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Fall 2004

Course Readings
Theoretical Framework

 

 

 

 

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Ontology: CDA leading figures such as Fairclough subscribe to a 'realist' ontology.
Epistemology: Fairclough combines a realist epistemology that allows him to draw partial boundaries among his three-dimensional framework for conceiving the analysis of discourse. These boundaries are partial, because they are useful for the analysis but he is conscious that when language interacts with social events boundaries become non-existent in a complex interchange of overdetermined variables.
Methodology: Very diverse, but Systemic Functional Linguistics is one of the main ones. Has borrowed from many disciplines including text linguistics, stylistics, social semiotics, conversation analysis, and even genealogy.


Western Marxism: emphasis on cultural dimensions in society. Gramsci, Frankfurt School, Althusser. Also Bahktin (dialogical properties of texts or their intertextuality;Kristeva). Bahktin also developed a theory of genres. Texts are shaped by socially available repertoires of genres. Volosinov: one focus of class struggle is over the meanings of words.

Reviews / Foundational

Critical Discourse Studies: Where to from here? Bernard McKenna (2004)
Critical Discourse Studies. Vol 1, 1, April 2004. p. 9-40.

Critical Discourse Analysis: Critical Concepts in Linguistics
Edited by Michael Toolan. Series: Critical Concepts
Routledge. (May 1, 2002)
Comprehensive review of seminal works on concepts in linguistics as they relate to CDA. It is divided in 3 volumes that trace origins and precursors of CDA, leading advocates, and current analyisis and debates.
See more details here

Principles of CDA. Van Dijk In Wetherell, Taylor, and Yates 2001. p. 300-317

What CDA is about -a summary of its history, important concepts, and its developments. Wodak, Ruth (2001). In R. Wodak & M. Meyer (Eds.), Methothods of critical discourse analysis (p. 1-13). London: Sage

Critical discourse analyisis (REVIEW)
Annual Review of Anthropology Oct 2000, Vol. 29, pp. 447-466
Jan Blommaert Chris Bulcaen e-mail: Jan.blommaert@rug.ac.be
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

The theory and practice of critical discourse analysis. Widdowson, H. (1998). Applied Linguistics, 19, 136-151.

Critical discourse analysis and the study of reading and writing [REVIEW]
David Bloome, Susan Talwalkar. Reading Research Quarterly. Newark: Jan-Mar 1997. Vol. 32, Iss. 1; pg. 104, 9 pgs
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Critical Discourse Analysis. Fairclough, N. and Wodak, R. . In Van Dijk 1997. Discourse as social interaction. P. 258-284

 

 
Origins and Changes in Critical Discourse Analysis

Fairclough, N. and P. Graham (2002). "Marx as a critical discourse analyst: the genesis of a critical method and its relevance to the critique of global capital." Estudios de Sociolinguistica 3: 185-229.
(retrireve article through ILL) or click here (only registered course members)

Teun A. van Dijk
From Text Grammar to Critical Discourse Analysis
Universitat Pompeu Fabra, Barcelona
http://www.discourse-in-society.org/teun.html
(look under vita and publication list)

Teun A. van Dijk Principles of critical discourse analysis
Discourse & Society , 4(2), 1993, 249-283.
The article focuses on the role of discourse in the (re)production and challenge of dominance.
http://www.discourse-in-society.org/teun.html (look under Download older work and click on articles). or
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).
 

Back to top
Systemic Functional Linguistics

 

 

 

 


M.A.K. Halliday has sought to create an approach to linguistics that treats language as foundational for the building of human experience. His insights and publications form an approach called systemic-functional linguistics. A student of JR Firth (a British linguists who himself was influenced by Malinowsky), Halliday's work stresses that language cannot be dissassociated from meaning. Systemic-functional linguistics (SFL), as it's name suggests, considers function and semantics as the basis of human language and communicative activity. Unlike structural approaches that privilege syntax, SFL-oriented linguists begin an analysis with social context and then look at how language acts upon, and is constrained and influenced by, this social context. A key concept in Halliday's approach is the "context of situation" which obtains "through a systematic relationship between the social environment on the one hand, and the functional organization of language on the other" (Halliday, 1985:11). read more


Books using (or about) Systemic Functional Linguistics

Eggins, S. (1994). An introduction to systemic functional linguistics. London New York, NY, USA, Pinter Publishers ; Distributed in the United States and Canada by St. Martin's Press.
Main ideas and concepts developed in this book. Click here

Hasan, R. and Williams, G. 1996. Literacy in Society (Book).
Applications of SFL to CDA in literacy (mostly Australian, which has a textual view of CP).
. Authors who use the SFL approach to in the end produce a pedagogical discourse concerned with questions of social equality p. xi. In this sense CDA and SFL align. In literacy, this is so through Martin’s framework (genre-based movement). It provides explicit linguistic descriptions of the main ‘genres’ of educationally valued texts. (see inside text for notes on specific articles).
Key terms: Deconstruction of texts (not in postructural sense though), genre based movement, Critical Pedagogy (text based).

