Perspective
A discourse community is a social group or can be something that inquires shared values, practices, or can even share the same language. A speech community, however; is not the same thing as a discourse community; a speech community is a community that shares the knowledge of rules for the conduct and interpretation of speech. (WaWpg.219) Defining a discourse community can be hard due to the range of different types of discourse communities. Examples of a discourse community would be a church group, sports team, work scene, and even the neighborhood skater group. Perspective plays a key role in discourse communities. A person may perceive a church youth group as a community vs. another’s opinion of a group of students who are a …show more content…
These public goals are to be seen to everyone and anyone. A Sunday school class with the goal of following God’s teachings can be an example of a public goal. 2.) A discourse community has mechanism of intercommunication among its members. In other words, a group will have a way or several ways to communicate. 3.) A discourse community uses its participatory mechanisms primarily to provide information and feedback. An example of this would be a football team using footage from the game as a way of showing the players the mistakes and figuring out a way to resolve them. 4.) A discourse community utilizes and hence possesses one or more genres in the discourse communication furtherance of its aims. A genre involving a discourse community is a written piece of material used as a further way to communicate, doing group activities or to invite newcomers to join their group. Swales uses the example of wedding invitations to describe a genre. For instance, a person who is getting married uses wedding invitations as a way to communicate and to spread the word about the wedding; thus making the wedding invitations the genre. 5.) In addition to owning genres, a discourse community has acquired some …show more content…
Because my view of this discourse community may differ from another’s; I have decided to take time and observe a member of the choir to gain insight of their view. My attention drew towards a previous choir member, Ginny Cox. Ginny is a junior in high school and is currently a part of a chorale group and stood out to me in several ways. She’s simply “not like most girls”. I would describe her as a shy but motivated girl with an extravert personality. I first began my research by using the following tools: observation, note taking, and interviewing. By using these tools, it allows me to view Ginny’s standpoint on how she views the chorale as a discourse community. The first tool that I used during this process is observation. Observation allowed me to examine Ginny as well as the choir as a whole. I began to take notes on the particular things I was seeing. The instructor, Mr. Chipman begins the start of each class with a vocal warm-up. This activity gave the students a time prepare their voices for the music. After the warm-up Mr. Chipman tells the students to pull out the piece The Great Sun by Vowws. I notice that each student’s reactions differ from the nexts. Some students happily take the music out while others mumble under their breath; saying such things “Ugh I would much rather sing another song”, and “Page two gets me lost every time.” As Mr. Chipman directed the choir I documented
A discourse community is a social group or can be something that inquires shared values, practices, or can even share the same language. A speech community, however; is not the same thing as a discourse community; a speech community is a community that shares the knowledge of rules for the conduct and interpretation of speech. (WaWpg.219) Defining a discourse community can be hard due to the range of different types of discourse communities. Examples of a discourse community would be a church group, sports team, work scene, and even the neighborhood skater group. Perspective plays a key role in discourse communities. A person may perceive a church youth group as a community vs. another’s opinion of a group of students who are a …show more content…
These public goals are to be seen to everyone and anyone. A Sunday school class with the goal of following God’s teachings can be an example of a public goal. 2.) A discourse community has mechanism of intercommunication among its members. In other words, a group will have a way or several ways to communicate. 3.) A discourse community uses its participatory mechanisms primarily to provide information and feedback. An example of this would be a football team using footage from the game as a way of showing the players the mistakes and figuring out a way to resolve them. 4.) A discourse community utilizes and hence possesses one or more genres in the discourse communication furtherance of its aims. A genre involving a discourse community is a written piece of material used as a further way to communicate, doing group activities or to invite newcomers to join their group. Swales uses the example of wedding invitations to describe a genre. For instance, a person who is getting married uses wedding invitations as a way to communicate and to spread the word about the wedding; thus making the wedding invitations the genre. 5.) In addition to owning genres, a discourse community has acquired some …show more content…
Because my view of this discourse community may differ from another’s; I have decided to take time and observe a member of the choir to gain insight of their view. My attention drew towards a previous choir member, Ginny Cox. Ginny is a junior in high school and is currently a part of a chorale group and stood out to me in several ways. She’s simply “not like most girls”. I would describe her as a shy but motivated girl with an extravert personality. I first began my research by using the following tools: observation, note taking, and interviewing. By using these tools, it allows me to view Ginny’s standpoint on how she views the chorale as a discourse community. The first tool that I used during this process is observation. Observation allowed me to examine Ginny as well as the choir as a whole. I began to take notes on the particular things I was seeing. The instructor, Mr. Chipman begins the start of each class with a vocal warm-up. This activity gave the students a time prepare their voices for the music. After the warm-up Mr. Chipman tells the students to pull out the piece The Great Sun by Vowws. I notice that each student’s reactions differ from the nexts. Some students happily take the music out while others mumble under their breath; saying such things “Ugh I would much rather sing another song”, and “Page two gets me lost every time.” As Mr. Chipman directed the choir I documented