ELAN 8030: Discourse Analysis Instructor: Ruth Harman Language and Literacy Education 125 Aderhold Hall Phone

Number: 583-8129 Email: rharman@uga.edu Office hours: Thursdays 2:30-4:30 pm or by appointment

Course Description This course provides participants with a working knowledge of critical discourse analysis (CDA) and its application to qualitative research and pedagogical practices. We begin with a preliminary investigation into how this approach builds on and is different from other approaches to discourse analysis. Subsequently, we focus on the close analysis of language as a resource for teaching and researching. Specifically, we will draw on the resources of systemic functional linguistics, genre/text studies, interactional sociolinguistics and critical social theory to understand how linguistic features of texts constitute and are constituted by the processes and contexts in which they are embedded. Using a seminar format, participants will 1) discuss selected readings on CDA analytic and theoretical constructs 2) engage in collaborative and recursive analyses of texts from their ongoing research projects 3) and write up a paper that situates their close textual analysis within a larger exploration of socio historical contextual factors. For their final paper, participants can also choose to work on a more practice-oriented project (e.g., analysis of school curricular materials, student writing, and pedagogical suggestions). These activities will help participants develop a deeper understanding of how CDA can be used to construct systematic interpretations of institutional and micro level discourses in social research. Required texts Bloome, D., Carter, S.P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events. Mahwah, NJ: Lawrence Erlbaum. Butt, D., Fahey, R., Feez., S., Spink, S., & Yallop, C. (2000) Using functional grammar: an explorer's guide. Macquarie: NCELTR. Cameron, D. (2001) Working with spoken discourse. London: Sage Fairclough, N. Discourse and social change. Cambridge, UK; Cambridge, MA: Polity Press. Rogers, Rebecca (2003). A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Mahwah, N.J.: Erlbaum. Young, L., & Fitzgerald, B. The power of language. London: Equinox Recommended Readings Jaworski, A. & Coupland, N. (1999). The discourse reader. New York: Routledge Lemke, J. (1995). Textual Politics: Discourse and Social Dynamics. London: Taylor and Francis. Thompson, G. (2004). Introducing Functional Grammar. London: Arnold.

Additional assigned readings will be available on our course elearning commons site.

WEBSITES Discourse Analysis Online: http://extra.shu.ac.uk/daol/current/ Discourse-in-Society: http://www.discourse-in-society.org/ Douglas Demo. Discourse Analysis for Language Teachers. http://www.cal.org/resources/digest/0107demo.html De Beaugrande. Text, Discourse and Process. Toward a Multidisciplinary Science of Texts. http://www.beaugrande.bizland.com/TDPOpening.htm What is meant by Discourse Analysis: http://bank.rug.ac.be/da/da.htm As an FYI, here are possible conference venues related to SFL: American Association of Applied Linguistics (see Website for call for AAAL 2011) The 37th International Systemic Functional Linguistics Congress will be held at University of BC, Vancouver, Canada from July 18th-23rd. See website for more information. The 22nd ESFLCW will be held at University of Primorska, Koper, Slovenia, 9-12 July, 2010.

Policies Academic Honesty: All students are responsible for maintaining the highest standards of honesty and integrity in every phase of their academic careers. Students who violate university rules on scholastic dishonesty are subject to disciplinary penalties, including course failure and/or dismissal from the university. Plagiarism will result in course failure. Refer to the APA publication manual for correct referencing and citations http://www.apastyle.org/. All academic work must meet the standards contained in "A Culture of Honesty." Please see: http://www.uga.edu/academic_honesty/index.html

Students with Disabilities: I am personally committed, as is the University of Georgia, to full inclusion of students. If you have a documented disability and require academic accommodations, please contact me individually. You may also contact Disabled Student Services (DSS), 706-542-8719 (voice) 706-5428778 (TTY) or on the web at www.drc.uga.edu . Cell Phones Students must turn off cell phones during class time. Late Work: Late work will be docked 2 points/ day and will receive few comments. Grading scale: 94-100 A, 91-93 A-, 88-90 B+, 84-87 B, 81-83 B-, 78-80 C+, 74-77 C, 71-73 CCourse Requirements: Participation (10 points): You are required to attend all classes and contribute to class discussions. Participation does not simply mean talking a lot in class. It means being prepared, sharing your perspective, respecting the talking rights and perspectives of others in the group (especially when they are different from yours), and keeping your commitments.

