English Discourse: Learning Module

Aklan Catholic College
Archbishop Gabriel M. Reyes St.

5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: aklancollege@yahoo.com
ACC Flexible Learning System
Learning Module
English Discourse
Module no: 1 of 2
FL Design: CorreL
Course Code & Title: ELS 9-English Discourse
Course Description: The course focuses on the study of spoken and written English above the sentence
level. Analytic approach will be utilized in this course as discourse analysis will be given focus.
Furthermore, activities on analysis of discourse texts will be given as an avenue for students to develop
their linguistic competence and critical thinking.
Outcomes: At the end of the course, the learner should have

1. illustrated the process of discourse analysis;
2. analyzed social languages from a given discourse;
3. presented situated meanings of words from a discourse;
4. analyzed cultural models in a discourse;
5. discussed considerations in analyzing written and spoken discourses;
6. present a discourse analysis of spoken discourse; and
7. present a discourse analysis of a written text.
Introduction to the Module:
This is Module 1 of 2 of the course ELS 9-English Discourse. This learner module is developed
for the flexible learning program of Aklan Catholic College and programmed to run for at least a week.
This module tackles the first four outcomes of the course:
1. illustrated the process of discourse analysis;
2. analyzed social languages from a given discourse;
3. presented situated meanings of words from a discourse; and
4. analyzed cultural models in a discourse.
This module primarily tackles the significance of discourse, the process of discourse analysis, its
elements, and tools of inquiry used in analyzing discourses. Moreover, activities which requires analysis of
discourses are also given in this module.
This module is primarily used at home and it takes advantage of task-based approach to
education and self-paced learning. Success of learning would essentially depend on the collaboration
between the instructor and the learner and the commitment of the learner to self-directed learning.
How to use this Module
Below is a program or sample learning cycle prepared by the module developer to help you
navigate your way through the module works. You are highly encouraged to follow the program to
increase the success rate in using the module.
It is very important that every time you begin work on your module that you begin with a prayer
for guidance, openness, clarity of mind, and wisdom. At the end of each module work, say a prayer of
gratitude, guidance, and passion to put into good use what you have learned. See the prayer page for the
prayers we say before and after each learning session.
As this module comes with reading materials and a dual flash drive containing learning media,
you should study thoroughly all the required readings and other media cited in the concept notes. All
readings and media written in bold in the concept notes can be found in the dual flash drive. If you have
any issues in accessing the content of the dual flash drive, please contact your instructor right away.
You are also encouraged to study supplementary materials provided in the dual flash drive. It is
wise that you review first the outline of the module and the guide questions in each lesson to get an
Module 1 English Discourse Aklan Catholic College HED

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overview of the module. This will help you create a focus to facilitate answering the quizzes and written
test and performing the activities and the task in each lesson.
It is recommended that you complete two lessons a day so that you can have ample time to
prepare for the written test and for the task performance.
Sample Learning Plan

To keep you on track of your learning task, you can create a plan or program of your home-
based learning. Creating a routine of learning task will help you create a focus that is essential for your
success in this learning modality.
The table below is a sample of a personal learning plan. You are encouraged to use the same
template or create one that works better for you. It is also important to coordinate this schedule with your
instructor and your assigned peer.
Module 1-Week 1
Day 1 Day 2 Day 3 Day 4
Course Mon Tue Wed Thu Fri
ELS 9 Lesson 3 to
 Opening Lesson 4
prayer
 Study all  Opening prayer
materials  Study all
 Answer materials
quizzes  Answer quizzes
 Perform  Perform activities
activities  Work with peer
 Work with  Write reflection
peer  Closing prayer
 Write
reflection
 Closing prayer
 Opening prayer  Opening prayer

 Study all  Study all materials
materials  Answer quizzes
 Answer  Perform activities
quizzes  Work with peer
 Perform  Write reflection
activities  Closing prayer
 Work with peer
 Write reflection
 Closing prayer
For activities that require writing, write legibly as this will helps a lot on how you successfully get your
ideas across. You can write in extra sheets of paper if necessary. If available, you can process your
responses on Microsoft office and print or store soft copy in the dual flash drive. Extra sheets of paper
should be inserted between the pages where the activity can be found. Don’t forget to label these extra
sheets or soft copies with your name and the title of the activity.
Make sure to take all the quizzes and written test and to perform each activity with care and diligence.
Some activities may be performed individually while some activities may require collaboration with your
peer.
You are allowed to maximize your understanding of the topics by reading available materials at your
respective home. You may also read articles, news, blogs, journals or researches related to the topic.
Videos or live sessions may also be referred to deepen your understanding.
For collaborative activities, called Peer work in this module, your instructor will provide the name and
mobile number of the students with whom you will collaborate. The Peer work is one of the most essential
feature of this module and will mean a lot for learning to succeed as we recognized that you can learn
better if you share insights and perspectives with another. The peer work may be done through phone
calls or text messaging. If better channels are accessible at the time of the activity such as chat or forum,
make use of better channel. If connecting with your designated peer through the most basic means is
impossible, try your best to solicit ideas from members of your household on the questions, statements, or
instructions contained in the peer work.
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Once you have completed this module, place this module and all required outputs for the week in the
learning packet to prepare them for collection. Make sure to recheck your submissions especially soft
copies that you have stored in the dual flash drive. If you are having any trouble in storing the files into
your dual flash drive, please contact your instructor right away.
Course Requirements
1. Peer work
2. Reflection
3. Quizzes (10%)
4. Activities (20%)
5. Written Test (20%)
6. Task Performance (50%)
Table of Contents
Lesson 1 – Illustrating the Process of Discourse Analysis
Intended Learning Outcomes ……………………………………… 5

Instructions ……………………………………… 5
Concept Notes ……………………………………… 5
Links to supplementary materials ……………………………………… 7
Lesson 2 – Analyzing Social Languages

Instructions ……………………………………… 8
Concept Notes ……………………………………… 8
4
Lesson 3 – Illustrating Situated Meanings of Words

