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An Introduction to Discourse Analysis

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 1

Introduction to Discourse Analysis

Ed 737-005/Ed 835-125

Fall 2008
Thursdays 1-4 pm (seminar) & Mondays 1-3 pm (Lab)
2328 SEB

Lesley A. Rex, Ph.D. Office hours by appointment

2014 School of Education Please contact [email protected]
734-647-1988 office

Who should take this course?

The course is applicable for you if you are a graduate student who has taken an
introductory qualitative research course and/ or you have experience with analyzing
discourse in a particular field (e.g., literary studies, linguistics). You will find the course
most useful if you wish to apply either discourse analysis and/or qualitative research in
your doctoral work. Since you will conduct mini-studies that engage a self-selected DA
approach, you should meet in advance with me to arrange to collect, borrow, or share
data for the course.
I assume that if you are beginning your doctoral studies you are most likely
producing your first research report in the course, one that you could develop into a
scholarly benchmark paper. If you are further along in your program—for example, on
the threshold of your dissertation—you may apply this methodology to a pilot study or to
your dissertation data.

The course workload

This is a five credit hour course with both a weekly seminar and lab. Prior
students advise that you think of this as an intensive two-course workload. We read
discourse theories from a number of traditions, approaches to discourse analysis, and
discourse analytic research and you select methods for working with your own data. In
addition to writing page-long, informal “think pieces” about a concept or technique from
the reading, you select a study from the library’s electronic data base and explain its
method of discourse analysis to the class; you also explain a sample analysis of your own
data before writing up a complete analysis, which you will do in the last few weeks of
the course.

Course objectives
The term “discourse analysis” has an extensive range of meanings. There is wide
variance among the assumptions and interests of discourse analysts, and among the
models of discourse analysis they apply, which precludes generalizations about what they
have in common. Any introductory course in discourse analysis is necessarily only a

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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
 2

partial view, and therefore, a particular perspective. This course, because of its interest in
the applications of discourse for studying education, focuses on theories of language in
structuring social behavior, activities, and identities as well as social institutions, and on
how discourse refers to particular methods of analyzing spoken and written language
texts.
Aware of the need to establish boundaries on what can be represented as
discourse analysis and what can be learned within one introductory course, I have
designed this one for beginning researchers to focus on approaches and methods of
discourse analysis that describe language-in-use in social life related to researchable
issues in education. The materials for the course were chosen in response to the question,
“What would a beginning researcher in education benefit from knowing about discourse
analysis?” Each time I teach the course, I update the readings to reflect important new
publications, and developments in theories and methods, as well as the interests of the
students in the current class.
The design of the course evolved from considering a corollary question: “What
learning phases would first time discourse analysts in a doctoral program go through in
applying discourse analysis to their own research project?”
My answers to these questions produced a course with the following objectives:
To read and discuss descriptions and illustrations of leading approaches,
methods, and applications of discourse analysis, both outside and within the
field of education. (See list of books and related readings below.) From these
readings, class members will focus on those approaches and methods best
suited to their individual research interests. These they will apply to a research
project for the course.
To transcribe and analyze data according to the discourse methods they have
selected to support a mini research study. For the study they will frame an
orienting question, select appropriate data, evolve questions to guide data
transcription and analysis, and complete an analysis that produces study
results.
To present and write up the study in a format suitable for a beginning scholar.

The organization of the course

We will meet on Thursdays from 1-4pm and Mondays from 1-3pm in SEB 2328
to discuss the readings and workshop your studies. Though Wolverine Access
distinguishes these sessions as seminar and lab, discussions of the readings and workshop
activities tend to be distributed as needed over the two days, with more reading at the
beginning of the semester and more workshop at the end. I will also be available outside
of class through individual appointments, scheduled through email, to confer with you
about your projects.
The design of this course, which is to say its chronology of events and
participation structures, is based on three assumptions about learning: 1) that knowledge
is learned more thoroughly and meaningfully when it has an authentic purpose, hence you
will conduct a mini-study with a question and data you select; 2) that problem-solving
interactions with others involved in similar learning issues enriches and reinforces as well
as expands learning, hence you will work in small study groups as well as full class
discussion; and, 3) that the learning of abstract, complex, context-related knowledge
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University of Michigan
L. Rex, Fall 2008
 3

