How to do Discourse Analysis: A Toolkit is the essential guide to doing discourse analysis, from James Paul Gee, bestselling author of An Introduction to Discourse Analysis: Theory and Method. This second edition includes new examples, especially from digital media, a more user-friendly and accessible layout and a companion website.
How to do Discourse Analysis: A Toolkit is the essential guide to doing discourse analysis, from James Paul Gee, bestselling author of An Introduction to Discourse Analysis: Theory and Method. This second edition includes new examples, especially from digital media, a more user-friendly and accessible layout and a companion website.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
James Paul Gee is Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University, USA. He is author of a number of books, including An Introduction to Discourse Analysis, fourth edition, Language and Learning in the Digital Age and is co-editor of The Routledge Handbook of Discourse Analysis.
Inhaltsangabe
Introduction Unit 1: Language and Context 1.1 Grammar 1.2 Language Acquisition 1.3 Speed and Clarity 1.4 Context and Cultural Knowledge 1.5 Making the Taken-for-Granted New and Strange 1.6 Working with The Making Strange Tool 1.7 Deixis 1.8 Working with the Deixis Tool 1.9 Context 1.10 Working with the Fill-In Tool 1.11 Subjects and Predicates 1.12 Working with Subject Tool 1.13 Intonation 1.14 Working with the Intonation Tool 1.15 The Frame Problem 1.16 The Frame Problem in Action 1.17 Working with the Frame Tool Unit 2: Saying, Doing, and Designing 2.1 People Do things with Language, Not Just Say Things 2.2 Working with Doing and Not Just Saying Tool 2.3 Grammar as Tools for Structure and Meaning 2.4 Working with the Grammar as Choice Tool 2.5 Vocabulary 2.6 Working with the Vocabulary Tool 2.7 Topics and Themes 2.8 Working with the Topic and Theme Tool 2.9 Stanzas 2.10 Working with the Stanza Tool Unit 3: Building Things in the World 3.1 Building Tasks 3.2 Building Things with Language 3.3 An Example: A Collaboration around Oral History 3.4 The Context is Reflexive Tool 3.5 Working with the Context is Reflexive Tool 3.6 Working with the Significance Building Tool 3.7 Working with the Practices/Activities Building Tool 3.8 Working with the Identities Building Tool 3.9 Working with the Relationships Building Tool 3.10 Working with the Politics Building Tool 3.11 Working with the Connections Building Tool 3.12 Working with the Sign Systems and Knowledge Building Tool 3.13 Topic Flow or Topic Chaining Tool 3.14 Working with the Topic Flow or Topic Chaining Tool Unit 4: Theoretical Tools 4.1 Six Theoretical Tools 4.2 The Situational Meaning Tool 4.3 Working with the Situational Meaning Tool 4.4 The Social Languages Tool 4.5 Working with the Social Languages Tool 4.6 The Intertextuality Tool 4.7 Working with the Intertextuality Tool 4.8 The Figured Worlds Tool 4.9 Working with the Figured Worlds Tool 4.10 The Big "D" Discourse Tool 4.11 Working with the Big "D" Discourse Tool 4.12 Notes about Discourses 4.13 Notes about DiscoursesThe Big "C" Conversation Tool 4.14 Working with the Big "C" Conversation Tool 4.15 Conclusion
Introduction Unit 1: Language and Context 1.1 Grammar 1.2 Language Acquisition 1.3 Speed and Clarity 1.4 Context and Cultural Knowledge 1.5 Making the Taken-for-Granted New and Strange 1.6 Working with The Making Strange Tool 1.7 Deixis 1.8 Working with the Deixis Tool 1.9 Context 1.10 Working with the Fill-In Tool 1.11 Subjects and Predicates 1.12 Working with Subject Tool 1.13 Intonation 1.14 Working with the Intonation Tool 1.15 The Frame Problem 1.16 The Frame Problem in Action 1.17 Working with the Frame Tool Unit 2: Saying, Doing, and Designing 2.1 People Do things with Language, Not Just Say Things 2.2 Working with Doing and Not Just Saying Tool 2.3 Grammar as Tools for Structure and Meaning 2.4 Working with the Grammar as Choice Tool 2.5 Vocabulary 2.6 Working with the Vocabulary Tool 2.7 Topics and Themes 2.8 Working with the Topic and Theme Tool 2.9 Stanzas 2.10 Working with the Stanza Tool Unit 3: Building Things in the World 3.1 Building Tasks 3.2 Building Things with Language 3.3 An Example: A Collaboration around Oral History 3.4 The Context is Reflexive Tool 3.5 Working with the Context is Reflexive Tool 3.6 Working with the Significance Building Tool 3.7 Working with the Practices/Activities Building Tool 3.8 Working with the Identities Building Tool 3.9 Working with the Relationships Building Tool 3.10 Working with the Politics Building Tool 3.11 Working with the Connections Building Tool 3.12 Working with the Sign Systems and Knowledge Building Tool 3.13 Topic Flow or Topic Chaining Tool 3.14 Working with the Topic Flow or Topic Chaining Tool Unit 4: Theoretical Tools 4.1 Six Theoretical Tools 4.2 The Situational Meaning Tool 4.3 Working with the Situational Meaning Tool 4.4 The Social Languages Tool 4.5 Working with the Social Languages Tool 4.6 The Intertextuality Tool 4.7 Working with the Intertextuality Tool 4.8 The Figured Worlds Tool 4.9 Working with the Figured Worlds Tool 4.10 The Big "D" Discourse Tool 4.11 Working with the Big "D" Discourse Tool 4.12 Notes about Discourses 4.13 Notes about DiscoursesThe Big "C" Conversation Tool 4.14 Working with the Big "C" Conversation Tool 4.15 Conclusion
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