Instructions ……………………………………… 13
Concept Notes ……………………………………… 13
Links to supplementary materials ……………………………………... 15
Lesson 4 – Analyzing Cultural Models

Instructions ……………………………………… 16
Concept Notes ……………………………………… 16
Learning Activity Sheets

Peer Work (L1) ……………………………………… 18
Quiz (L1) ……………………………………… 19
Activities (L1) ……………………………………… 21
Reflection(L1) ……………………………………… 22
Peer Work (L2) ……………………………………… 23

Quiz (L2) ……………………………………… 24
Activities (L2) ……………………………………… 26
Reflection(L2) ……………………………………… 28
Peer Work (L3) ……………………………………… 29

Quiz (L3) ……………………………………… 30
Activities (L3) ……………………………………… 32
Reflection(L3) ……………………………………… 34
Peer Work (L4) ……………………………………… 35

Quiz (L4) ……………………………………… 36
Activities (L4) ……………………………………… 38
Reflection(L4) ……………………………………… 40
Written Test ……………………………………… 41
Performance Task
Instructions ……………………………………… 44
Rubric ……………………………………… 44
Illustrating the Process of Discourse Analysis

Lesson 1
I. Intended Learning Outcomes

At the end of this lesson, the learner will have
1. discussed the nature and process of discourse analysis; and
2. illustrated the process of discourse analysis through collaboration with peers.
II. General Instructions

1. Read the guide questions
2. Study the concept notes. Refer to materials cited for further understanding.
3. Study supplementary materials for additional information
4. Work with peer
5. Take the quiz
6. Perform the activity
7. Fill out the reflection page
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III. Guide questions

Use this guide questions to navigate through the keynotes and additional readings and media.
Keep them in mind while studying. You can use a separate note to pick up answers from the
materials as you move along them.
1. What is the significance of studying discourse?
2. How does discourse analysis happen?
IV. Concept Notes
Language has a magical property: when we speak or write we craft what we have to say
to fit the situation or context in which we are communicating however, how we speak or write
creates that very situation or context as well (Gee, 2001).
Environment or context affects the way we speak and the way we write which is the focus
when analyzing discourses either spoken or written. Analyzing discourse is a way to discover
meanings of utterances or writings. It will help you to have a better grasp of the information you
encountered.
Thus, in this lesson we will have a brief background what is discourse, its scope, as well
as the significance of discourse analysis.
DISCOURSE
 The term discourse dates back to the 14th century.
 From the Latin word ‘discursus’, meaning a ‘conversation’
 Today, this term signifies for various purposes, but in all cases, it relates to
language, and describes it in some way.
 According to Longman Dictionary of Contemporary English (2001) cited by Drid
(2010), discourse is defined as ‘a serious speech of piece of writing on a particular
subject.’ Thus, it involves both spoken and written modes, though sometimes it is
confined to speech being designated as ‘a serious conversation between people.’
 According to Carter (1993) as cited by Drid (2010), the word discourse specifies
several denotations as discussed below:
1. Discourse refers to the topics or types of language used in definite contexts
which is possible to talk of political discourse, philosophical discourse, etc.
2. The term discourse is usually employed to stand for what is spoken, while the
text is employed to denote what is written. However, Nunan (1993, cited Drid,
2010) argued that the two terms are used interchangeably and are treated
differently.
3. Discourse is used to establish a significant contrast with the traditional notion of
‘sentence’, the ‘highest’ unit of language analysis: discourse refers to any
naturally occurring stretch of language.
 One of the characteristics of discourse is not only its supra-sentential nature as its
entirety because it has its coherence. Thus, Nunan (1993) as cited by Drid (2010)
discourse is a complete meaningful unit conveying a complete message which
cannot be perceived by examining alone its parts
DISCOURSE ANALYSIS
 Two divergent approaches are usually used to start in analyzing a discourse: the
formal approach and functional approach.
1. Formal or Structural. DA is seen by emphasizing on pieces larger than
sentences. As noted by Schiffrin (1994, cited by Drid, 2010) discourse is
higher level in the hierarchy: morpheme, clause and sentence. Furthermore,
she added that the purpose of DA is to show the internal structural
relationships that compose the units of discourse to each other. Therefore,
its goal is to describe formal connectedness within it.
2. Functional. This is not concerned with intra=sentential relations as much as
with language use. This is supported by Brown and Yule’s (1993, cited by
Drid, 2010) where discourse analysis is the analysis of language in use.
 These two approaches cannot restrict on describing the linguistic forms
independent of the purposes or functions which are designed to serve in human
affairs. The focus takes on the regularities of utterances when situated in
contexts. Therefore, context where utterances are made contribute to the
meaningfulness of discourse.
WHY DISCOURSE ANALYSIS?

 It is common to everyone that a language user subconsciously possesses
the ability to construct sentences out of their minor parts like sounds,
morphemes, words, as well as giving interpretation for them. Yet, the
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elements mentioned cannot do without utilizing language. Moreover,

Carter (1993 cited by Drid, 2010) stated that there are grammatical
sentences which are difficult to understand, while grammatically
erroneous sentences might be easy to understand. Thus, there are
features of language that cannot be accounted for in grammatical terms:
some kind of systematicity is thought to transcend the grammar of
sentences.
 As cited by Drid (2010) Yule (1985) concludes that attaining an
interpretation of the messages we receive and making our own messages
interpretable is not a matter of linguistic form and structure alone.
Language users know more than that: they know ‘discourse’ rules.
CONTEXT AND THE ANALYSIS OF DISCOURSE