requires redundancy and variety over an extended time period, hence we will revisit and
reapply foundational discourse analysis knowledge as the class engages with it through
three chronological stages: reading and discussion; application to data; and, presentation
in study reports.
In concrete terms, that means the class will spend the first nine weeks reading,
discussing, and writing about ways of observing and analyzing that discourse analysis
makes possible. During the first weeks, you will be encouraged to review and refer to
your data through multiple new lenses from the readings. You will also form a question
to drive your study and begin to evolve more focused questions for transcription and
analysis. Please keep in mind that only a small portion of what is read can be discussed,
and that I will make an effort to recommend further readings in your area of interest. The
material will also usefully shape your individual project and your later research work. A
third purpose for the extent of the readings is to provide a field of knowledge from which
we can draw as a class to address particular issues that arise as class members’ studies
develop.
After the first six weeks, while you transcribe and analyze your data, you will be
hunting for examples of DA studies about topical issues in the field of discourse research.
From among these studies, you will select an article from library accessible electronic
journal archives, such as Discourse and Society or Linguistics and Education, to closely
observe the use of discourse analysis relevant to your particular area of interest. Each
student will talk about his/her article and its DA methods with the class. At this point
assigned reading for the course will discontinue, although references to readings will be a
regular occurrence as work on your study evolves. As a precursor to writing your paper,
you will prepare a mini-presentation of your study-in-progress for the rest of the class.
This involves presenting your question(s) and data corpus, explaining your methodology
(logic of inquiry) and DA method, and walking the class through a transcript and analysis
from your data to represent the current condition of your study. Finally, to assist you in
writing up your project, we will walk through an analysis of the rhetorical and argument
structure of a published study. During the final two weeks of the course, we will focus
completely on assisting each other with the drafting of your study reports.

Reading Responses: “Think Pieces”

For each reading assignment, write a 1-page response in which you analyze,
apply, and critique the text. Begin with a brief excerpt that resonates most with you. Then
paraphrase the excerpt and explain what you think it means. Next, explore how these
ideas may be helpful for your research study. Conclude with questions about the ideas or
how they apply to your study to prompt class discussion and consider in the future. Post
your response to CTools by 9:00 A.M. the day of class. Do your best to read your
classmates’ responses before class to enhance discussion.

Access to support technology

The course relies for its effectiveness upon a number of technological resources
for managing and transcribing data, searching for literature, and working with your
drafts. All those you will need are available in the School of Education. Technological
Services on the 2nd floor of SEB checks out equipment such as audio and video recorders
and transcribing machines for working with your data. The 3rd floor SEB Media Lab and
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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
 4

the Duderstat Center (http://www.dc.umich.edu/) on North Campus have well equipped

media stations. If you have questions, SEB Technology Services can assist you during
regular hours of operation. As all the material for the course, except the two books, are
digital, I highly recommend bringing a lap-top to our class meetings.

Course readings
We will read three articles, two books, a collection of articles from debates among
discourse analysts about the value and quality of various schools of DA, research articles
using DA (to be determined once we know each person’s interest), and selections from
electronically archived journals in the order listed below. Electronic journal archives can
be accessed on the web immediately through UM library data bases via Mirlyn. The two
books (both new and used paperback copies) are immediately available on line at
http://www.amazon.com and other web-based book dealers.

Required Books
Erickson, Frederick (2004). Talk and Social Theory. Malden, MA: Polity Press.
We will begin by reading Erickson so that we can become familiar with the social
theories that inform the application discourse analysis. The book lays out a relationship
between local talk and general societal processes. It uses examples of local discourse
practices situated within the circumstances of society and history in which they take
place. Erickson is an eminent scholar in this area and writes in an engaging and readable
style that makes complex concepts quite accessible.

Johnstone, Barbara (2007). Discourse analysis. Malden, MA: Blackwell. [Please note this
is the 2nd and most recent edition]
I selected Johnstone’s text because she explains discourse analysis by treating it
as a systematic way of thinking to address research questions in the social sciences and
humanities. Since your first step will be to formulate a research question for analyzing
your data, understanding DA as ways of thinking that implicate particular phenomena
and methods for studying them is a useful way to begin. Johnstone draws from work done
by scholars in linguistics, anthropology, sociology, education, and rhetoric who study
discourse as kinds of texts that can be analyzed. She synthesizes their DA scholarship by
using six “heuristics” and provides a multitude of richly illustrated examples to explain
how discourse texts are shaped and can be analyzed to render meaning.