Preliminary DA presentation (10 points): You will present your first analytic project with a partner or alone on February 18th. Logs (20 points): Prepare a 300-500 word, double-spaced typewritten synthesis based on each week's core readings. Please do not write summaries of the articles. Choose a theme from the assigned readings and demonstrate how all or several of the readings illustrate the point or issue chosen (see sample reading log on elearning commons) and reflect on how you might use this approach in your own work. Please bring the readings and a hard copy of the log to class each week and post a copy to elearning commons so your classmates can view and respond to them. I will collect hard copies of these scholarly logs twice during the semester. Reading Facilitator (10 points): Once in the semester you will serve as a reading facilitator (selection of dates on second day of term). On your designated day, you will read the uploaded reading logs of your classmates and come to class ready with a 15 minute (maximum) insightful presentation (with graphics and/ or multimedia) on the readings and a 25 minute discussion facilitation that incorporates your colleagues comments. Data Analysis Memos (10 points) As a way of developing a deeper understanding of DA and SFL and the methods associated with this approach to CDA, you will select a written text (e.g. textbook, survey, documents, student work, online chat, news story) and a transcript of an oral interactional text (i.e. conversation or discussion) from your research site. You will upload your analysis of one text from this data four times (on designated dates) and you may use these analyses when writing up your final discourse analysis paper (see schedule). Please read carefully the class Human Subjects guidelines (see attached) for the activity before beginning to collect your data. Work on progress presentations (10 points): Submit and present power point slides per guidelines Discourse Analysis Paper (40 points): You will write a 18-20 page paper that should have the following elements: o o o o o o Statement of the problem that provides a brief description of why you are focusing on the particular approach and questions in your study Theoretical framework that describes the constructs and readings that informed your theoretical approach Methods: Description of your research site and participants; data collection; analytic framework Brief ethnographic description that provides overview of the institutional context of your selected data (e.g. school policies, demographics, diagram of physical layout) Data representation and analysis of data Implications that explain how your findings could help to inform classroom practices and research.

Harman, ELAN 8030 Schedule (Subject to change!) Week January 7th Topic and in class activities Introductions and overview of the course Analyzing data: Email requests Reading due None Assignment due None

Data workshop: Discussion of course projects January 14th Week 2 Reading log share Mini-lecture: Approaches to discourse analysis Log 1: Record quotes, terms, connections to other authors, and questions (Bring to class and bring extra copy to submit)

Approaches to discourse analysis

Reading log share Jaworski & Coupland, Introduction, 8-37 Cameron Chapters 4-9, pp.47-141 Recommended: Read Rymes book (uploaded)

Informal (oral) report on research project for term and description of context

Jan 21 Week 3

Collecting data, transcribing oral discourse Fairclough Chapter 8 and analyzing written Cameron 1-3, pp. 7-44 texts Workshop: Transcribing and Skim Ochs, Chapter 10 in J&C analyzing oral data

Decide what readings you will facilitate Log 2: Record quotes, terms, connections to other authors, and questions (Bring to class)

Transcribe two minutes from utube (bring link to utube to class). Use conventions uploaded on course content page (if you use others, make sure to add to list) Jan 28th Week 4

Ethnography of communication and social interactional approaches to classroom discourse analysis Workshop: Theater Role Playing activities and analysis Facilitator(s):

Bloome et al. Discourse Analysis and the Study of Classroom Language and Literacy Events, Chapters 1, 2, & 3

Log 3: Record quotes, terms, connections to other authors, and questions (Bring to class)

Report on your research site and possible texts you

will use during term (one written, one verbal)

February 4 Week 5

Social theory and critical discourse analysis Guest Speaker on Foucault and Discourse Facilitators

Fairclough, Discourse and social change, Chapters 1, 2, 3 Skim Bloome Chapters 4 & 5 Bove, P. (1995). Discourse Janks, CDA as a research tool

Log 4: Record quotes, terms, connections to other authors, and questions (Bring to class)

February 11 Week 6

Work with partner on oral transcript project No formal class

Self-selected readings Playing in the sand: Work with your partner on your oral transcripts using theoretical construct and analytic tool (e.g., intertextuality and interactional sociolinguistics). Be ready to present (conference style: you will have maximum of twenty minutes)

Upload abstract, progress report and questions about your oral analysis

February 18th Week 7

Conference style: Presentations on transcripts and discussions (please bring handouts with abstract also 20 minutes each speaker)

Butt, Lukin & Matthiesen article, Grammar and War

Log 5: Record quotes, terms, connections to other authors, and questions (Bring to class) Upload your presentation and transcript to elearning commons

Invited panelist will also respond to your presentations

February 25th Week 8

Critical SFL and discourse analysis Mini lecture: Context of culture, context of situation

Young & Fitzgerald, The Power of Language, Chapter 1 Butt et al, Using functional grammar, Chapter 1& 2

Log 6: Record quotes, terms, connections to other authors, and questions (Bring to

Workshop: Analyzing political speech

Butt, Lukin & Matthiesen article, Grammar and War Fairclough, Chapters 5

class)

Facilitator(s):

March 4th

__________________ SFL ideational meta function Workshop: Analyzing the ideational in your texts (bring texts you are working on)

Young & Fitzgerald, Chapter 2 Butt et al, Chapter 3 (do exercises also) Fairclough, Chapter 6 Martin, J. Construing knowledge Data Analysis Memo 1: upload your preliminary analysis of selected text (context of culture, situation and register) SUBMIT HARD COPIES OF 7 LOGS Log 7: Record quotes, terms, connections to other authors, and questions (Bring to class)

Week 9

Facilitators

Spring Break: Read Rogers: A critical discourse analysis of family literacy practices and do ideational analysis of your data (discussion of Rogers, April 1st) March SFL and interpersonal Butt et al, 4 & 5 Log 8: Record 18th function of language quotes, terms, connections to other Week 10 Workshop: analysis of Young & Fitzgerald, Chapter 3 authors, and interpersonal function in Love, K. (2006). Appraisal in questions (Bring to your texts online discussions of literary class) texts. Text & Talk Data Analysis Memo Facilitators Macken, M. (2003). Appraisal 2: upload your and the special instructiveness of preliminary analysis narrative. Text 23(2). of ideational meta function in your text ______________________

Come prepared to discuss context of your data

March 25 Week 11

SFL and textual meta function Workshop: Analyzing the textual in your texts.