 Context in discourse analysis being the environment in which the
language is used can be linguistic or extra-linguistic (Widdowson, 1973
cited by Drid, 2010).
 Harris (1952; Drid, 2010) stated that context can be approached from a
linguistic angle which falls on formal definition of discourse. The analyst
here focuses on linguistic elements that surround the utterances in order
to arrive at a satisfying interpretation of meaning which is based on intra-
textual relations which bind them which is being referred as ‘the linguistic
context.’ Sometimes the term ‘co-text’ is usually used to refer to this
particular sense of context.
 The following are what Carter (1993 cited by Drir, 2010) expounded on
co-text and shows the interrelatedness of linguistic items within it:
1. Internal environment of text is an established context where all
features whether at word, clause, or between-sentence level are part
of such environment: any word relates to those words which
surround it both in the immediate vicinity and in other parts of the
text.
2. Exact message conveyed in speech or writing based on what
surrounds the linguistic item can be possibly arrived at by an analyst.
Thus, linguistic context is partly investigated, the way sentences are
interrelated and the formal properties which comprise a piece
together.
3. Context can be tackled from a wider perspective where interpretation
and construction go beyond linguistic boundaries which includes the
external world. Thus, analysts try to unveil the patterns of situational
context and show its relationship to the patterns of discourse itself.
4. Nunan (1993) stated the components of extra-linguistic which can
compose the external environment.
(a) the type of communicative event (for example, joke, story,
lecture, greeting, conversation);
(b) the topic;
(c) the purpose of the event;
(d) the setting, including location, time of day, season of year and
physical aspects of the situation (for example, the size of the room,
arrangement of furniture);
(e) the participants and the relationships between them; and
(f) the background knowledge and assumptions underlying the
communicative event.
THE SCOPE OF DISCOURSE ANALYSIS

 In analyzing discourses, it also involves analyzing language. In
order to understand the language of discourse, then understanding
the words where it resides is required. Thus, going outside of
linguistics.
 As cited by Drid (2010), McCarthy (1991) commented that DA,
despite being interdisciplinary, finds its unity in the description of
‘language above the sentence’ and a concern with the contexts
and cultural influences that affect language in use.
Want to know more?
Check out the file, Discourse Analysis: Key Concepts and Perspectives stored in your flash
drive. This can be accessed through your mobile device, tablets, or laptops
Additional Readings
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For further study, read the following resources saved in your flash drive:
1. Discourse Analysis by Kuper (2008)
References
1. Drid, T.(2010).Discourse analysis: key concepts and perspectives. Retrieved
December 27, 2020 from
https://www.researchgate.net/publication/282184078_DISCOURSE_ANALYSIS
_KEY_CONCEPTS_AND_PERSPECTIVES.
2. Gee, J. (2001). An introduction o discourse analysis. New York, USA:
Routledge.
Analyzing Social Languages

Lesson 2

1. discussed the nature of language used in different contexts; and
2. illustrated how social languages vary when faced with different contexts;
3. analyzed the social language in a given discourse with analytical thinking.

4. Work with peer
5. Take the quiz

1. How does society shape the way we use the language or vice versa?
2. How do the whos and whats in a discourse be determined?
IV. Concept Notes
When we use the language, we either shape the situation or the situation shapes the
language we use. Hence, the culture and society we lived in also affect the language we use and
vice versa.
In the previous lesson, it was discussed that language has an important role when
studying discourse as well as its significance.
Hence, in this lesson we will look on how our social languages affect in a way the
discourses we create. We will see that the way we communicate to our peers is far different when
dealing with parents and teachers.
DISCOURSES AND SOCIAL LANGUAGES

In order to build activities and institutions, people always actively use spoken and
written language yet they do this in more or less routine ways due to our history and culture.
Although these routines in building activities and institutions seem apart from language and
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action, there is a presence of need to continuously and actively rebuilt it here and now.
Thus, change, transformation, and the power of language-in-action in the world is
accounted (Gee, 2001).
Everyday people continuously build and rebuild the worlds they’re living in not just
through language, but language in accordance with actions, interactions, non-linguistic
symbols, objects, tools, technologies, and unique ways of thinking, valuing, feeling and
believing
According to Gee (2001) when people speak or write, they always and continuously
construct or build six things or six areas of “reality”:
4. The meaning and value of aspects of the material world: I enter a plain, square
room, and speak and act in a certain way (e.g. like someone about to run a
meeting), and, low and behold, where I sit becomes the “front” of the room.
5. Activities: We talk and act in one way and we are engaged in formally opening a
committee meeting; we talk and act in another way and we are engaged in “chit-
chat” before the official start of the meeting.
6. Identities and relationships: I talk and act in one way one moment and I am
speaking and acting as “chair” of the committee; the next moment I speak and
talk in a different way and I am speaking and acting as one peer/colleague
speaking to another.
7. Politics (the distribution of social goods): I talk and act in such a way that a visibly
angry male in a committee meeting (perhaps it’s me!) is “standing his ground on
principle,” but a visibly angry female is “hysterical.”
8. Connections: I talk and act so as to make what I am saying here and now in this
committee meeting about whether we should admit more minority students
connected to or relevant to (or, on the other hand, not connected to or relevant
to) what I said last week about my fears of losing my job given the new
government’s turn to the right.
9. Semiotics (what and how different symbol systems and different forms of
knowledge “count”): I talk and act so as to make the knowledge and language of
lawyers relevant (privileged), or not, over “everyday language” or over “non-
lawyerly academic language” in our committee discussion of facilitating the
admission of more minority students.
When speaking or writing, we usually know who’s doing what and what is being
done by a person. However, this is somewhat difficult to do when we are dealing with
written discourses same goes with spoken discourse where it is a simultaneous activity.
Knowing who’s and what’s in a discourse is challenging since it involves
linguistic competence where linguistic inputs needed to be taken note of.
Hence, we will be tackling next the whos and whats in a discourse.
A. Whos and whats