Recommended Book
Mills, Sara (2004 edition). Discourse. (The New Critical Idiom) New York: Routledge.
This popular compact book is in its fifth printing. Be sure to get the latest 2004
paperback edition. Mills’ representation of Discourse, through a more critical and
postmodern lens, provides a provocative complement to Johnstone’s version.

Articles & Chapters

I will select readings that relate to the interests of the class members and provide
masters of these for you to copy. We will begin by reading and discussing the following
three articles to introduce some of the key concepts, approaches and issues identified as
historically relevant to education studies:
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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
 5

Fairclough, N. (2000). Discourse, social theory and social research: The discourse of
welfare reform. Journal of Sociolinguistics, 4(2), 163-195.
Shi-Xu (2006). Mind, self and consciousness as discourse. New Ideas in Psychology, 24,
63-81.
Wortham, S. (2001). Language ideology and Education. Linguistics and Education,
12(3), 253-259.

I will also select readings that present multiple, sometimes contested, views
among discourse analysts along with:

Wetherell, M. (2001). Debates in discourse research (Chapter 27: pp. 380-399). In M.

Wetherell, S. Taylor, & S. Yates (Eds.). Discourse theory and practice. Thousand
Oaks, CA: Sage.
Wetherell, M. (2001). Themes in Discourse Research: The Case of Diana (pp. 14-28). In
M. Wetherell, S. Taylor, & S. Yates (Eds.). Discourse theory and practice.
Thousand Oaks, CA: Sage.
Taylor, S. (2001). Locating and Conducting DA Research (pp. 5-38). In M. Wetherell, S.
Taylor, & S. Yates (Eds.) Discourse as Data. Thousand Oaks, CA: Sage.
Taylor, S. (2001). Evaluating and Applying DA Research (pp. 311-330). In M. Wetherell,
S. Taylor, & S. Yates (Eds.) Discourse as Data. Thousand Oaks, CA: Sage.

Archived Electronic Journal

To provide you with an opportunity to study discourse analytic research that can
directly inform your own unique work, the remainder of the course readings will come
from library accessible on-line journal archives. For example, Linguistics and Education
is a premier international journal in education devoted entirely to studies whose methods
involve discourse analysis. Other available journals besides
Linguistics and Education—volumes from 1991/ full text from volume 7 (1995)—
include:
Journal of Sociolinguistics--volumes from 2002 full text
Discourse and Society--volumes from 1998 full text
Discourse Processes--volumes from 2000 full text
Discourse Studies--volumes from 1999 full text
Language in Society--volumes from 1998 full text
At the beginning of the course, education librarian, Marija Freeland, will
demonstrate how to access the journal archives through the new Mirlyn and search for
specific articles. At the designated point in the course, you will select an article whose
discourse analysis most usefully relates to your own research, and lead the class in an
analytical read through of the method.

Supplementary texts
Though we will not read them as a class, I recommend you consider additional
texts that specialize in traditions, methods, or studies that may be informative for your
particular area of study. Some of these are as follows.

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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
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Bloome, D., Carter,S. P., Christian, B. M., Otto, S. (2004). Discourse Analysis & the
Study of Classroom Language & Literacy Events: A Microethnographic
Perspective. Mahwah, NJ: Erlbaum.
Cameron, Deborah (2001). Working with Spoken Discourse, Thousand Oaks, CA: Sage.
Cazden, Courtney (2001). Classroom discourse, The language of teaching and learning.
Portsmouth, NH: Heinemann.
Gee, James P. (1999). An introduction to discourse analysis. New York: Routledge.
Graesser, A., Gernsbacher, M., Goldman, S. (2003). Handbook of discourse processes.
Mahwah, NJ: Erlbaum.
Locher, M (2004). Power and politeness in action. New York: deGruyter.
Rogers, Rebecca (2004). An introduction to critical discourse analysis in education.
Mahwah, NJ: Erlbaum.
Wetherell, Margaret, Taylor, Stephanie, Yates, Simeon (2001). Discourse theory and
practice. Thousand Oaks, CA: Sage.
Wetherell, Margaret, Taylor, Stephanie, Yates, Simeon (2001). Discourse as Data, A
Guide for Analysis, Thousand Oaks, CA: Sage.

