...A discourse community is a group of people that have common goals and have impacted throughout your life. A group that have a culture of sharing certain information within all the members by communicating and discussing. A discourse community is made up by communicating and sharing the information’s with each other to attain the goals. It will never become discourse community if they do not have an ability to communicate along within members. Everyone belongs to some discourse community whether they may have not realized it yet that they are part of their everyday life. These discourse communities are the part of a life that have certain impact in life such as a community like your friends, families, or programs or a team you involved. A discourse...
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...My discourse community is the music community. I am very dedicated to music and this is something I quite literally want to do with my life. I don’t want to be like Prince, or Akon, or even Beyoncé; I want to be the artist that does her own thing. I’m a rookie. I’m not entirely sure where I am going but the factor that I hold onto is expression. Sometimes, I imagine myself on stage, singing to the crowds, not a care in the world but just losing yourself. That is a day dream. There are quite a few factors on being a successful musician. I took a poll from my classmates and told them to rate my options from 1 to being the most important and 3 being the least important. My options were, ‘real talk’, ‘dedication’, and ‘good audio’. In all of them...
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...subjects that interest or relate to them. Everyone has their own way of writing, but their way was influenced by another source whether they know it or not. Individuality in writing is influenced through transferability. Technical writing is something that is learned. In school everyone was taught how to format an essay or different types of writing like poems or stories. Anything that I did in class I was always given a template of how the instructor wanted the paper to be written. This would have word count, the format, and what the paper should be about. All throughout school we learned the fundamentals of writing starting with letters, words, sentences, paragraphs, to structures of writing like essays and poems. The thing that is learned from writing is technical. As my English education grows the technical side is less focused on while the content is the most important thing. Content is the writing that I am doing now. The content portion of writing is not learned but influenced by others. My writing becomes influenced through examples like essays. In this English class, I believe that that’s how these three previous essays worked out. The Scholarly Discourse Unit paper was a paper that had us synthesize how we thought the writers Gee, Swales, and Porter connected to each other. I used transferability to apply the knowledge that I got from each of the three sources and created an argument that I could synthesize with each other. This paper gave me the opportunity to express...
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...So what is a discourse community? When you google discourse community, you read, “It is a group of people sharing a common goal using communication to reach that common goal.”Getting more into detail what exactly is a discourse community, we have John Swales’ academic essay, ‘The Concept of Discourse Community’, which breaks it down into six characteristics: “1. A discourse community has a broadly agreed set of common public goals. 2. A discourse community has mechanisms of intercommunication among its members. 3. A discourse community uses its participatory mechanisms primarily to provide information and feedback. 4. A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims. 5. In addition...
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...87 .,~. Peer Tutoring and the "Conversation of Mankind" by Kenneth A. Bruffee The beginnings of peer tutoring lie in practice, not in theory. A decade or so ago, faculty and administrators in a few institutions around the country became aware that, increasingly, students entering college had difficulty doing as well in academic studies as their abilities suggested they should be able to do. Some of these students were in many ways poorly prepared academically. Many more of them, however, had on paper excellent secondary preparation. The common denominator among the poorly prepared and the apparently well prepared seemed to be that, for cultural reasons we may not yet fully under stand, all these students had difficulty adapting to the traditional or "normal" conventions of the college classroom. One symptom of the difficulty was that many of these students refuSed .help when it was offered. Mainly, colleges offered ancillary programs staffed by professionals. Students avoided them in droves. Many solutions to this problem were suggested and tried, from mandated programs to sink-or-swim. One idea that seemed at the time among the most exotic and unlikely (that is, in the jargon of the Sixties, among the most "radical") turned out to work rather well. Some of us had guessed that students were refusing the help we were providing because it seemed to them merely an extension of the work, the expectations, and above all the social structure of traditional classroom learning. And...
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...Preface/Unit Reflection I had many thoughts about my audience and the format of this essay before I started, but as I haven’t done essays in a long time (business majors usually focus on projects, not essays), I decided that I wanted to write my first project in a straightforward fashion. I feel that I need to get the rust off my writing, so to speak I chose to write to the rest of the class because 1) They will be peer reviewing it, so it’s convenient for them that they are the target audience and 2) I could express my thoughts in a straightforward fashion that my audience can relate to very well, as they are in the same position as I am. I wrote this essay as if I was writing to an intellectual friend who is also taking this class, is very interested in English and entrepreneurship, and wanted to see how the two topics coincided through the lens of genre analysis. I assumed that the reader knew the definitions of materiality, genre and genre analysis, and discourse community, as the intended reader is in this class and has done the readings. Surprisingly, I learned a lot about my field through reading and writing for this unit. I really loved the challenging readings, as it seemed as if I were “getting smarter” reading them. Pushing my brain processing abilities is great for my brain’s capabilities, which I value. As I wrote, I would constantly think of new ideas about my field, such as the materiality of online articles in an entrepreneur’s life, and think hard. I appreciate...
