Even so, genre remains a fuzzy concept, a somewhat loose term of art
I agree that the concept of genre is subjective, despite its purpose of providing 'pedagogical convenience as'.
24 Matching Annotations
- Oct 2020
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drive.google.com drive.google.com
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Memberships of hobby groups may be quite peripheral, while mem-berships of professional associations may be closely connected to the business of a career
To me, this means that there can be types/levels of discourse communities. There can be ones with strict membership qualifications, and some that you can place yourself in based on varying factors.
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Spies are only successful if they participate successfully in the relevant speech and discourse communities of the domain which they have infiltrated; however, if they also assimilate they cease to be single spies but become double agents.
Spies in discourse communities is an interesting concept because I can see how it applies to scenarios outside of the classroom (such as the son-in-law example), however I could not imagine why someone would want to be a spy in an academic community.
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tentative definition: a 'discourse community' is a group of people who share certain language-using practices.
I feel that this definition is a little bit contradictive of the earlier paragraphs where the example of HKSC was an exclusive society.
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My own early attempts to be a full member of the community were not marked by success.
It is difficult to identify the determining factors of being a full member of a community. Even with a clear definition of 'discourse community', I feel like the term is still too vague to use without further explanation.
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The discourse community is a hobby group and has an 'umbrella organization' called the Hong Kong Study Circle, of which I happen to be a member.
This is an interesting example of a discourse community. It helps me understand them better because before, I primarily associated the term with academic groups.
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It is hard to conceive, at least in the con-temporary English-speaking world, of a group of well-established members of a discourse community communicating among themselves on topics relevant to the goals of the community and not using lexical items puzzling to outsiders.
It is interesting to me how exclusive a discourse community is. Earlier on in the text, I viewed discourse communities as gatherings of people who are more vague and welcoming.
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Bizzell (1987) argues that the cafe owner kind of social group will be a discourse community because 'its members may share the social-class-based or ethnically-based discursive practices of people who are likely to become cafe owners in their neighborhood' (1987:5).
People can be associated with social groups and therefore discourse communities (because of commonalities out of their control) without realizing it.
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A speech community typi-cally inherits its membership by birth, accident or adoption; a discourse community recruits its members by persuasion, training or relevant qualification. To borrow a term from the kind of association readers of this book are likely to belong to, an archetypal discourse community tends to be a Specific Interest Group
This creates a very clear difference between the two groups. It suggests that you are born into speech communities, but you essentially choose to be in a discourse community.
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Later, Labov will emphasize 'shared norms' rather than shared performance characteristics but still conclude that 'New York City is a single speech community, and not a collection of speakers living side by side, borrowing occasionally from each other's dialects' (Labov, 1966:7).
This leads me to believe that 'speech community' is a term that describes a group of people with shared dialect, language, cultural literacy, and slang.
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Should discourse communities be determined by shared objects of study, by common research methodology, by opportunity and frequency of com-munication, or by genre and stylistic conventions?' Fennell et al. (1987) note that current definitions have considerable vagueness and in con-sequence offer little guidance in identifying discourse communities.
Sometimes it can be better for definitions of some things to remain vague because there aren't always strict guidelines for it. It is important to distinguish how 'discourse' and 'community' are different, but I feel that 'discourse community' itself does not need concise criteria.
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The pedagogies associated with writing across the curriculum and academic English now use the notion of 'discourse communities' to signify a cluster of ideas:
This ideology seems to me like it stems from the familiar concept of class discussions. For example, answering discussion questions after reading a book or participating in Socratic seminars.
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- Sep 2020
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www.libarts.colostate.edu www.libarts.colostate.edu
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l'crh;lp' more on l't >u r tllltk r<cta ndi n g of w 11 y your parents react as t hcv do. \\"hat t>thn things did you do to l'l't into trouhle'~ Or is it irrelevant'.'
These are great examples of though provoking comments that help the writer to improve their content.
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They also view the writing rhetorically, in terms of how the text has certam effects on readers. Although there are over two dozen wordmg or sentence-level errors in the paper, he decides, wisely, to stick with the larger matters of writing.
This is something I often forget about because I am too focused on grammar and spelling. I will have to work on prioritizing rhetoric and content more because they are much more significant in the bigger picture.
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Good comments, this listing shows, require a lot from a reader. But you don't have to make a checklist out of these suggestions and go through each one methodically as you read.
I think this would take me lots of time and practice to get used to because I feel very reliant on checklists and rubrics when I'm reviewing/completing assignments.
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Ask questions, especially real questions:
This is a good idea because questions will be more thought provoking than suggestions, allowing the writer to explore more possibilities of what they could add or fix.
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No. At least not most of the time. Get specific. Don't rely on general state-ments alone.
This stood out to me because I always make my comments brief. It always made sense to me to do this because it was normal in high school. I most likely picked up this habit from seeing how teachers would leave brief comments (probably because they had many students to get through.)
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I like to recommend using both mar-ginal comments and a note or letter at the end. The best of both worlds
I agree with this method of using both. Marginal comments can be used for minor errors like sentence structure or specific events, while a note at the end can be used to address the overall concept of the paper (the writer's "interests and aims").
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you'll read the paper \\ 1th an eye to the circumstances that it was written in and the situation it is looking to create.
This is an interesting point. Somebody could write a very well-versed paper but depending on the prompt, the paper could still receive a very poor grade.
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Consider yourself a friendly reader. A test pilot. A roommate who's been asked to look over the paper and tell the writer what you think
This seems like a very good way of looking at the peer review process. I feel that, many times, it is the lack of relationship between peers that holds them back from genuinely critiquing work the way they would like.
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Okay. You've got a student paper you have to read and make comments on for Thursday. It's not something you're looking forward to. But that's alright h k Th · ' • you t m . ere tsn t really all that much to it. Just keep it simple. Read it quick-ly and . mark whatever you see. Say something about the introduction. S~)methmg about details and examples.
So far, many of the sentences have been very short, as if the author were speaking out loud. The short and choppy sentences give the writing character and voice that helps me, as a reader, imagine the tone.
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accounts.smccd.edu accounts.smccd.edu
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The world’s most monstrous crime, the sin and the blood on the white man’s hands, are almost impossible to believe...I read descriptions of atrocities, saw those illustrations of black slave women tied up and flogged with whips; of black mothers watching their babies being dragged off, never to be seen by their mothers again; of dogs after slaves, and of the fugitive slave catchers, evil white men with whips and clubs and chains and guns...
First, he describes the crime as "monstrous" which emphasizes how horrific the crime was. Then, he proceeds to describe the pictures with lots of imagery and descriptive language which helps the reader envision how tragic they were.
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I spent two days just riffling uncertainly through the dictionary’s pages.
Instead of just saying that he read the dictionary, he used descriptive language to create an image in the reader's mind that emphasizes how much he struggled with it.
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How would I sound writing in slang, the way 1 would say it, something such as, “Look, daddy, let me pull your coat about a cat, Elijah Muhammad—”
This line is descriptive because it provides an example of how he really sounds when he speaks. This helps readers to better imagine and grasp what his personality and dialect were like before he educated himself. It sets the foundation for the rest of the excerpt and helps preface it.
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