An Introduction to Discourse Analysis

References (211)

1. What sign systems are relevant (and irrelevant) in the situation (e.g. speech, writing, images, and gestures)? How are they made relevant (and irrelevant), and in what ways?
2. What systems of knowledge and ways of knowing are relevant (and irrelevant) in the situation? How are they made relevant (and irrelevant), and in what ways?
3. What social languages are relevant (and irrelevant) in the situation? How are they made relevant (and irrelevant), and in what ways? World building
4. What are the situated meanings of some of the words and phrases that seem important in the situation?
5. What situated meanings and values seem to be attached to places, times, bodies, objects, artifacts, and institutions relevant in this situation?
6. What cultural models and networks of models (master models) seem to be at play in connecting and integrating these situated meanings to each other?
7. What institutions and/or Discourses are being (re-)produced in thissituation and how are they being stabilized or transformed in the act? Activity building
8. What is the larger or main activity (or set of activities) going on in the situation? 9. What sub-activities compose this activity (or these activities)?
9. What actions (down to the level of things like "requests for reasons") compose these sub-activities and activities? Socioculturally-situated identity and relationship building
10. What relationships and identities (roles, positions), with their concomitant personal, social, and cultural knowledge and beliefs (cognition), feelings (affect), and values, seem to be relevant to the situation?
11. How are these relationships and identities stabilized or transformed in the situation?
12. In terms of identities, activities, and relationships, what Discourses are relevant (and irrelevant) in the situation? How are they made relevant (and irrelevant), and in what ways? Political building 1 Mary loves the child. [Mary loves the child] (there is only one clause in this sentence)
13. 2 Mary loves the child and the child loves Mary. [Mary loves the child] and [the child loves Mary]
14. Mary thinks that the child loves her. [Mary thinks [that the child loves her]]
15. 4 Mary wants the child to love her. [Mary wants [the child to love her]]
16. 6 That the child loves Mary amazes her. [[That the child loves Mary] amazes her]
17. Giving the child money is fun, as long as it lasts. [[Giving the child money] is fun], [as long as it lasts] References
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