Name

Aamir Aziz
Rooll No
02
Class
BS 5th Morning
Subject
Discourse Analysis
Course Instructor
Dr Snobra Rizwan
BZU MULTAN
  Lesson 1
What is the matter?

 Activity 1
Are you okay,jill?
You look terrible!
I feel terrible.
What's the matter?
I have a bad headache.
Did you take some aspirin?
Yes,I did, but it's not working.
I hope you feel better soon!

 Activity 2.
Telco, may i help you?
Hi, Amanda.
What's the matter?
You don't sound too good.
I'm not coming to work today. I have a bad cold.
Did you call a doctor?
Yes, I have an appointment at 11 O'clock.
Well, I hope you get better soon.
Thanks, Amanda, bye.
Goodbye.

 Lesson 2
Can we meet tomorrow?
 Activity 1.
Hi Luis, can we meet to discuss the Brog project?
Sure, when would you like to get together?
How about tomorrow morning?
Sorry, tomorrow morning's not good for me.
Are you busy tomorrow afternoon?
I'm free from 2:00 to 3:30. Does that work for you?
Sure does!

 Activity 2.
Hello, may I speak to a Lena, please?
I'm sorry, she's not here now.
Could I leave her a message?
Sure, may I have your name?
Junichi Sato.
Junichi Sato. And the message?
Please tell her I can't meet her on Friday. I need to reschedule.
Okay. Does she have your number?
Yes, she does. She can call me at work.
All right. I'll give her the message Mr. Sato.
Thank you, bye.

 Lesson 3
I love Mexican food.
 Activity 1.
Let's go out for dinner tonight.
Okay. Where do you want to go?
How about the new sushi restaurant?
Oh, I had lunch. Ed yesterday with Susan.
Then how about the Mexican place in Oak Street?
Sounds great! I love Mexican food.
 Activity 2.
What I really like are snacks. You know, peanuts, potato chip,s candy.
I guess I like things that are salty and sweet.
No salads for me. I'd much rather have junk food.
Even when I eat a regular meal, I usually add salt. Most food just aren't salty enough for
me.
Andy.
What's my favourite kind of food?
I guess I'm a meat and potatoes kind of guy. I like to eat staek and hamburgers.
I also eat a lot of pasta, French fries, and potatoes. I don't eat very much fish or chicken.
Amanda.
My favourite kind of food? I eat a lot of fruit and vegetables. I love salads. I don't eat very much
chicken or meat, but I eat fish once or twice a week.
 Activity 3.
Work on Fire. May I help you?
I'd like to order a takeout dinner, please.
Yes, what would you like to order?
Let's see. I'd like some wonton soup.
One wonton soup.
And the beef with broccoli, please.
Okay.
I'd like a couple of side dishes, too. One order of egg rolls and the calamari.
Egg rolls and calamari. Okay. Anything else?
No. That's all.
Okay, your order will be ready in 30 minutes.
Thank you, bye.

 Lesson 4
What do you do there?
 Activity 1.
So you work at exact wireless?
Yes, that's right.
How do you like?
It's very interesting. I'm working on three different projects at the moment.
And what do you do?
I'm a project manager.
Oh, I see, budgets, schedule.
And weekly reports to the vice President of the operations.
 Activity 2.
Albert
My company makes airplane parts. I supervised 20 people in our Chicago factory. It's a hard
job and there's a lot of stress. I'd like to find some other kind of work.
Cynthia
I'm the director of the human resources at a large financial services company. It's my job to
help all oyr employee do their jobs. It's not easy, but I enjoy it. I like working with people.
Ricardo
I work for a software development company. It's a cool job. We create multimedia games. I
write code that's what we call writing software it's a lot of fun.
Karen
I work in the accounting department of a large clothing store. I have to pay the bills and make
sure we get paid. Most people think my job is boring, but it's not boring to me. I like working
with numbers.

 Lesson 5
- May I help you?
 Activity 1.
May I help you?
We were just looking.
We're having a sale on electronics today. TVs and stereo equipment are all 20 % off.
If we get a new TV, we'll have to buy a cabinet for it.
No problem, we're having a sale on furniture, too.
Really? What floor is that on?
Right upstairs - third floor.
 Activity 2.
You always wear such nice clothes, Janet. Where do you shop.
Well, in different places.
I buy some clothes at department stores, but my nicest clothes come from some of the
smallest stores downtown.
Aren't their clothes more expensive?
Not always - not when they're on sale. And I think the quality is better.
Do you ever buy clothes online?
Not very often, I know that you can find some good prices online. I like to look at clothes
and try them on before I buy them.

 Lesson 6
- I'd like to make a reservation.
 Activity 1.
Stanton hotel. Reservations. May I help you?
Yes, I'd like to make a reservation.
For which nights?
January 7th through the 10th.
And for how many people?
Just myself.
Yes, we have rooms for those nights. Would you like a single room or a…?
 Activity 2.
 Conversation A
How many bags, sir?
These two suitcases and that bag over there.
Shall I take them to the lobby, sir?
No, to the front door, please, a texi is picking me up.