Martin, J. R. (1989). Factual Writing: Exploring and challenging social reality. Oxford, Oxford University Press.

Other
Flowerdew, L. (2003). "A Combined Corpus and Systemic-Functional Analysis of the Problem-Solution Pattern in a Student and Professional Corpus of Technical Writing." Tesol Quarterly 37(3): 489-512.

Web sites on Systemic Functional Linguistics
What is Systemic-Functional Lingustics? , maintained by Mick O'Donnell.
Some notes on Systemic-Functional linguistics, by Carol Chapelle
A glossary of Systemic-Functional Terms, by Christian Matthiessen
Select Bibliographies of Systemic Functional Linguistics, compiled by M.A.K. Halliday, Christian M.I.M. Matthiessen & Alice Caffarel
  Back to top
Studies Using CDA

 

 

 

 

Anagostopoulos, D. (2003). Testing and student engagement with literature in urban classrooms: A multi-layered perspective. Research in the Teaching of English. Vol 38,(2), 177.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

WOODSIDE-JIRON, H. (2002). The language of politics and the politics of language: A critical discourse analysis of California Reading Policy. Unpublished doctoral dissertation, University at Albany-SUNY, New York.

http://wwwlib.umi.com/dissertations/fullcit/3058962

WOODSIDE-JIRON, H. (in press). Language, power, and participation: Using critical discourse analysis to make sense of public policy. In R. Rogers (Ed.), New directions in critical discourse analysis: The role of language and learning in social transformation. Mahwah, NJ: Erlbaum

Mehta, S., P. Ninnes (2003). Postmodernism debates and comparative education: A critical discourse analysis. Comparative Education Review. Vol 47 (2). Pg 238.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).
Back to top

Bean, T.W, K, Moni (2003). Developing students' critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy. Newark: Vol 46 (8), pg 638.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Speaking but not being heard: Two adolescents negotiate classroom talk about text
Kathleen a Hinchman, Josephine Peyton Young. Journal of Literacy Research. chicago: Jun 2001. Vol. 33, Iss. 2; pg. 243, 28 pgs
Journal in UMass (not electronic version)

Stevens, L.P. (2003). Reading first: A critical policy analysis. The Reading Teacher. Newark. Vol 56 (7). Pg 662-669.
Journal in UMass (not electronic version)
Back to top

Annotated Articles

Macbeth, D. (2003). Hugh Mehan's Learning Lessons reconsidered: On the differences between the naturalistic and critical analysis of classroom discourse. American Educational Research Journal. Washington. Vol 40 (1), pg 239.
This article begins with a review of the place of Hugh Mehan 's Learning Lessons in the development of the naturalistic study of classroom discourse studies, and especially the sequential analysis of naturally occurring classroom discourse. It then turns to the emergence of an alternative program for classroom discourse studies, in the particulars of critical discourse analysis. There we find a "formal-analytic" program for discourse studies. The middle section of the article takes up the characterization and the differences between these two programs through a critique of formal-and critical-studies of classroom discourse. The article then concludes with an analysis of a fourth-grade lesson on fractions, to suggest what the sequential analysis of naturally occurring classroom discourse may tell us about the work of instruction in the early grades. My aim throughout is to reaffirm the premise and program of naturalistic inquiry as the central innovation of classroom studies in the last 30 years.
Journal in UMass (not electronic version)

Papers Presented at Conferences

Who's in an event? Theoretical and methodological issues in the analysis of power dynamics in classroom literacy events. Paper presented at the Indiana University Critical Discourse Analysis Conference May 21-23, 2004. (full text of a paper "Discourse in Use (2004)" dealing with the same issues available for current students). here

Repositioning Teachers in the Competing Discourses of School Reform. Jerri Willett, Meg Gebhard, and Ruth Harman. Paper presented at the Indiana University Critical Discourse Analysis Conference May 21-23, 2004. (full text available for current students).