Projecting oneself as a certain kind of person in different contexts when speaking and
writing requires the use of the resources of English when speaking or writing. People have
differential access to different identities and activities, associated with various status and
social goods which can be a root source of inequality in society where when interventions
are made social justice will be serve.
Oral and written utterance can only have meaning when it communicates a who and a
what (Wider and Pratt, 1990 cited by Gee, 2001).
Gee (2001) pointed out that the ‘who’ is a social-situated identity, the ‘kind of person’
one is seeking to be and enact here and now while the ‘what’ is a socially-situated activity
that the utterance helps to constitute.
Thinking about identity enacted in and through language shows various complications.
Whos can be multiple and they need not always be people. For example, the President’s
Press Secretary can issue an utterance that is, in fact, authored by a speech writer and
authorized (and even claimed) by the President. In this case, the utterance communicates a
sort of overlapping and compound who. The Press Secretary, even if she is directly quoting
the speech writer, must inflect the remark with her own voice. In turn, the speech writer is
both “mimicking” the President’s “voice” and creating an identity for him.
Not just individuals, but also institutions, through the “anonymous” texts and products
they circulate, can author or issue “utterances.” An utterance can be authored, authorized
by, or issued by a group or a single individual. Finally, we can point out that whos and whats
are not really discrete and separable. You are who you are partly through what you are
doing and what you are doing is partly recognized for what it is by who is doing it. So it is
better, in fact, to say that utterances communicate an integrated, though often multiple or
“heteroglossic,” who-doing-what.
Observe the following example from an aspirin bottle on how whos and whats are
communicated in a language
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Warnings: Children and teenagers should not use this medication for chicken pox or flu
symptoms before a doctor is consulted about Reye Syndrome, a rare but serious illness
reported to be associated with aspirin. Keep this and all drugs out of the reach of
children. In case of accidental overdose, seek professional assistance or contact a
poison control center immediately. As with any drug, if you are pregnant or nursing a
baby, seek the advice of a health professional before using this product. IT IS
ESPECIALLY IMPORTANT NOT TO USE ASPIRIN DURING THE LAST 3 MONTHS
OF PREGNANCY UNLESS SPECIFICALLY DIRECTED TO DO SO BY A DOCTOR
BECAUSE IT MAY CAUSE PROBLEMS IN THE UNBORN CHILD OR
COMPLICATIONS DURING DELIVERY. See carton for arthritis use+ and Important
Notice.
For Gee (2001), there are two who-doing-whats in this warning, and they are
interleaved. The first is made up of the following sentences:
Children and teenagers should not use this medication for chicken pox or flu
symptoms before a doctor is consulted about Reye Syndrome, a rare but serious
illness reported to be associated with aspirin. It is especially important not to use
aspirin during the last 3 months of pregnancy unless specifically directed to do so
by a doctor because it may cause problems in the unborn child or complications
during delivery.
The second who-doing-what is made up of the following sentences, placed in the middle
of the other two:
Keep this and all drugs out of the reach of children. In case of accidental overdose,
seek professional assistance or contact a poison control center immediately. As with
any drug, if you are pregnant or nursing a baby, seek the advice of a health
professional before using this product.
These two who-doing-whats “feel” different. They are authorized and issued by different
“voices” to different purposes and effects.
The first speaks with a lawyerly voice responding to specific court cases; the second
speaks with the official voice of a caring, but authoritatively knowledgeable company trying
to avoid anyone thinking that aspirin in particular is a potentially harmful drug.
On the other hand, the second who-doing- what partly contradicts the first which is used
to be the only warning on the bottle (with the order of the sentences a bit different).
The warning on the aspirin bottle is heteroglossic--“double-voiced,” since it interleaves
two different whos-doing-whats together.
To better understand the who’s and what’s concept, read page 23 of An

Introduction to Discourse Analysis by Gee (2001) stored in your flash drive.
B. Discourses (with a big “D”)

Gee (2001) asserted that “big D” Discourses are always language plus “other stuff.”
Making visible and recognizable ‘who we are’ and ‘what we are doing’ involve more than
just a language. It may involve acting-interacting-thinking-valuing-talking-(sometimes writing-
reading) in the “appropriate way” with the “appropriate” props at the “appropriate” times in the
“appropriate” places.
The key to Discourses is “recognition.” If you put language, action, interaction, values,
beliefs, symbols, objects, tools, and places together in such a way that others recognize you as a
particular type of who (identity) engaged in a particular type of what (activity) here and now, then
you have pulled off a Discourse.
Discourses are always embedded in social institutions, and often involve various “props”
like books and magazines of various sorts, laboratories, classrooms, buildings of various sorts,
various technologies, etc.
Discourses, through words and deeds, carry on conversations with each other through
history, and, in doing so, form human history. Think of the long-running and ever-changing
“conversation” between creationists and biologists. Think of the long-running and ever-changing
“conversation” in the Philippines about corruption between laymen and politicians. We humans
are very often unaware of the history of these conversations, and thus, in a deep sense, not fully
aware of what we mean when we act and talk.
C. Discourses are not “units” with clear boundaries

Recognition work is when people try to make visible to others and to themselves who
they are and
what they are doing. They engage in such work when they try to recognize others for who they
are and what they are doing. They engage in such work within interactions, moment by moment
as well as when they reflect on their interactions later and when they try to understand human
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interactions. These recognition are usually consciously done or not. Usually people have labels
for whos and whats they recognize, sometimes they don’t, and these labels are subject to
changes over time.
Discourses have no clear boundaries because people are always creating new
Discourses, changing old ones, and contesting and pushing the boundaries of Discourses. For
example, you as the president of an English club, speak and act with an attempt to get
recognized as a ‘democratic leader collecting opinions and views of members for a project your
club will implement.’ If you get recognized as such, then your performance is in the Discourse of
a democratic leader. If you don’t, it isn’t.
If you wish to have a wider understanding on Discourses, read page 26 of An

