Therefore, for my principal example of a discourse community, I have deliberately chosen one that is not academic, but which nevertheless is probably typical enough of many others.
I assumed that a discourse community was mostly just academics so seeing that he chooses a non-academic group and further on in the paragraph, the reader sees its a hobby group, it's a very interesting fact to know.
It is possible, of course, that there is no pressing need to clarify the concept of discourse community because, at the end of the account, it will turn out to be nothing more than composition specialists' convenient translation of the long-established concept of speech community
Even though theres no urgent need to explain what discourse community is, I think it should be necessary to because these two concepts are different things that should be clarified.
A 'strong' list of criteria will also avoid the circularity problem, because in consequence it will certainly follow that not all communities -as defined on other criteria - will be discourse communities,
This list can help avoid confusion and gives a basic outline that needs to be followed.
that discourse is a means of maintaining and extending the group's knowledge and of initiating new members into the group
This method should be instructed if if expands the group's knowledge.
Different readers are always going to pick up on different things and respond in different ways, and no one reading or response is going to address every-thing that might well be addressed. in the way it might best be addressed.
I am definitely going to have more than one person read my piece. Receiving comments coming from different perspectives would really help me expand my perspective and thoughts.
Don· t steer away from being critical. r:eel free-in fact, feel obliged-to tell the writer what you like and don't like, what is and is not working, and where : ou think it can be made to work better.
I'm always scared that i'm going to sound to critical and make the writer upset with my suggestions. So reading this article made me feel more comfortable moving on.
Th1s 1s. no doubt, a way of getting through the assignment. Satisfy the teacher and no surpnses for the writer.
In high school, when I had to write a peer review, what he write is exactly the way I was taught. I was taught to write what the teacher wanted to hear. I never put my real thoughts and feelings into my writing but just wrote whatever was assigned to me.
You will never catch me with a free fifteen minutes in which I’m not studying something I feel might be able to help the black man.
Readers can see his dedication on wanting to make a difference in the world. It shows how he wont stop his studies and reading for nothing until he's slightly made an impact on the world.
When I had progressed to really serious reading, every night at about ten P.M. I would be outraged with the “lights out.” It always seemed to catch me right in the middle of something engrossing.
You can see how much reading really meant to him. He would go the entire day reading with probably no breaks and still when it came for him to go to bed, he would rather stay up and read then get his rest. He even risked getting in trouble and would secretly read because he loved it so much. The dedication he had was inspiring.
I saw that the best thing I could do was get hold of a dictionary—to study, to learn some words. I was lucky enough to reason also that I should try to improve my penmanship. It was sad. I couldn’t even write in a straight line. It was both ideas together that moved me to request a dictionary along with some tablets and pencils from the Norfolk Prison Colony school.
This is where Malcolm X first began to educate himself. Readers can see that he knew how to read and write very little and when he read books, could only make out a couple of words. It also gives readers an outlook on where his education was before he started.