Back to top
 
CDA in Education

 

 

 

 
An introduction to CDA in Education. Rogers. Ch. 1 p. 1-18 In An introduction to CDA in Education. Edited by Rebecca Rogers. General.
Key terms: Critical, Analysis, Discourse, form-function, Educational settings, Critique of CDA.

Gee, P. Discourse Analysis: What makes it Critical? An introduction to CDA in Education. Edited by Rebecca Rogers. General
Gee contends that all discourse analysis that intends to make empirical claims is tooted in specific viewpoints about the relationship between form and function in language.
Application of Gee’s framework: ch. 3 and ch. 7 (gender).

Back to top
 

Approaches to CDA

 

 

 

 

See Mapping more detailed information. Also see articles at the beginning of this page.

Titscher, Meyer, Wodak, and Vetter. Methods of Text and Discourse Analysis
Two approaches to Critical Discourse Analysis Ch. 11 p.p. 144-170.
Describes Wodak’s Discourse Historical Method in contrast to Fairclough’s CDA.

Back to top

 
|CDA Theoretical Framework|CDA Resources|Links to Recommended Readings |Further DA Bibliography |Special Analytic Issues in Discourse Analysis | ACCELA Project |

back to top

206 Furcolo Hall
813 North Pleasant Street
University of Massachusetts
206 Furcolo Hall
Amherst, MA 01003-9308
Phone: (413) 577-0863, (413) 545-0246 • FAX: (413) 545-1227
willett@educ.umass.edu

Please use any information and resources contained within this web site under the policy of Fair Use stipulated by Copyright laws. Any comments aiming at improving the content or format of the present site are welcome. Comments to: Doris Correa
Designed and Maintained by J. Andres Ramirez

Copyright 2004 UMass Amherst
This is an official page of the University of Massachusetts - Amherst Campus
Produced by the School of Education
Last update: August 2004

 
   


Home > CDA Theoretical Framework

| Key theoretical Constructs and Topics| CDA Theoretical Framework |
| Special Analytic Issues in Discourse Analysis | Further DA Bibliography | ACCELA Project |
Home
Key Theoretical Constructs
Articles Using the Construct
Key Topics Studied by CDA
Reviews of Literature on CDA

 

Syllabus
Assignments
Theoretical Framework

 

 

 

 

| Reviews | Origins and Changes | Systemic Functional Linguistics | Studies Using CDA |
| CDA in Education | Approaches to CDA |

Ontology: CDA leading figures such as Fairclough subscribe to a 'realist' ontology.
Epistemology: Fairclough combines a realist epistemology that allows him to draw partial boundaries among his three-dimensional framework for conceiving the analysis of discourse. These boundaries are partial, because they are useful for the analysis but he is conscious that when language interacts with social events boundaries become non-existent in a complex interchange of overdetermined variables.
Methodology: Very diverse, but Systemic Functional Linguistics is one of the main ones. Has borrowed from many disciplines including text linguistics, stylistics, social semiotics, conversation analysis, and even genealogy.


Western Marxism: emphasis on cultural dimensions in society. Gramsci, Frankfurt School, Althusser. Also Bahktin (dialogical properties of texts or their intertextuality;Kristeva). Bahktin also developed a theory of genres. Texts are shaped by socially available repertoires of genres. Volosinov: one focus of class struggle is over the meanings of words.

Reviews / Foundational

Critical Discourse Studies: Where to from here? Bernard McKenna (2004)
Critical Discourse Studies. Vol 1, 1, April 2004. p. 9-40.

Critical Discourse Analysis: Critical Concepts in Linguistics
Edited by Michael Toolan. Series: Critical Concepts
Routledge. (May 1, 2002)
Comprehensive review of seminal works on concepts in linguistics as they relate to CDA. It is divided in 3 volumes that trace origins and precursors of CDA, leading advocates, and current analyisis and debates.
See more details here

Principles of CDA. Van Dijk In Wetherell, Taylor, and Yates 2001. p. 300-317

What CDA is about -a summary of its history, important concepts, and its developments. Wodak, Ruth (2001). In R. Wodak & M. Meyer (Eds.), Methothods of critical discourse analysis (p. 1-13). London: Sage

Critical discourse analyisis (REVIEW)
Annual Review of Anthropology Oct 2000, Vol. 29, pp. 447-466
Jan Blommaert Chris Bulcaen e-mail: Jan.blommaert@rug.ac.be
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

The theory and practice of critical discourse analysis. Widdowson, H. (1998). Applied Linguistics, 19, 136-151.