Introduction to Discourse Analysis by Gee (2001) stored in your flash drive.
D. Social languages
All languages are composed of many different social languages. Social languages are
what we learn and what we speak.
Social languages and ‘Discourses’ are terms for different things. For Gee (2001), the
term social languages talk about the role of language in Discourses. As mentioned above,
Discourses always involve more than language. They always involve coordinating language
with ways of acting, interacting, valuing, believing, feeling, and with bodies, clothes, non-
linguistic symbols, objects, tools, technologies, times, and places.
Read the example which shows the application of different social languages on
page 34 of An Introduction to Discourse Analysis by Gee (2001) stored in your flash drive
and answer the following questions.
1. How did Jane retell the story, discussed in her class, to her boyfriend? How
about to her parents? Are there any similarities or differences? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Based on the example you have read, it shows that not just that words are connected to
different whos and whats, but that are always being acquired within and licensed by specific
social and historically shaped practices representing the values and interests of distinctive
groups of people. Hence, making clear that in using language what is at stake are whos-
doing-whats which are created and changes in history.
E. Big ‘C’ Conversations: Conversation among Discourses

Gee (2001) pointed out that the term “conversation” can be misleading in this
kind of discussion. When the word conversation comes in people tend to think of it as
“just words.” However, for Gee (2001) it involves beyond words which in fact,
Discourses. He called ‘Conversations’ with a ‘big C’ because it is viewed as historic
conversations between discourses.
Conversations are not solely involved with people and language but is
composed as well of at least the following three non-verbal things:
1. controversy, that is, “sides” identified as constituting a debate (Billig
1987);
2. values and ways of thinking connected to the debate; and
3. the “symbolic” value of objects and institutions that are being called non-
verbal participants in the Conversation (Latour 1987).
To have a better understanding of Conversations, read the example on

page 44 of An Introduction to Discourse Analysis by Gee (2001) stored in your
flash drive.
Conversations are involved with themes and values which circulated in a

multitude of texts and media and have done so in the past. Thus, the products of historic
meaning making within Discourses.
People are aware of these themes and values yet do not know the historical
events which shaped and sustained them in the past and passed it down to them today.
For example, throughout the latter half of the nineteenth century in Massachusetts,
courts were asked to return escaped slaves to their Southern “owners” (von Frank
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1998). These court battles, and the accompanying controversies in newspapers and
public meetings, engaged two distinctive Discourses among several others.
F. Social languages and Discourses as tools of inquiry

The terms social languages, discourses, and conversations were treated in the
discussion above as things which exist in the mind. However, these three are ways or
tools of inquiry as analysts to construct and construe the world.
When faced with a piece of oral or written language, an analyst ask the
following questions:
5. What social languages are involved? What sorts of “grammar two”
patterns indicate this? Are different social languages mixed? How so?
6. What socially situated identities and activities do these social languages
enact?
7. What Discourse or Discourses are involved? How is “stuff” other than
language” (“mind stuff” and “emotional stuff” and “world stuff” and
“interactional stuff” and non-language symbol systems, etc.) relevant in
indicating socially situated identities and activities?
8. What sort of performance and recognition work (negotiations and
struggles) has gone on in interactions over this language? What are the
actual or possible social, institutional, and political consequences of this
work?
9. In considering this language, what sorts of relationships among different
Discourses are involved (institutionally, in society, or historically)? How
are different Discourses aligned or in contention here?
10. What Conversations are relevant to understanding this language and to
what Conversations does it contribute (institutionally, in society, or
historically).
Want to know more?
Check out Chapter 2 Discourses and Social Languages of the file, An Introduction to
Discourse Analysis stored in your flash drive. This can be accessed through your mobile
device, tablets, or laptops
Additional Readings
For further study, read the following resources:
1. Spoken Discourse: Conversation Analysis of a Teacher and Student
Conversation by Faiz (2020)
References
2. Gee, J. (2001). An introduction o discourse analysis. New York,
USA:Routledge.
Illustrating Situated Meanings of Words

Lesson 3

1. discussed the role of context when deducing meanings of words; and
12
2. with clarity, illustrated the situated meanings of words.

4. Work with peer
5. Take the quiz

1. How do meaning of words became unstable in a discourse level? Cite specific words
which illustrate it.
IV. Concept Notes
We had already established an understanding of the elements involve in a discourse in

the previous lessons. Those elements are considered as tools of inquiry when looking at how
speakers and writers tailor their language use and how they build their activities and institutions.
Hence, in this lesson we will discuss the first element which is situated meanings.
SITUATED MEANINGS AND CULTURAL MODELS

Situated meanings and cultural models both involve ways of looking at how speakers
and writers give language specific meanings within specific situations (Gee, 2001).
Meanings of words are unstable. Thus, words have multiple and ever changing meanings
created and adapted to specific contexts of use which are also integrally linked to social and
cultural groups.
Situated means local, grounded in actual practices and experiences. This means that a
situated viewpoint on meaning is multiple, flexible, and tied to culture.
A. Situated Meanings
One important aspect of word meaning is this: we humans recognize certain
patterns in our experience of the world. These patterns (such as “soft,” “thick laces,”
“perhaps with colored trim,” “flexible soles,” “made of certain sorts of characteristic
materials,” “having certain sorts of characteristic looks/designs”, etc. = athletic
shoes) constitute one of the many situated meanings of a word like “shoe.”
In the context of a teenager saying something like “I can’t play basketball
today, I haven’t got any shoes,” the situated meaning of “shoes” is something like
the pattern above for athletic shoes (actually, a much more customized pattern for
acceptable teenage basketball shoes). The sentence certainly does not mean that
the teenager has no shoes whatsoever in the closet.
B. Situated meanings as “assemblies”

Situated meanings of words can be assembled out of diverse features, “on the
spot” as we speak, listen and act (Barsalou 1987; 1991, 1992; Clark 1993 cited by
Gee, 2001).
Context again contributes to the pattern or situated meanings of a word that
will have in a particular context where users assemble its features.
Different contexts invite different assemblies. A formal wedding invites one to
assemble one sort of situated meaning for “shoe” and a pick-up game of basketball
at the park invites one to assemble a different sort of situated meaning. If one were
unfortunate enough to become poor and homeless, one might soon learn to
assemble a new and quite different situated meaning for “shoe.”
“Concepts” or “meanings” are on the spot in integral interaction with context.
Sometimes these assemblies are fairly routine and automatic; other times they
require new work to come up with novel assemblies for new contexts.
A situated meaning is an image or pattern that we assemble “on the spot” as
we communicate in a given context, based on our construal of that context and on
our past experiences (Agar 1994; Barsalou 1991, 1992; Clark 1993; Clark 1996;
Hofstadter 1997; Kress 1985; Levinson 1983 cited by Gee, 2001).
For example, consider these two utterances about “coffee”:
“The coffee spilled, get a mop”
13
“The coffee spilled, get a broom.”

