Portfolio Assignments
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This document outlines 5 portfolio assignments for an ENG4U course. Each portfolio asks students to reflect on topics related to texts read in class or concepts discussed in philosophy. They are asked to consider themes like the importance of names, memories of school, vocabulary words from The Great Gatsby, characters in Othello, and relationships portrayed in various works. Students also have the option to write on "philosopher's special" topics exploring ideas such as the role of internal thought and the relationship between past and future.
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書指のフォ`カスは仝岑スキル々です。
哂ZのgZを屎しく、かつ殆壼くJRするのにもトレ`ニングが駅勣です。
こちらでアルファベットで撹されるgZを屎_に登僅するプロセスを_Jしましょう。Intelligence and Algernon Lecture
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書指のフォ`カスは仝岑スキル々です。
哂ZのgZを屎しく、かつ殆壼くJRするのにもトレ`ニングが駅勣です。
こちらでアルファベットで撹されるgZを屎_に登僅するプロセスを_Jしましょう。Intelligence and Algernon Lecture
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Pragmatics and Discourse
What is pragmatics?
An approach within DA which concentrates on the way language
acquires meaning in use. It has developed from the tradition of the
philosophy of language known as pragmatics.
Focus: The study of contextualised meaning and is concerned with
describing the principles that underlie how we interpret the meaning
behind words: how we get from what we say to what we mean.
Pragmatic approaches tend to be interested in the 'big picture': trying
to formulate generalisable principles about how people produce and
interpret discourse (eg?? the use of humour in business meetings??).
Context
Context is an important concept in DA. Language does not take place in a vacuum and we
need to consider the context in which it occurs in order to understand it.
However, this seemingly unproblematic statement masks the issues and debates that are
ongoing in discourse analysis around the concept of context and its significance.
Two types of context
The 'intrinsic' or 'linguistic' context which refers to information that can be found
within the text that surrounds the language that is being analysed at a particular
moment. It is generally agreed that this type of context is not only useful but essential.
The more problematic type of context lies outside the actual text: what is sometimes
called 'extrinsic' (Schegloff 1997) or 'experiential' context.
This refers to all sorts of information about setting, situation, social circumstances of the
participants such as age, gender, ethnicity and possibly also about the shared
background knowledge and assumptions of the participants.
So, in the example:
'Later, an item about vasectomy and the results of the do-it-yourself competition'
(from Cameron 2001:12)
??? The issue with extrinsic context is moving from description to interpretation in
research. Along with describing 'what' is happening in the discourse , it is also
important to interpret 'why' it is happening.
??? Extrinsic contextual evidence can be potentially very useful in discussing why
participants say a particular thing in a particular way at a particular time,
however, there is also a danger of 'reading too much into the text' and of
judging which out of many possible interpretations is the 'right' one.
For instance, if the analyst is aware of gender, age or ethic difference among
discourse participants, these variables may well appear to influence the
discourse but how do we know which of these particular variables are
important to the participants in an particular communicative event.
??? This is not to say that we should ignore extrinsic context but to suggest that we
need to be cautious about what we select as significant and rigorous about how
we incorporate it into our analyses. Schegloff (1997) advises that the best
option is to use only what can be shown to be relevant to participants.
??? Can you imagine a meaningful context for this text?
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The document provides an overview of key concepts in analyzing stories including plot, character, setting, theme, and narrative point of view. It also discusses vocabulary terms like denotation and connotation as well as figurative language devices. Specific examples are given of how language and culture can shape thought, such as how the Inuit have many words for snow and Hopi does not distinguish past, present and future tenses. The document emphasizes that studying language and literature allows one to better understand themselves and the world.Recently uploaded (20)
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- 1. Portfolio Assignments ENG4U
- 2. Portfolio #1 After reading ＾First They Changed My Name,￣ reflect upon the importance of your name to your sense of self. OR the philosopher¨s special: Reflect upon the importance of the language of ＾that little voice in your head￣ to how the world occurs for you. What is the voice telling you about aspects of your life? What is the payoff of listening to the voice? What are the costs?
- 3. Portfolio #2 After reading ＾Half a Day,￣ reflect upon your earliest memories of school. OR the philosopher¨s special: After reading ＾Power and Possibility,￣ reflect upon the idea that people put their pasts in their futures, instead of in their pasts. Examine what kind of a life would be possible for you if you lived into a future that was not conditioned by your past experiences.
- 4. Portfolio #3 After completing ＾The Great Gatsby: Master Vocabulary List￣ assignment, select 10 of the defined words and use them in an original short story.
- 5. Portfolio #4 After reading this far in Othello, write two full, formal, persuasive paragraphs, each based upon one of the following 2 topics: 1. Iago is a shrewd judge of character. 2. Othello ＾thinks men honest that but seem to be so.￣ OR the philosopher¨s special: After reading ＾What¨s ｀Real?¨,￣ reflect upon the idea that most of what we think is real just exists in the language in our heads: a product of our personal tests and agreements. How can this insight lead to a ＾real￣ difference in what is possible for you in life?
- 6. Portfolio #5 Reflect upon your reactions to the ＾relationships￣ we¨ve seen so far in the course (Short Stories / Gatsby / Othello): Do they deal with realistic issues in a believable way? Do they relate to your culture & society today? What do you think / feel about them?