Critical discourse analysis and the study of reading and writing [REVIEW]
David Bloome, Susan Talwalkar. Reading Research Quarterly. Newark: Jan-Mar 1997. Vol. 32, Iss. 1; pg. 104, 9 pgs
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Critical Discourse Analysis. Fairclough, N. and Wodak, R. . In Van Dijk 1997. Discourse as social interaction. P. 258-284

 

 
Origins and Changes in Critical Discourse Analysis

Fairclough, N. and P. Graham (2002). "Marx as a critical discourse analyst: the genesis of a critical method and its relevance to the critique of global capital." Estudios de Sociolinguistica 3: 185-229.
(retrireve article through ILL) or click here (only registered course members)

Teun A. van Dijk
From Text Grammar to Critical Discourse Analysis
Universitat Pompeu Fabra, Barcelona
http://www.discourse-in-society.org/teun.html
(look under vita and publication list)

Teun A. van Dijk Principles of critical discourse analysis
Discourse & Society , 4(2), 1993, 249-283.
The article focuses on the role of discourse in the (re)production and challenge of dominance.
http://www.discourse-in-society.org/teun.html (look under Download older work and click on articles). or
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).
 

Back to top
Systemic Functional Linguistics

 

 

 

 


M.A.K. Halliday has sought to create an approach to linguistics that treats language as foundational for the building of human experience. His insights and publications form an approach called systemic-functional linguistics. A student of JR Firth (a British linguists who himself was influenced by Malinowsky), Halliday's work stresses that language cannot be dissassociated from meaning. Systemic-functional linguistics (SFL), as it's name suggests, considers function and semantics as the basis of human language and communicative activity. Unlike structural approaches that privilege syntax, SFL-oriented linguists begin an analysis with social context and then look at how language acts upon, and is constrained and influenced by, this social context. A key concept in Halliday's approach is the "context of situation" which obtains "through a systematic relationship between the social environment on the one hand, and the functional organization of language on the other" (Halliday, 1985:11). read more


Books using (or about) Systemic Functional Linguistics

Eggins, S. (1994). An introduction to systemic functional linguistics. London New York, NY, USA, Pinter Publishers ; Distributed in the United States and Canada by St. Martin's Press.
Main ideas and concepts developed in this book. Click here

Hasan, R. and Williams, G. 1996. Literacy in Society (Book).
Applications of SFL to CDA in literacy (mostly Australian, which has a textual view of CP).
. Authors who use the SFL approach to in the end produce a pedagogical discourse concerned with questions of social equality p. xi. In this sense CDA and SFL align. In literacy, this is so through Martin’s framework (genre-based movement). It provides explicit linguistic descriptions of the main ‘genres’ of educationally valued texts. (see inside text for notes on specific articles).
Key terms: Deconstruction of texts (not in postructural sense though), genre based movement, Critical Pedagogy (text based).

Martin, J. R. (1989). Factual Writing: Exploring and challenging social reality. Oxford, Oxford University Press.

Other
Flowerdew, L. (2003). "A Combined Corpus and Systemic-Functional Analysis of the Problem-Solution Pattern in a Student and Professional Corpus of Technical Writing." Tesol Quarterly 37(3): 489-512.

Web sites on Systemic Functional Linguistics
What is Systemic-Functional Lingustics? , maintained by Mick O'Donnell.
Some notes on Systemic-Functional linguistics, by Carol Chapelle
A glossary of Systemic-Functional Terms, by Christian Matthiessen
Select Bibliographies of Systemic Functional Linguistics, compiled by M.A.K. Halliday, Christian M.I.M. Matthiessen & Alice Caffarel
  Back to top
Studies Using CDA

 

 

 

 

Anagostopoulos, D. (2003). Testing and student engagement with literature in urban classrooms: A multi-layered perspective. Research in the Teaching of English. Vol 38,(2), 177.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

WOODSIDE-JIRON, H. (2002). The language of politics and the politics of language: A critical discourse analysis of California Reading Policy. Unpublished doctoral dissertation, University at Albany-SUNY, New York.