The following studies from my program of research illustrate a variety of

discourse analyses. They demonstrate how different studies can be generated from the
same data corpus in reference to different meta-theories by applying different
epistemological approaches, research methods and methodologies in response to unique
“conversations” in education. They can be downloaded from my web page link at
http://www.umich.edu/~rex/publications.htm

Rex, L., Brown, D., Denstaedt, L., Haniford, L., Schiller, L., (2005). Understanding and
exercising one’s own grammar: Four applications of linguistic and discourse knowledge.
English Teaching: Practice and Critique, 4(3): 110-139.
http://education.waikato.ac.nz/research/journal/view.php?current=true&p=1

Rex, L. A. & Nelson, M. C. (2004). How teachers’ professional identities position high-
stakes test preparation in their classrooms. Teachers College Record, 106( 6): 1288–
1331.

Rex, L. & McEachen, D. (1999)."If anything is odd, inappropriate, confusing, or boring,

it's probably important": The emergence of inclusive academic literacy through English
classroom discussion practices. Research in the Teaching of English, 34(1), 65-129.

Rex, L. A. (2001). The remaking of a high school reader. Reading Research Quarterly,
36(3), 288-314.

Rex, L. A. (2002). Exploring Orientation in Remaking High School Readers’ Literacies

and Identities. Linguistics and Education, 13(3), 271-302.

Rex, L., Murnen, T., Hobbs, J., & McEachen, D. (2002). Teachers’ Pedagogical Stories
and the Shaping of Classroom Participation: “The Dancer” and “Graveyard Shift at the 7-
11”. American Educational Research Journal, 39(3), 765-796.
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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
 7

Proposed Course Schedule

Version 8-19-08

Date Seminar activities Research activity Homework reading & writing

1. 9/7Introductions of class members, Explain data corpus READ for 9/8:
Thurs. their data, and goals for the course. and purpose. Shi-Xu, Fairclough, & Wortham
9/4
WRITE: A think piece (See syllabus for
guidelines)
2. Mon. Discuss “big” ideas in readings and READ for 9/11
9/8 their relevance for your work. Erickson: PART I
Raise questions, issues.
WRITE: A think piece
2. Readings discussion: Begin to shape READ for 9/15
Thurs. Considering the paradox—talk is orienting research Erickson: PART II
9/11 unique to the local context and question. WRITE:
profoundly influenced by external Draft your research question(s)
contexts. Summarize an approach and/or method and its
relationship to your research
question(s)/interest (email to class members)
3. Readings discussion: READ for 9/18
Mon. What social theories connect local Review data. Johnstone: Introduction
9/15 and global ecologies in talk? Shape study's Johnstone: Discourse and World
orienting question WRITE:
and design suited to Draft your research question(s)
data collection and Summarize an approach and/or method and its
analysis relationship to your research
question(s)/interest (email to class members)
3. Reading discussion: READ for 9/22
Thurs. How can approaching discourse Review data. Johnstone: Discourse Structure
9/18 analysis as a heuristic inform a Shape study's Johnstone, Participants in Discourse
methodology—or, how to proceed orienting question WRITE:
with a logic of inquiry? and design suited to Draft your research question(s)
How is discourse shaped by the data collection and Summarize an approach and/or method and its
world, and how does discourse analysis. relationship to your research
shape worlds? question(s)/interest (email to class members)

4. Reading discussion: READ for 9/25

Mon. How is discourse influenced by Johnstone, Prior Texts, Prior Discourses
9/22 structural conventions, and how Johnstone, Discourse and Medium
are structural conventions
influenced by what speakers use
discourse for? WRITE:
How does identity influence Draft your research question(s)
discourse, and how does discourse Summarize an approach and/or method and its
position identity? relationship to your research
question(s)/interest (email to class members)
4. Readings discussion: READ for 9/29
Thurs. How is discourse shaped by prior Review data. Johnstone: Intention and Interpretation
9/25 discourses, and how does current Shape study's Johnstone: Some General Themes
discourse project future ones? orienting question
How is discourse shaped by its and design suited to WRITE:
medium, and how does the choice data collection and Draft your research question(s)
of medium influence the discourse analysis. Summarize an approach and/or method and its
that is produced? relationship to your research
question(s)/interest (post to CTools)
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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
 8

