicate that REBT theory could provide a suitable basis for bibliotherapy programs by which children have the opportunity to experience cognitive change through enjoyable approaches.

Introduction: Childhood is the root of many behavioral and emotional problems in adulthood. The purpose of this study is to acknowledge children’s capabilities in identifying and understanding the elements of Rational Emotive Behavior Therapy (REBT) in children's stories. Methodology: The discourse analysis and discursive psychology (DP) approach were used in this study. The sample was 12 children (in ages 7 to 12 years old) who were active members of 3 different branches of the Institute for the Intellectual Development of Children in Mashhad (2 boys and 2 girls from each branch). These children participated in 3 natural language discussion sessions. Each session lasted for 1 or 1.5 hours which resulted in a 9-hour conversation. Based on the discursive psychology, as body language and intonations transfer meaning, all sessions were recorded with a video camera and mobile phone for analysis. Since the discourse analysis explicitly grounded in semantics and linguistics, it offers a credible research methodology. Findings: The result of the discussion analysis shows that if children are familiar with reading and participate in various book activities, they could express their perception of REBT elements in stories through enriched vocabulary and linguistic units (nouns, adjectives, adverbs, verbs, discursive sentences, tone, facial and body movements, proverbs, etc.). It is expected that those who are working with children (i.e., librarians, psychologists, parents, etc.) can base their bibliotherapy programs on the findings of this research and help children prevent or reduce psychological problems and change their irrational beliefs to rational ones. Conclusion: The findings indicate that REBT theory could provide a suitable basis for bibliotherapy programs by which children have the opportunity to experience cognitive change through enjoyable approaches.

This paper is focused on the computational analysis of collective discourse, a collective behavior seen in non-expert content contributions in online social media. We collect and analyze a wide range of real-world collective discourse datasets from movie user reviews to microblogs and news headlines to scientific citations. We show that all these datasets exhibit diversity of perspective, a property seen in other collective systems and a criterion in wise crowds. Our experiments also confirm that the network of different perspective co-occurrences exhibits the small-world property with high clustering of different perspectives. Finally, we show that non-expert contributions in collective discourse can be used to answer simple questions that are otherwise hard to answer.

This study aimed to investigate the social context of online ELT platforms on social media. For this purpose, data were collected from the four most popular English Language and Teaching YouTube channels with the mutual theme of communication/speaking skills. One hundred comments from each ELT YouTube channel were extracted for the investigation of the social context of education on social media. Both qualitative and quantitative approaches were used to manipulate the phenomenon.  Norman Fairclough's 3D model of discourse followed as a theoretical framework. AntConc was also used to explore word lists and language descriptions. Google and Excel sheets were used for the graphical representation of the data through charts and graphs. This study focused on the use of language in comments by using critical discourse analysis (CDA) to better understand how people construct and negotiate meaning in this setting. This study found that the aspect of language acquisition in comment sections enables users to communicate effectively and share cultures. The current study concluded that language varies according to the context in which it is used.  Furthermore, the conclusion of this study provided valuable insights and revealed that the online commenters used formal and straightforward sentence structure to convey their opinions in the comment section. The development of language learning that allowed users and commentators to express themselves, participate in the discourse, and acquire an aesthetic sense of self-assurance in their command of the English language was greatly aided by these formal language choices. This study welcomed recommendations for future studies.

This paper deals with the computer's production and recognition of sentences in a connected discourse and its application to computer assisted instruction. Studies of textual properties in real discourses have been carried out at the paragraph level. The theoretical concepts of representing paragraph content in terms of (1) the factual data expressed by the grammatical units in a paragraph, (2) the development types and their structural relationships and (3) the cohesive principles used in the sentences of the paragraph is presented. The theoretical investigation of discourse properties is aided by a paragraph generation system constructed to synthesize paragraphs and to test out the linguistic assumptions made in the study. The theoretical concept and the computational tool constructed are used in the development of an integrated computer-assisted system designed to synthesize and analyze news stories at the paragraph level and to provide preprogrammed critiques to students learning journalistic writing. (Author)

A Discourse from the Middle Length collection of the Pali Canon in which the types of gifts and their benefits are analysed.

Substance Use Disorders (SUDs) have developed into a global epidemic, creating a significant burden worldwide. The SUD crisis persists due to limited awareness, treatment accessibility misconceptions, stigmatization, and prejudice against individuals who use substances, particularly if they are diagnosed with SUD. Public attitudes and stigmatizing beliefs towards individuals with mental health and SUDs are shaped by the language utilized to label individuals with these disorders. As such, emerging movements from people with lived/living experience (PWLLE) suggest changing the language we use to speak about individuals who use substances, e.g., person-first versus identity-first language. While the conceptual lens of stigma has been developed through research, the symbolic forms of stigma, such as language, are not as often updated. Given that stigma is recognized as a social and cultural process that is continuously evolving to reflect changes in substance use patterns, the lexicon used to determine stigmatizing language may shift with changes in preferred substances and substance use patterns. As such, the aim of this study is to provide an updated list of current stigmatizing terms used to describe substance use or those who use substances, obtained from conversations about substance use on Reddit. In addition, we would like to see how stigmatizing language changes across substance types, major cities in Canada, and their affiliated political parties.