http://wwwlib.umi.com/dissertations/fullcit/3058962

WOODSIDE-JIRON, H. (in press). Language, power, and participation: Using critical discourse analysis to make sense of public policy. In R. Rogers (Ed.), New directions in critical discourse analysis: The role of language and learning in social transformation. Mahwah, NJ: Erlbaum

Mehta, S., P. Ninnes (2003). Postmodernism debates and comparative education: A critical discourse analysis. Comparative Education Review. Vol 47 (2). Pg 238.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).
Back to top

Bean, T.W, K, Moni (2003). Developing students' critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy. Newark: Vol 46 (8), pg 638.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Speaking but not being heard: Two adolescents negotiate classroom talk about text
Kathleen a Hinchman, Josephine Peyton Young. Journal of Literacy Research. chicago: Jun 2001. Vol. 33, Iss. 2; pg. 243, 28 pgs
Journal in UMass (not electronic version)

Stevens, L.P. (2003). Reading first: A critical policy analysis. The Reading Teacher. Newark. Vol 56 (7). Pg 662-669.
Journal in UMass (not electronic version)
Back to top

Annotated Articles

Macbeth, D. (2003). Hugh Mehan's Learning Lessons reconsidered: On the differences between the naturalistic and critical analysis of classroom discourse. American Educational Research Journal. Washington. Vol 40 (1), pg 239.
This article begins with a review of the place of Hugh Mehan 's Learning Lessons in the development of the naturalistic study of classroom discourse studies, and especially the sequential analysis of naturally occurring classroom discourse. It then turns to the emergence of an alternative program for classroom discourse studies, in the particulars of critical discourse analysis. There we find a "formal-analytic" program for discourse studies. The middle section of the article takes up the characterization and the differences between these two programs through a critique of formal-and critical-studies of classroom discourse. The article then concludes with an analysis of a fourth-grade lesson on fractions, to suggest what the sequential analysis of naturally occurring classroom discourse may tell us about the work of instruction in the early grades. My aim throughout is to reaffirm the premise and program of naturalistic inquiry as the central innovation of classroom studies in the last 30 years.
Journal in UMass (not electronic version)

Papers Presented at Conferences

Who's in an event? Theoretical and methodological issues in the analysis of power dynamics in classroom literacy events. Paper presented at the Indiana University Critical Discourse Analysis Conference May 21-23, 2004. (full text of a paper "Discourse in Use (2004)" dealing with the same issues available for current students). here

Repositioning Teachers in the Competing Discourses of School Reform. Jerri Willett, Meg Gebhard, and Ruth Harman. Paper presented at the Indiana University Critical Discourse Analysis Conference May 21-23, 2004. (full text available for current students).

Back to top
 
CDA in Education

 

 

 

 
An introduction to CDA in Education. Rogers. Ch. 1 p. 1-18 In An introduction to CDA in Education. Edited by Rebecca Rogers. General.
Key terms: Critical, Analysis, Discourse, form-function, Educational settings, Critique of CDA.

Gee, P. Discourse Analysis: What makes it Critical? An introduction to CDA in Education. Edited by Rebecca Rogers. General
Gee contends that all discourse analysis that intends to make empirical claims is tooted in specific viewpoints about the relationship between form and function in language.
Application of Gee’s framework: ch. 3 and ch. 7 (gender).

Back to top
 

Approaches to CDA

 

 

 

 

See Mapping more detailed information. Also see articles at the beginning of this page.

Titscher, Meyer, Wodak, and Vetter. Methods of Text and Discourse Analysis
Two approaches to Critical Discourse Analysis Ch. 11 p.p. 144-170.
Describes Wodak’s Discourse Historical Method in contrast to Fairclough’s CDA.

Back to top

 
| Key theoretical Constructs and Topics| CDA Theoretical Framework |
| Special Analytic Issues in Discourse Analysis | Further DA Bibliography | ACCELA Project | Other Links |

back to top

206 Furcolo Hall
813 North Pleasant Street
University of Massachusetts
206 Furcolo Hall
Amherst, MA 01003-9308
Phone: (413) 577-0863, (413) 545-0246 • FAX: (413) 545-1227
willett@educ.umass.edu

Please use any information and resources contained within this web site under the policy of Fair Use stipulated by Copyright laws. Any comments aiming at improving the content or format of the present site are welcome. Comments to: J. Andres Ramirez
Designed and Maintained by J. Andres Ramirez

Copyright 2004 UMass Amherst
This is an official page of the University of Massachusetts - Amherst Campus
Produced by the School of Education
Last update: August 2004