5. Readings discussion: READ for 10/2

Mon. Tackling the problem of agency Wetherell: Themes in Discourse Research:
9/29 and determinism. What is the role The Case of Diana
of purpose in discourse analysis?
Closure with Johnstone: What WRITE:
general themes about discourse Summarize an approach and/or method and its
seem important? relationship to your research
question(s)/interest (post to CTools)

5. Readings discussion: READ for 10/6

Thurs. Observing DA research themes in Begin transcription of Taylor: Locating and Conducting DA
10/2 Diana’s data. data Research
Taylor: Evaluating and Applying DA
Research
WRITE:
Summarize an approach and/or method and its
relationship to your research
question(s)/interest (email to class members)
6. Taylor readings discussion: Find and read an e-article . Post in CTools file
Mon. by Thursday 10/16 class time.
10/6 How does one locate and conduct
discourse analytic research?

How do we evaluate DA research?

6. Workshop on your study READ for 10/13

Thurs. Transcribe and Wetherell: Debates in Discourse research
10/9 analyze data. Articles presenting Debate among DA
researchers.

WRITE:
Summarize an approach and/or method and its
relationship to your research
question(s)/interest (email to class members)
7. Wetherell readings discussion: Transcribe and
Mon. What are the intellectual traditions analyze data. Take a deep breathe
10/13 that have evolved into particular
approaches to DA?

What are the debates among DA

researchers from different
traditions?
7. READ for 10/23
Thurs. Designated e article(s)
10/16 “Talk Through” discussion of
examples of DA Studies WRITE:
What purposes, questions, and DA Summarize an approach and/or method and its
methods drove the studies? relationship to your research
question(s)/interest (post to CTools)
Literature analysis grid (supplied), which
summarizes an e-study related to your
research interests. (Post to CTools)
Prepare a “talk through” of one of the articles.
8. STUDY BREAK
Mon.
10/20

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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
 9

8. Discussions of e-articles (4) READ for 10/27

Thurs. Designated e article(s)
10/23 1.
2. WRITE:
3. Literature analysis grid (supplied), which
4. summarizes an e-study related to your
research interests. (Post to CTools)
Prepare a “talk through” of one of the articles.

9. Discussions of e-articles (2) READ for 10/30

Mon. Designated e article(s)
10/27 1.
2. WRITE:
Literature analysis grid (supplied), which
summarizes an e-study related to your
research interests. (Post to CTools)
Prepare a “talk through” of one of the articles.
9. READ for 11/3
Thurs. Discussions of e-articles (4) Complete analysis. Designated e article(s)
10/30
1. WRITE:
2. Literature analysis grid (supplied), which
3. summarizes an e-study related to your
4. research interests. (Post to CTools)
Prepare a “talk through” of one of the articles.
10. Discussions of e-articles (2) WRITE:
Mon. Prepare presentation Prepare presentation.
11/3 1.
2.

10. Present study in progress for WRITE:

Thurs. feedback by seminar members. (4) Prepare presentation Prepare presentation.
11/6
1.
2.
3.
4.

11. Present study in progress for WRITE:

Mon. feedback by seminar members. (2) Prepare presentation Prepare presentation.
11/10
1.
2.

11. Present study in progress for WRITE:

Thurs. feedback by seminar members. (4) Prepare presentation Prepare presentation.
11/13
1.
2.
3.
4.

12. Present study in progress for

Mon. feedback by seminar members. (2)
11/17
1.
2.

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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008
 10

12. READ for 11/28:

Thurs. Structural and rhetorical analysis Read Michaels article to observe its rhetorical
11/20 of a published article. structure and argument.

WRITE:
Analyze article’s structure and rhetorical
features using handout.
13. Discussion: WRITE:
Mon. What are the rhetorical structure Write zero draft of transcript analysis and
11/24 and argument of Michael’s article? findings.

13. THANKSGIVING
Thurs.
11/27
14. Responding to zero drafts Organize study for WRITE:
Mon. write up Draft write up of mini-study
12/1

14. Responding to paper drafts Drafting paper WRITE:

Thurs. Revise draft of mini-study
12/4 Make appointment to meet with Lesley about
your finished paper.
15.
Mon. Responding to paper drafts Complete study paper Email your paper to Lesley at least two days
12/8 before your meeting.

12/15 Meet with Lesley to discuss her

through response to your paper.
12/18

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Introduction to Discourse Analysis
University of Michigan
L. Rex, Fall 2008

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