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...When beginning Higher Education, students at University face some unique clashes. According to Bizzell (1986) those three clashes are Clashes of Dialect, Clashes of Discourse and Clashes of worldwide views. For new students who have never encountered University life before, it is said to be a completely different environment, one which can be very intimidating. Students find themselves out of their comfort zone and facing new challenges which can be very overwhelming. Angela Thomas-Jones (2012) stated “beginning your own studies at university requires a culture adjustment in order to succeed. It is a new culture that needs to be given time to adapt to. Becoming familiar with the knowledge, beliefs, attitudes, values and practices of the university culture is the key to successful acculturation”. Some of the reasons why these clashes may have meaning to many students is due to the pressure individual students put on themselves to achieve good grades, be successful and be accepted amongst peers. Throughout my essay I will discuss in detail each of the three clashes outlined by Bizzell (1986). The first clash mentioned by Bizzell (1986) was the Clash of Dialect. This refers to the language being used by students within the university community. The basic writers are those students who experience the greatest distance between their home dialects and Standard English, the preferred dialect in school (Bizzell 1986). The dialect within university is something that students need to adapt...
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...Brianna Hicks Debbie Weaver ENC 1102- Section BW64 07.15.15 Discourse is in the Stars I am one of those people that looks to the stars for answers. I crave my daily horoscope and knowing where my moon and star align. I love knowing who or what I would be based on the characteristics of my zodiac sign. One of my favorite zodiac blogs is zodiac signs by Crystal Melbourne, a professional astrologer. I look at her Tumblr blog daily and sometimes multiple times during the day. It wasn’t until two weeks ago when I joined this class that I thought about how it can be categorized as a discourse community. A discourse community is a group of people that share a set of beliefs and understandings. In this essay, that we all as a class are required to write, I will be dissecting the different parts of this Tumblr blog that make it a discourse community. Before going too far into the rhetorical situation of this blog, I will give a little bit of background for those newbies out there who have no clue what astrology or a horoscope is. I will also give you some of the important language that will be found throughout this essay. First off, astrology is the study of the positions and relationships of the sun, moon, stars, and planets in order to judge their influence on human actions. A horoscope is a diagram of the heavens, showing the relative position of planets and the signs of the zodiac, for use in calculating births, foretelling events in a person’s life, etc. Zodiac is an imaginary...
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...Composition Pedagogy, Race, and the African American Student: An Annotated Bibliography Bernstein, Susan Naomi. “Writing and White Privilege: Beyond Basic Skills.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 4.1 (2004): 128-31. Evaluating the relationship between white, middle-class privilege and both standardized testing and standard conventions of writing, Bernstein offers a classroom strategy for underprivileged students (either from racial or class position or both) to counter the negative effects of academic standards in relegating them to remedial positions in order to acquire basic writing skills before being granted access to the university at large. Encouraging her students to explore their previous educational experiences related to both testing and writing through a workshop format, as well as to evaluate their own imaginative writing and the reading of creative texts, Bernstein found that these can be used as means of critical resistance to their remedial designations. Ultimately, though, she concludes that it is not the student’s responsibility alone to resist relegation but also educators as well, who need to address and seek to resolve the conditions that produce “basic writers” even before their arrival at the university, and this, according to the author, will produce an awareness and restructuring of white privilege in determining academic success. Campbell, Kermit E. “ ‘Real Niggaz’s Don’t Die’: African...
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...Constraints * Exigence 2. How can a reader use the rhetorical situation to analyze an argument essay? How can a viewer use the rhetorical situation to analyze an image? How can a writer use the rhetorical situation during the planning phase of writing a paper? They can all use TRACE to analyze all of those objects. 3. Why is the audience important in argument? What types of positions might an audience initially hold? What possible outcomes are associated with arguments directed to each of these audiences? The audience is important because without the audience you have no argument. You’re trying to convince people of your beliefs, hence why you need an audience. The audience may initially be a friendly audience, an undecided audience, a neutral audience, a hostile audience, an unfamiliar audience, or a linked audience. Possible outcomes are convincing people to your cause, pushing people away from your cause to the opposing side, people could remain bias, and people could become angry and/or violent towards you and your argument. 4. What is a discourse community? To what discourse communities do you belong? How does a discourse community help establish common ground for its members? A discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about those goals. I belong to several discourse communities of which I don’t know how to label them. It helps to establish common ground for its members...
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...society is not seen as individuals but as a system of principles, activities and exchanges accepted by human beings. This means that social organizations such as family or community are not people, they are organizations, or patterns, of views and actions by people, which are approved by people. (Long 2007) There are three classical sociological perspectives, one very different from the other in order to understand society: Conflict perspective: Analyses the differences between the oligarchy and the working class, stating that society’s changes and interactions are related to numerous conflicts. (Stephen 2007) Functionalist perspective: Looks at behaviours and find their reasons on exterior factors and not on the individual itself, and argues that several features of social conduct add to the living and expanding of society and its organizations. Symbolic Interaction perspective: Positions that to understand society its necessary to understand the connotation of people’s actions and beliefs. At the moment of discussing society and its organizations, despite the sociological perspective used there are interconnected factors to be considered: Technology, politics, economy, values and beliefs. (Ray 2007) In the critical essay The Crisis of Public Values in the Age of the New Media, Henry A. Giroux’s discourse on the control of large corporations over the economy and how this affects the values of democracy, having as a result an individualistic attitude of the American people...