In the first case, triggered by the word “mop” and experience of such matters,
a listener/reader will assemble a situated meaning something like “dark liquid,
perhaps quite hot” for “coffee.”
In the second case, triggered by the word “broom” and experience of such
matters, a listener/reader assemble either a situated meaning something like “dark
dry grains” or something like “dark reddish beans.” However, in a real context,
there are many more signals as how to go about assembling situated meanings for
words and phrases.
C. “Situated meanings” as a tool of inquiry

“Situated meaning” is a “thinking device” that guides us to ask certain sorts of
questions. Faced with a piece of oral or written language, we consider a certain key
word or a family of key words, that is, words we hypothesize are important to
understanding the language we wish to analyze. We consider, as well, all that we
can learn about the context that this language is both used in and helps to create or
construe in a certain way. We then ask the following sorts of questions:
1. What specific, situated meanings is it reasonable, from the point of view of the
Discourse in which these words are used, to attribute to their “author”?
Discourse in which these words are used, to attribute to their “receiver(s)”
(interpreter(s))?
3. What specific, situated meanings is it reasonable, from the point of view of
other Discourses than the one in which the words were uttered or written
(Discourses which would or do bring different values, norms, perspectives, and
assumptions to the situation) to attribute to actual or possible interpreters from
these other Discourses? (e.g. what sorts of situated meanings might a
creationist give to a text in biology or a Native American to an American history
text if they chose to interpret the text from the point of view of their Discourse
and not the one from which the text had originally been produced?)
Discourse in which these words were used or of other Discourses, to assume
are potentially attributable to these words by interpreters, whether or not we
have evidence that anyone actually activated that potential in the current case?
D. Context: intertextuality and historical

The context of an utterance (oral or written) is everything in the material,
mental, personal, interactional, social, institutional, cultural, and historical situation
in which the utterance was made. Thus, context is nearly limitless.
Words have histories which have been in other people’s mouths and on other
people’s pens. It has also circulated through other Discourses and within other
institutions. Words bring with them as potential situated meanings all the situated
meanings they have picked up in history and in other settings and Discourses.
Intertextuality is when any text (oral or written) is infected with the meanings of
all the other texts in which its words have comported. Studying the meaning
potential of texts, in this sense, is an important part of discourse analysis. Such
potential situated meanings can have effects even when they are not fully activated
by producers and interpreters.
Want to know more?
Check ou Chapter 3 Situated Meanings and Cultural Models of the file An Introduction to
Discourse Analysis, stored in your flash drive. This can be accessed through your mobile
device, tablets, or laptops
Additional Readings
1. Critical Instance Analysis of News English Discourse by Pang (2014)
References
USA:Routledge.
14
Analyzing Cultural Models

Lesson 4

1. discussed patterns of cultural models across cultures; and
2. illustrated the cultural models in a discourse; and
3. analyzed cultural models in a discourse through analytical thinking.

4. Work with peer
5. Take the quiz

Use this guide questions to navigate through the keynotes and additional readings and
media. Keep them in mind while studying. You can use a separate note to pick up
answers from the materials as you move along them.
1. How do cultural models of a specific group of people affect the way they use the
language? Cite situations.
IV. Concept Notes
Meanings of words just like the discussion on the previous lesson do not solely affect
a discourse. It also considers the culture where a language, spoken or written, is used.
Thus, the lesson we are going to discuss here is about cultural models which has a
significant role in shaping discourses.
15
A. Cultural Models
A particular word is always associated in a cultural model wherein it is usually
a totally or partially unconscious explanatory theory or “storyline” connected to a
word—bits and pieces of which are distributed across different people in a social
group—that helps to explain why the words has different situated meanings and
possibilities for the specific social and cultural groups of people that it does.
For example, the word ‘shoe’ can have different situated meaning which can
be changed and possible to add new ones. The ‘explanatory theory’ which goes
with ‘shoe’ has to do with things like humans wear clothes for protection, but they
can also be items of fashion (style) and that various sorts of clothes are better or
worse suited for different tasks and activities. Furthermore, explanatory theories
about shoes can be affected by different social and cultural groups, age groups and
genders. Thus, all these theories encapsulate viewpoints on who wears what sorts
of shoes to what purposes and with what status.
The theories rooted in the practices of socio-culturally defined groups of people
are thus called as cultural models. The bits and pieces of cultural models are in the
people’s heads, while other bits and pieces rely in the practices and settings of
cultural groups which need not to reside in the heads of the people.
Cultural models are an important tool of inquiry because they mediate between
the “micro” (small) level of interaction and the “macro” (large) level of institutions.
They mediate between the local interactional work people do in carrying out the six
building tasks discussed in lesson 2 and Discourses as they operate to create the
complex patterns of institutions and cultures across societies and history.
In order for you to better understand what a cultural model is and its association to
language, read the examples and discussion provided on Chapter 4 of An Introduction to
Discourse Analysis by Gee (2001).
B. Different sorts and uses of cultural models