Butt et al, Chapter 4 & 6 Young and Fitzgerald, Chapter 4 Thompson (2006). Theme analysis of narrative Trujillo, F. Theme and Rheme.

Log 9: Record quotes, terms, connections to other authors, and questions (Bring to class) Data Analysis Memo 3: upload your preliminary analysis of interpersonal meta function in your text

Guest Lecturer: Dr. Ji and the Discourse of Science

www.ugr.es/~ftsaez/usos.html
Young & Fitzgerald, Chapter 6 (to prepare for Dr. Jis talk)

April 1st Week 12

Critical Discourse Analysis and Institutional Practices Book discussion Facilitators

Rogers, R. A critical discourse analysis of family literacy practices. (Whole book)

Log 10: Think about how Rogers study can inform your work. Give specifics

Young & Fitzgerald, Chapter 5 (skim)

Data Analysis Memo 4: upload your preliminary analysis of textual meta function in your text

April 8th Week 13

Addressivity and CDA Discourse Analysis

Fairclough (2003). Read Chapters 1-3 Presentation on your work in progress (fifteen minutes maximum with five minutes for feedback from colleagues)

Self selected readings: no log

Facilitators

April 15th Week 14

Bringing it together: SFL and CDA Workshop Day with Support Group (each group will meet with me for 30 minutes)

Young & Fitzgerald, Chapter 8 Choose your own readings Bring all your materials to work with your small group

Log 11: Record quotes, terms, connections to other authors, and questions (Bring to class)

April 22nd Week 15

Course wrap-up: Revisiting constructs

Bring Peer Review: one copy for your partner and one copy for me

Last Class SUBMIT HARD COPIES OF ALL LOGS

April 26th : Upload one copy and Deliver Hard Copy of Final Paper and Transcriptions By NOON to 125 Aderhold ELAN 8030 Criteria for class-based human subjects exemption "Class Projects" refers to any class related work that involves human participants. Even though this work is not regarded as research (defined in the federal regulations as a systematic investigation designed to contribute to generalizable knowledge) the Human Subjects Office must be notified prior to initiation to ensure that it falls within the parameters given below and is exempt from IRB review. A. Parameters for Class Projects: 1. NO MINORS: The project cannot include minors or any other vulnerable populations like pregnant women, prisoners, those who lack the capacity to consent, non-English speaking individuals etc. Exception: Projects conducted in established or commonly accepted educational settings, involving normal educational practices, such as: work on regular and special education instructional strategies, or work on the effectiveness of, or the comparison among instructional techniques, curricula, or classroom management methods. 2. NO MORE THAN MINIMAL RISK: "Minimal risk" is the probability and magnitude of harm that is normally encountered in the daily lives of healthy individuals. This also precludes the study of any illegal activities or the collection of private information that could put the participants at risk through a breach of confidentiality. 3. NO DECEPTION: The class project cannot include any deception. Individuals must be fully informed and given the opportunity to voluntarily consent to participation. 4. NO PUBLICATION: Data from class projects approved under this exemption cannot be used for publication or for thesis/dissertation research. 5. NO VIDEOTAPING: Audio taping is allowed only if the recording is erased upon transcription or no later than the end of the semester. Recommended format for class project letter of consent (to use for videotaping): Dear Participant, You are invited to participate in a project conducted as part of the requirements for a class in the Language and Literacy Education department at the University of Georgia. For this project I will be doing {Insert data collection methods to be utilized. EXAMPLE: some audiotaping and collecting information}

to examine {Insert your research data interest}. The research will be supervised by the course instructor Dr. Ruth Harman. The purpose of this research project is to help beginning researchers learn to analyze student and teacher patterns of talk in literacy and language classrooms. The information generated will not be used for academic research or publication. All information obtained will be treated confidentially. For this project, you will {Insert the participant's actions here} For this project, I will {Insert researcher's actions here} You are free to withdraw your participation at any time should you become uncomfortable with it. If you have any questions or concerns, feel free to contact me at {Insert phone number}. I hope you will enjoy this opportunity to share your experiences and viewpoints with us. Thank you very much for your help. Sincerely, {Insert your name} Ruth Harman Assistant Professor, Language and Literacy Education Please sign both copies, keep one copy and return one to the researcher. ____________________ Signature of Researcher ________ Date ________________ ________ Signature of Participant Date

For questions or problems about your rights please call or write: The Chairperson, Institutional Review Board, University of Georgia, 612 Boyd Graduate Studies Research Center, Athens, Georgia 30602-7411; Telephone (706) 542-3199; E-Mail Address IRB@uga.edu.