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...Therefore, I went back and revised my essay for a 2nd time. I made new changes, especially to the introduction. I added a more effective thesis, and went ahead and cleaned up my essay a bit. After a peer review session, I learn new ways to improve my essay. I then went over my essay for a 3rd time. I made changes to my body, I added evidence and summaries, I was also more clear in my analysis. I then shared my essay with the professor, and after feedback from her, I revised my essay for a 4th time. I made changes that needed to be made, such as adding missing evidence, getting rid of a paragraph, and dividing a paragraph into different parts. I made sure my essay was understandable and after deciding that it was, I went ahead and cited all my evidence. I was confident with my final draft, but before completely submitting it, I went ahead and revised it for a 5th time. I wanted to make sure I was completely satisfied before turning it in and I wanted to make sure I had nothing else to edit. Overall, my process for project #2 included me brainstorming in depth the topic in order to figure out exactly what I would write. I then proceeded to write a rough draft that was not perfect, but was enough for me to work with. I edit this rough draft many times, in order to improve it. I took into consideration all the different advice I received, and I tried to edit my essay in regards to it. I continued revising my draft until I was content with...
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...English 1301: Rhetoric and Composition I Fall 2014 Instructor: Cathy Corder, Ph.D. Course Information: Section 043, TH 119, TTh 8 – 9:20am Office/Hours: Carlisle Hall 523, M 1 – 2pm, Tues 10am – 12noon, and by appointment Email: ccorder@uta.edu ENGL 1301 RHETORIC AND COMPOSITION I: This course satisfies the University of Texas at Arlington core curriculum requirement in communication. This course will require students to read rhetorically and analyze scholarly texts on a variety of subjects. The course emphasizes writing to specific audiences and understanding how information is context dependent and audience specific. Students must engage with a variety of ideas and learn how to synthesize those in college level essays. Core Objectives • Critical Thinking Skills: To include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information • Communication Skills: To include effective development and expression of ideas through written, oral, and visual communication • Teamwork: To include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal • Personal Responsibility: To include the ability to connect choices, actions and consequences to ethical decision-making ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, you should be able to demonstrate the following: Rhetorical Knowledge • Use knowledge of the rhetorical situation—author...
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...‘Discourse’ is a complicated concept that has developed numerous discourse analytical theories. Discourses are abundant throughout society. Society itself is built upon discourses. Two differing discourses social, and cultural discourses are used to discuss the differences between Twitter and Facebook in the use of branding. Depicting the “social discourse” is “Twitter vs Facebook: Which is more valuable for brands?” an article by Megan O’Neill. The opposing discourse of “culture” is portrayed through “Social Networking: Twitter vs Facebook,” a blog post by Jessica Kim. Firstly, it should be notable that there is no utter definition of discourse. The study of discourse is a vast field, and the nature of its complexity stands as enough of an explanation. On that note, this essay will attempt to define discourse in the way it has been understood. Discourse could be defined as any given theme derived from any given body of text. According to Michel Foucault (1997), discourses are “socially constructed knowledge’s of some aspect of reality” (Theo p.94). Discourses provide us with a port of reference and a way to interpret the world, allowing our knowledge to be influenced and created through certain discourses. Specific notions on a chosen topic have been constructed according to our social contexts; our knowledge of a particular object and are influenced and created through discourses. (Theo p.94) In the Foucauldian conception, Discourse is seen as “more than just a way...
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...Discuss the concepts of 'ideology' and 'discourse' in relation to the ways in which representation functions in media texts. You might like to do this in the context of representations of gender, sexuality, 'race', ethnicity, war, refugees or celebrity, for example. Your essay should include your own analysis of a media text that has not been discussed in detail in the lectures, required or additional readings, or in your other assessments. Representation is both the process and the product of media texts, in terms of sexuality in media these representations are shaped by ideologies; the way people think and interpret the word. In turn, different ideologies promote discourse and the discussion of ideas in relation to sexuality. In relation to specific media texts such as True Blood, there are several ideologies in the program, social, political and cultural which show a non-heteronormative view on sexuality. Ideologies are ways of thinking and how we interpret the world around us. It’s through ideology that representation in media text functions to reinforce the view of that particular school of thought. Representation can be through stereotype, strengthening sometimes negative views or typecasting those who are represented. Looking especially True Blood, vampires are being “re-presented” as the gay community which have to struggle and fight for equal rights(Dhaenens, 2013). The concept of Ideology, a way of thinking which impacts how you view and world and interact with people...
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