Strauss’s work as cited by Gee (2001) distinguished cultural models based on
how they are put to use and on the effect they have on people. The following are
some sorts of cultural model by Srauss.
1. Espoused models, that is models which people consciously espouse;
2. Evaluative models, that is models which people use, consciously or
unconsciously, to judge themselves or others;
3. Models-in-(inter)action, that is models that consciously or consciously
guide people’s actions and interactions in the world.
In addition, Gee (2001) stated that cultural models can be about “appropriate”
attitudes, viewpoints, beliefs, and values; “appropriate” ways of acting, interacting,
participating, and participant structures; “appropriate” social, cultural, and
institutional organizational structures; “appropriate” ways of talking, listening,
writing, reading, and communicating; “appropriate” ways to feel or display emotion;
“appropriate” ways in which real and fictional events, stories, and histories are
organized and end, and so on and so forth.
C. Cultural models can be partial and inconsistent

Cultural models are deeply implicated in “politics.” By “politics” it means
anything and anyplace (talk, texts, media, action, interaction, institutions) where
“social goods” are at stake, things like power, status, or valued knowledge,
positions, or possessions.
Cultural models are embedded by assumptions about what is ‘appropriate,’
‘typical’, and ‘normal,’ they are completely political. Also, cultural models are
theories which need not be complete, fully formed, or consistent. Hence, the
partiality and inconsistency are usually the consequence that one cultural model
can incorporate different and conflicting social and cultural values, or values
connected to groups to which some people who hold the model don’t actually
belong, or values that serve other people’s interests better than their own.
Ultimately, the partiality and inconsistency of cultural models reflect the fact that
people have all had a great many diverse and conflicting experiences; all belong to
different, sometimes conflicting groups; and are all influenced by a wide array of
groups, texts, institutions, and media that may, in reality, reflect their “best
interests” more or less poorly.
16
To have a better look at the discussion above, read the example remarks of a
Latina which shows cultural model as partial and inconsistent on page 79 of An Introduction
to Discourse Analysis by Gee (2001).
Want to know more?
Check out Chapter 4 Cultural Models of the file An Introduction to Discourse Analysis by
Gee (2001) stored in your flash drive. This can be accessed through your mobile device,
tablets, or laptops.
Additional Readings
1. Discourse and Culture by Keating and Duranti (2011)
2. Comparing Discourse Between Cultures by Ullrich and Keller (2014)
References
USA:Routledge.
Peer work (L1)
Name: ____________________________ Program and year: ___________
For this section, you have to meet with your assigned peer by communication with them through chat, text
messaging, or a call. Earlier you have been given guide questions to keep in mind while you read. With
these questions, discuss with your peers your responses. When done, fill in the field below with the
responses of your peer.
Name of peer: _______________________________________________
1. What is the significance of studying discourse?

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2. How does discourse analysis happen?
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Quiz (L1). Short Response Test
Name: ___________________________________ Program and year: ____________
Score: ____________
Instructions: Read the questions below and answer in not more than 5 sentences.
1. What makes a text or an utterance a discourse? What are the criteria which makes it to belong in the
category of a discourse text?
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2. Why do you need to analyze a written or spoken discourse? What does it imply in studying
the language?
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_______________
Rubric:
Poor Fair Good
2 3 4
Focus/Organization The significance or main Some of the significance The significance or
idea of the views, and or main idea of the views, main idea of the views,
thoughts is not clear. and thoughts is clear. and thoughts is clear.
Essay is not organized in Essay is organized in a Essay is organized in a
a way appropriate to the way appropriate to the way appropriate to the
purpose of the narrative. purpose of the narrative. purpose of the
18
narrative.
Elaboration/Support/St Ideas, opinions, and Some of the ideas, Ideas, opinions, and
yle general statements are opinions, and general general statements are
not supported by specific statements are supported supported by specific
details. by specific details. details.
Examples are not Some examples are Examples are provided
provided to support the provided to support the to support explanation.
explanation. explanation. Transition words help
Transition words do not Transition words make make the organization
make the organization the organization clear. clear.
clear.
Grammar, Usage, and Full of misspellings, and There are little Free of misspellings,
Mechanics words are capitalized misspellings, but words and words are
incorrectly. Sentences are capitalized correctly. capitalized correctly.
are not punctuated Sentences are Sentences are
correctly, but the piece is punctuated correctly, and punctuated correctly,
free of fragments and the piece is free of and the piece is free of
run-ons. The paper is not fragments and run-ons. fragments and run-ons.
neat, illegible, and is not The paper is not neat, The paper is neat,
presented in an illegible, but is presented legible, and presented
appropriate format. in an appropriate format. in an appropriate
format.
19
Activity (L1). Illustrating Discourse Analysis
Score: ____________
Instructions:
1. With collaboration with the peer assigned to you in Peer Work (1), illustrate the process of discourse
analysis based on the discussion in lesson 1. You can use diagrams, charts, etc. to illustrate the
process.
2. Then, based on your illustration, write a discussion of it in a separate sheet of paper. At the back of
your work, write ELS 9-M1-L1.
Rubric:
Poor Fair Good
2 3 4
narrative.
clear.
format.
Reflection (L1)
Name: ________________________________ Program and year: ____________

20
Write legibly your reflections in the space provided. You use extra sheets of paper if needed. Label the
extra sheet and insert between these pages. You can use Microsoft word if available. Title the file
Reflection ELS 9-M1-L1 and store in the storage device that comes in the learning packet.
Here are the questions to help you in your reflection.

1. What do you find most interesting in this lesson? Why?
2. How does the understanding of discourse help you in communicating with others?
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Peer work (L2)
Name: __________________________________ Program and year: ____________
messaging, or a call. Earlier you have been given guide questions to keep in mind while you read. With
these questions, discuss with your peers your responses. When done, fill in the field below with the
responses of your peer.
Name of peer: _______________________________________________
1. How does society shape the way we use the language or vice versa?
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21
_____________________________________________________________________________
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2. How do the whos and whats in a discourse be determined?