The application of classroom discourse analysis of foreign language teaching and learning can reveal much about how teachers perform in their teaching practice and how to make improvement. In this paper, the author tries to reveal the present state of EFL (English as a foreign language) classrooms in a vocational college from the angle of classroom discourse analysis, especially the aspect of TT (teacher talk), and provides some suggestions. (Contains 3 tables.)

Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surrounds it. It is based on Norman Fairclough's Critical Discourse Analysis (CDA) framework in which there are three levels of analysing texts: Description, Interpretation and Explanation. In addition to analysing the advertisement at hand in terms of these three levels, the study includes semi-structured interviews conducted with English language teacher candidates. The purpose is to explore the social function of advertising not only from sounds, sights and language of the text, but also assess the impact of these on people. Findings from inductive content analysis point to the fact that there is a close connection between the advertisement discourse and the "teacher" image in the minds of participants.

The literature suggests that the U.S. system of higher education has developed and maintained conservative norms that govern behavior in the classroom and discourage open dialog by dictating what is and is not appropriate to discuss in academic settings. The question is raised of the appropriateness of these norms. Classroom dialog was analyzed to test the hypothesis that in a college course where students frequently discuss ways to improve education for disadvantaged and minority children, the number of times students discussed their personal experiences as teachers would be significantly higher than the number of times they discussed personal experiences as disadvantaged or minority students. Participants in the study were 41 education students of whom 86 percent were teachers, 69 percent claimed to have come from disadvantaged backgrounds, and 77 percent claimed to be minorities. Results supported the hypothesis; also the students seemed uncomfortable talking about their experiences as disadvantaged or minority students. Additional analyses indicated that men and women made about the same number of comments in class. Although this finding suggests a more equal representation of women's voices than has been reported in the past, other factors were noted. For example, some women were excluded from the study because they never talked in class, and a higher percentage of men in the class were seeking advanced degrees. (Contains 2 tables and 26 references.) (ND)

This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).

As the population of international students continues to rise at U.S. colleges and universities, multiple academic obstacles pose barriers to success. Research on strategies of intervention has primarily included face-to-face interactions while an exploration of other assistance approaches is minimal in comparison. This study explored the role that mediated discourse plays in supporting international students with navigating paths through U.S. colleges and universities, by examining seven institutions' assistance handbooks. Discourse analysis allowed for an in-depth investigation of the academic advice available to international students concerning classroom culture, instructional styles, relationships with instructors, assessment, and academic honesty.

As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than they reveal of the intricacies of classroom interaction. Moving away from this quantitative norm, this study examines the classroom process from the discourse analysis perspective called Critical Classroom Discourse Analysis (CCDA), proposed by Kumaravadivelu (1999); which draws on Poststructuralism and postcolonialism concepts of discourse; to analyze and understand classroom input and interaction in terms of "power" and "dominance." This ethnographic study aimed at using CCDA as a tool for critical reflection to analyze the differences in the discourse of males and females in an EFL situation. The discussion, based on a case study conducted at a university classroom in Iran, aims at understanding the unseen social processes, i.e. male dominance in discourse. Transcriptions of classroom interactions were put into a qualitatively interpretation of males and females' adherence to, or flouting of four maxims. The research findings suggest that male dominance could be concealed in discourse control, types of questions, and turn-taking. Male participants tended to exert more power and used less indirect language, more negative face, and fewer politeness phenomena.

Combining linguistics and composition studies, this paper (part 1 of a two-part article) proposes a model for the analysis of information management and cohesion in written discourse. It defines concepts of discourse analysis--specifically information management, syntax, semantic reference, lexicon, cohesion, and intonation, with examples taken from publications in psychology, biology, and history. The paper discusses key terms related to reference and information, including "information unit,""theme,""rheme,""topic,""comment,""given,""new,""focus,""markedness,""topicalization,""thematization," and "rhematization." Its discussion of spoken discourse includes tone group, pitch, and tonic syllable. Cohesion is also discussed, with examples from the same publications, focusing on lexical cohesion, i.e. repetition, synonymy, antonymy, derivation, inclusion, and collocation. The paper is dependent on notions from the Prague School of Linguistics (Functional Sentence Perspective), M. A. K. Halliday's functional grammar, and research in the analysis of written discourse. Thirty-nine references and an appendix containing the sample texts are attached. (SR)

Racial attitudes were an issue in the 1972 Mississippi gubernatorial campaign between Charles Evers and William Waller. This conclusion is supported by test evidence consisting of content analysis of candidate speeches, news coverage of speeches in the form of direct quotations, printed issue position papers, and printed campaign advertising. A biracial group of college students was tested for connotations and denotations within sample prose works to form control data from which contrasts to Evers' and Waller's writings were drawn. Evers' rhetoric did not ignore this racial element found in the campaign; Waller's did. (CH)

