ENGL 1A Contra Costa College The Goals of A Discourse Community Question

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obon1

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ENGL 1A

Contra Costa College

ENGL

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Find your assignment sheet for Portfolio Paper 2 here for download: ENL 1A PP2 AS - Texts in Discourse Communities.docx

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Just like last time, you will submit your drafts here, share with colleagues to complete Peer Revision, and meet with me to get responses and feedback for the Feedback Feedback assignment. Until you meet with me, you do NOT have credit for completing ANY part of the module. As with all portfolio papers, you'll submit it again at the end of the term for evaluation and application to your final grade.

This assignment asks you to do a lot, but if you only focus on one thing make it the community TEXTS - this class is all about text and its composition, after all! To that end, check out the FAQs that I've collected that may help clarify things. If you have one that you feel should be added, let me know!

PP2 FAQs

Question >> Tyler's Response

Do we find these articles online? >> You can for sure, but not necessarily. They can come from literally anywhere - something you already physically have in your possession, something that's been sent to you, something that "lives" at work, something you got from a course canvas page, something a boss or teacher has given you, etc.

Do they have to be from a specific source or website? >> Nope! They can come from literally anywhere.

How long do these articles have to be? >> There are no requirements! It could be as brief as a text message (though that might be hard to analyze - I'm sure it could be done, though) or as long as a dissertation. Whatever works for YOUR community!

For example one of the communities I picked was the [thing I'm studying/student organization I'm involved with] offered at [college]; does the actual website of this community count as an article? >> Definitely! Any other materials that are associated would work as well (handouts, emails, recruitment literature, etc.). It can literally be ANYTHING that your community uses. The thing to watch out for are descriptions from or for outsiders. We want real, actual materials that your group uses to communicate with each other - what Swales would call those "mechanisms of intercommunication" (Swales 221).

Are both articles about one of the chosen discourse community or one article for each of the two chosen community? >> The latter - one article for each community so you can eventually do some comparative analysis.

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ENL 1A PP2 AS – Texts in Discourse Communities Background: As a reading, writing, thinking, social human being, you are a member of numerous “discourse communities” (Swales). Entering, exiting, and navigating various discourse communities and their associated genres is a lifelong, though often invisible, process. Task: To make visible how texts reflect and shape the purpose, needs, and membership of two of your current discourse communities. With two of your own communities as examples, compare how representative texts demonstrate the goals of a discourse community, the conventions utilized to achieve public goals, and the standards that a community expects of its members (Swales). Consider how the content and author choices may indicate or designate the boundaries of the community and its membership. At the very least, you should address what makes for an effective text in either discipline/community, and the sorts of things someone should avoid should they wish to gain full membership to your designated communities. Specifications: - Minimum two self-discovered sources, one from each community - Minimum 1000 words - Standard formatting/Citation strategy (I don’t care what you use, but be consistent!) - Employ awareness of RHETORICAL APPEALS (logos-ethos-pathos) to explain WHY certain textual examples exhibit effective construction. ***YOU DON’T HAVE TO USE JARGON TO DO THIS TASK!!*** If you do use jargon, you need to define it. - Flesh out how a good paper is created by considering what a strong text will NOT do. - Draw upon course work contributing to a strong understanding of the rhetorical situation (and its constituents) - Consider the rhetorical situation - write a paper appropriate to the reader, purpose, and context. This text is about YOU and your genre mastery, ultimately – don’t lose sight of that! Don’t be afraid of getting creative! - NOT simply describe a major, jobs related to that major, or coursework for completing a degree. Your focus is on the creation of TEXT, not an occupation or discipline itself
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Explanation & Answer

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Running Head: ENGLISH

1

How representative texts demonstrate the goals of a discourse community?
Student Name
Professor Name
Course
Date

ENGLISH

2

A discourse community involves a group of people who share common goals, values, and
assumptions, and they have a way of communicating their purposes. Each discourse community
has representative texts that define their goals (Swales, 2016). The representative texts
demonstrate how the people communicate and the texts can be better understood by the member
of the discourse community. In other words, each discourse community has a unique way to
communicate using different languages which makes the members understand each other easily.
From the pre-draft, the discourse community chosen were teachers and pilots. These discourse
communities have a unique language and how they express their wordings, emotions, feelings,
and interactions differently.
1. The first article chosen for teacher discourse community is linked here:
https://teach.com/what/teachers-change-lives/
2. The second article chosen for the pilot's discourse community is linked here:
https://www.careerexplorer.com/careers/pilot/
The representative text in the first article shows that the discourse community of teachers
has a goal of helping students to change their lives which ultimately makes the students useful
members of society in future. The author of the article demonstrates teachers as an important
profession as far as improving society is concerned. For instance, the author asserts that teachers
provide not only the education to the students ...


Anonymous
This is great! Exactly what I wanted.

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