 Conversation B
I'd like to order some lunch. Can you bring it to my room?
Yes, of course. What would you like to order?
Let's see. Could you bring me a salad, a turkey sandwich, and a coke?
Certain, your room number?
Five twelve.

 Conversation C
Hello, I'd like to get some information about restaurants.
There are several excellent restaurants near the hotel. What kind of food do you like.
I like Italian and French food.
There's a wonderful Italian restaurant just two blocks from here.
Shall I call them to make a reservation for you?
Thank you. That would be great.

 Discussion

o One unit of discourse which we have not discussed here is the sentence. In
traditional pedagogical treatments of English grammar, a sentence is sometimes
defined as"the expression of a complete thought." How would you go about
identifying the sentence in written text? Could you see the same criteria to identify
sentences in oral discourse? If not, what criteria could you use? How useful it is to
talk about speech in terms of sentences? In an encyclopedia or a history of rhetoric,
look up the history of written sentence and report on it.

Basically, we are familiar with the written discourse and also with the aspects of the grammar of
written discourse. We know that in the written discourse words are separated by blank spaces
and a sentence began with a capital letter. Different genres of writing involve the use of different
units and different rules. However, it is thought that oral discourse such as casual conversation is
fairly chaotic, random and unstructured. The units of oral discourse are basically different from
those of oral discourse as people don't speak in paragraphs. But, we can't say that a oral discourse
is a set of random words.
Basically, when people speak they don't speak randomly. Though they don't have strctural
rules in their minds, they have a sequence of words in their minds. When people produce
discourse, they make use of generalization they have made about what the part tend to be and
how they tend to be arranged. On the basis of internal patterns and regularities we can formulate
generalization about which kind of unit precede and follow which other kind of units both in
single utterance and in a longer sentence and also in conversation.
We can formulate, what kind of units come, where and what it means that a unit appears in
a place or another. We can then the discourse into parts. We can make these claims about the
structure without insisting that structural rules are innate. Sometimes, the utterance and sentence
and text are not the result of structural rules at all.

Audio- record a few minutes of a conversation and transcribe it in several ways: as a

playscript with each speaker's turn stating on a new line , in t - units or clauses, and in
intonation units or lines. Which transcription is easiest to read and why? Which do you
think captures the sound of the conversation best? Is any of the system more accurate than
the others? Experiment with the other ways of representing the conversation on paper.
Could you use musical notation for example? A variety is fonts, type size, and colors?
Conversation is an enterprise in which one person speak and another listen. Speakers basically
have systems for determining when one person turn is over and the other person began. This
exchange of turns is signaled by linguistics means such as intonation, pausing and phrasing.
Some people await a clear pause before beginning to speak but some assume that its an invitation
to someone else to start his discussion.
Lesson 1and lesson 2 has a rythmatical pattern as it occurs across a wide variety of speech
geners, ranging from spontaneous conversation to memorized ritual chants. This pattern consist
of lines uttered by one speaker , often marked at the beginning or end and followed by a response
from the second speaker. In lesson 1 , though we refer to the same conversation and purpose
behind both the conversation is same but we'll give preference to the second activity as it is more
formal one with a proper starting and a proper ending. Similar is the case with the lesson 2 as
these conversations make use of words like thanks and goodbye.
In lesson 3 we'll see that there is a pattern in activity 1 and a more rythmatical pattern in
activity 3 as the talk is in sequence. But it seems that the conversation in activity 2 is in chunks
as everyone is talking differently though the purpose and topic is same but our understanding is
different. We can also see that in activity 1 and activity 3 the speaker and listeners are dependent
on each other waiting for one to stop and the other to start their conversation and each clause and
line is dependent on the other one. But in activity 3 every one is expressing their own thoughts
and the contents of one doesn't depend on the other.

o Different ways of chunking oral discourse into units of sound, units of structure,
and units of meaning - sometimes coincide. As Chafe notes, for example, an
intonation units representing a cognitive focus often consist of one grammatical
phrase; as Sherzer notes, a line is an acoustic unit as well as a grammatical one. It is
surprising that sound, grammar and meaning coins in ways like these? Which
reason for discourse chunking, if any, do you think is the most basic or important?

Basically, focus of consciousness give rise to a burst of talk or intonation units surrounded by
brief pauses. Center of interest are expressed in sentence like form and end with sentence final
falling intonation. Sometimes the talk is random and sometimes it follows a rythmatical pattern.
The grammar of the discourse can help us to analyze the way in which the sentences are
constructed ( verb i, active and passive construction and the use of imperative and questions) and
can reveal aspects of intended meanings.
The sound of discourse can help us to analyze the emphasis. Intonation means the rise and
fall in tone will help us to analyze the stress. Tone of voice, pauses, gestures and sounds like
"um" can reveal speaker intentions , attitude and emotions. The meanings of the discourse can
reveal the structure and the purpose of discourse so, basically meanings plays important role. If
grammar is right and we also understand the sound patterns but are unable to understand the
meanings than it will be useless. But sounds patterns also plays an important role as through
intonation we can understand the attitude and meanings of the speaker.