This paper examines the ways in which healthcare professionals interact with patients' family members, and/or colleagues. The data are from healthcare discourses at difficult times found in the manga series entitled Nurse AOI. As the first step, we selected several communication scenes for analysis in terms of politeness strategies. From these scenes, we extracted individual events that exhibit any one of five main constraints/maxims that follow Leech's (2009) Grand Strategy Politeness (GSP) framework--generosity/tact, approbation/modesty, obligation, opinion, and feeling. The in-depth analysis was conducted using the following three perspectives: the contextual background of the communication, the relationship with patients' family member and/or colleagues, and the degree of face-threatening acts. This last perspective was evaluated by Politeness Theory (Brown & Levinson, 1987), judging the imposition of face-threatening acts, social distance, and relative power. Each communication event was examined in terms of politeness strategies (Brown and Levinson, 1987; Yoshioka, 2007). At difficult times optimal politeness strategies are required while simultaneously providing urgent medical care for patients or victims. The findings of this study indicate both potential problems with healthcare communication at difficult times such as disasters and also suggest the ways in which the quality of communication may be enhanced.

Thousands of women die every day all over the world due to violence. Mexico is a country in which it is believed that  machismo  is one of the reasons why women are violated and murdered. There is the stereotype of believing that the female gender is being mistreated directly by men. However, this study aimed to show how women express themselves with a negative connotation against their own gender. Perhaps, females portrait themselves as feminists or women defenders. Nonetheless, their language states their true position. This project employed a critical discourse analysis under the use of Fairclough’s model. The results demonstrated how the discourse employed by the participants highlighted a  machista  perception towards women.

The purpose of this article is to explore the TOEFL (Test of English as a Foreign Language) assessment under its Institutional Testing Program (ITP) modality as it acts as a curriculum artifact along Mexican undergraduate degree programs considered within the exit criteria. A discourse historical approach (DHA) (Wodak, 2008; Wodak & Meyer, 2009) is taken in analyzing the TOEFL ITP assessment to further understand its implementation. The analysis helps reveal the many linguistic and metalinguistic skills and elements that extend beyond what may be traditionally taught in English courses or programs. The analysis also calls for further questioning of how suitable the TOEFL ITP may be in aiming to assess the proficiency level or development of English learners along undergraduate degrees in Mexico. Alternative types of assessment may better aid in providing a different perspective on the knowledge or progress of these students.

The linguistic study of literature or critical analysis of literary discourse is no different from any other textual description; it is not a new branch or a new level or a new kind of linguistics but the application of existing theories and methods (Halliday, 2002). This study intends to determine how ideology or opinion is expressed in Joseph Conrad's "Heart of Darkness" and what kind of lexico-grammatical strategies are used in the first part of this novella to convey the author's ideological meaning. By focusing on the lexico-grammatical choices in the transitivity system of the structure of the clauses, the researcher tries to shed light on the ideational meaning in the first section of the story. That is, the grammar of the clause as representation (transitivity patterns) which represents the encoding of experiential meanings: meaning about the world, about experience, about how we perceive and experience what is going on. By examining the transitivity patterns in text, we can explain how the field of situation is being constructed, i.e. we can describe what is being talked about and how shifts are achieved in the field. Both Halliday and Hassan have integrated theoretical statements with demonstrations of text analyses (Hassan, Matthiessen, & Webster, 2005). In that spirit, the researcher here offers a textual demonstration of reading of a literary text. In order to do so, the researcher has identified metafunctional patterns of ideation found in the lexico-grammar of Joseph Conrad's "Heart of Darkness" and has noted the author's use of foregrounding against these patterns to contrast the racist and imperialistic ideologies being opposed to through the frame narration of the whole first part by Marlow as the chief character said to be Conrad's own voice in the process of sailing and cruising on the Thames in a yawl by the name of Nellie.

Online forums (synchronous and asynchronous) offer exciting data opportunities to analyze how people influence one another through their interactions. However, researchers must address several analytic difficulties involving the data (missing values, nested structure [messages within topics], non-sequential messages), outcome variables (discrete outcomes, rare instances, multiple outcome variables, similarities among nearby messages), and explanatory variables (sequences of explanatory variables, indirect mediation effects, false positives, and robustness of results). We explicate a method that addresses these difficulties (Statistical Discourse Analysis or SDA) and illustrate it on 1,330 asynchronous messages written and self-coded by 17 students during a 13-week online educational technology course. Both individual characteristics and message attributes were linked to participants' online messages. Men wrote more messages about their theories than women did. Moreover, some sequences of messages were more likely to precede other messages. For example, opinions were often followed by elaborations, which were often followed by theorizing.

The present study examines the discourse of a number of Short Messaging Service (SMS). The selected data is analyzed according to the lexico-grammatical choices reflected in the interpersonal metafunction. Results are, then, interpreted for the purpose of deciding how service providers use language to convince a large number of customers of their digital products. Such accomplishment is conditioned by how much they succeed in persuading their audience that they are capable of providing them useful products and how these products, in turn, meet their communicative demands. The study assure that the selection of the lexico-grammatical tools is crucial in enabling senders to perform a number of functions such as constructing social relations, exercising power or maintaining solidarity with the receivers.