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Quiz (L2). Short response
Name: ___________________________________ Program and year: ___________
Score: ____________
Instructions: Read the questions below and answer in not more than 5 sentences. Write your answers on
the space provided.
1. How do meaning of words changed when used by a certain group of people? Cite situations.
_____________________________________________________________________________
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_____________________________________________________________________________
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_____________________________________________________________________________
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_____________________
2. How do participants in a discourse affect the way a person speaks to them?
22
_____________________________________________________________________________
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____________________________Rubric:
Poor Fair Good
2 3 4
narrative.
clear.
format.
23
Activity (L2). Analyzing Social Languages
Name: __________________________________ Program and year: ___________

Score: ____________
Instructions:
1. With analytical thinking, analyze the social languages which exist in the following discourse.
1. Your analysis should contain:
a. discussion on what specific people uses the language;
b. thorough discussion on the whos-and-whats in the discourse;
c. the voice/s used in the discourse;
d. the meaning of words especially if it has unstable meaning.
2. The analysis should not be less than 100 words and not more than 300 words.
3. Make sure that your analysis is written in language that is easy to understand.
4. For more information on how your work will be rated, refer to the rubric below.
5. Write your analysis in a yellow pad. If available, you may use a word processor.
6. If you use a word processor, you may print your work or you may submit a digital copy of your work.
2. Write an analysis paper revolving on the use of social language you observed in the discourse. At the
back of your work, write ELS 9-M1-L2.
Bear Brand is pure ready to drink milk, without the addition of any preservatives, made
from 100% high-quality sterilized dairy milk. Bear Brand purity helps maintain the health and
recovery processes of the body. Bear Brand milk contains nothing but goodness and nutrients; it
contains no sugar.
Bear Brand milk contains lots of protein, vitamins and fats so it is good for growth and
health. The ingredients contain in milk bears include vitamins A, B1, B2, B6, B12, C, D, minerals,
Calories. Keep in mind that this Bear Brand milk is cow’s milk. The difference is cow’s milk here
through a pure sterilization process.
24
Here is the rubric for your guidance.

Poor Fair Good
2 3 4
narrative.
Elaboration/Support Ideas, opinions, and Some of the ideas, Ideas, opinions, and
/Style general statements are opinions, and general general statements are
clear.
Grammar, Usage, Full of misspellings, and There are little Free of misspellings,
and Mechanics words are capitalized misspellings, but words and words are
format.
25
Reflection (L2)
Name: _________________________________ Program and year: ___________

1. What do you find most interesting in this lesson? Why?
2. How does the lesson on situated languages help you in better understanding the meaning of words
in a discourse?
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26
________________________________________________________________________________
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Peer work (L3)
Name of peer: _______________________________________________
messaging, or a call.
At this point it is expected that you have read the concept note and viewed all other learning media for
Lesson 3. Read the question below and think of three words which might have an unstable meaning when
used in a discourse level. Share those words to your peer and ask for her or his opinion. Do your best to
answer the questions of your peer and your peer will also do the same. After answering each other’s
questions or clarifications, fill out the fields below. In turn, your peer will also accomplish her or his answer
sheet.
How do meaning of words became unstable in a discourse level?
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27
Score: ____________
Instructions: Read the questions and answer concisely.
1. Describe the roles of key words when it comes to deciphering the situated meanings of words.
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______
2. How does history and intertextuality contribute to unstableness of meaning of words?
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______
Rubric:
Poor Fair Good
1 2 3
Focus/Organiza The significance or main Some of the significance The significance or
tion idea of the views, and or main idea of the views, main idea of the views,
28

narrative.
Elaboration/Sup Ideas, opinions, and Some of the ideas, Ideas, opinions, and
port/Style general statements are opinions, and general general statements are
clear.
Grammar, Full of misspellings, and There are little Free of misspellings,
Usage, and words are capitalized misspellings, but words and words are
Mechanics incorrectly. Sentences are capitalized correctly. capitalized correctly.
format.
29
Activity (L3). Present Situated Meanings of Words
Score: ____________
Instructions:
1. Read the passage below and choose at least seven words which illustrate the situated meanings of
words.
2. With clarity, present the situated meanings of the words you have selected from the passage.
3. Your presentation should contain:
i. the words you have selected;
ii. the dictionary meaning of words;
iii. the meaning of words in context; and
iv. an explanation how neighboring words contribute to the unstableness of the meaning of words
you have chosen.
5. Write your work in a yellow pad paper. Your work should bear your complete name, program, year
level, title of the course/subject, and date of submission and label it with ELS 9-M1-L3.
In a sense we’ve come to our nation’s capital to cash a check. When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men
as well as white men, would be granted the “unalienable Rights” of “Life, Liberty,
and the pursuit of Happiness.” It is obvious today that America has defaulted on
this promissory note, insofar as her citizens of color are concerned. Instead of
honoring this sacred obligation, America has given the Negro people a bad
check, a check which has come back marked “insufficient funds.”
from I Have a Dream by Martin Luther King Jr.
Rubric:
No point Poor Fair Good
0 1 2 3
Substance of There is no The paper presents The paper presents at The paper presents at
analysis analysis of only one or two least three arguments least three arguments
the text. arguments or points or points and most or points that are fully
and there are a few are supported by supported by clear
supporting details. explanations and explanations and
examples. examples.
Textual There are There are only a few Most arguments are All arguments are
evidence no textual textual evidences to supported by textual supported by textual
evidences support arguments. evidence. evidence that are clear
to support and properly quoted.
argument. or
There are many

textual evidences but
they are not properly
quoted.
Focus/Organ The The significance or Some of the The significance or main
ization organizatio main idea of the significance or main idea of the views, and
n confuses views, and thoughts idea of the views, and thoughts is clear.
the reader. is not clear. thoughts is clear. Essay is organized in a
Essay is not Essay is organized in way appropriate to the
organized in a way a way appropriate to purpose of the
appropriate to the the purpose of the narrative.
purpose of the narrative.
narrative.
Elaboration/ There are Ideas, opinions, and Some of the ideas, Ideas, opinions, and
Support/Styl no general statements opinions, and general general statements are
e elaboration are not supported by statements are supported by specific
of specific details. supported by specific details.
30
arguments Examples are not details. Examples are provided

or points provided to support Some examples are to support explanation.
made. the explanation. provided to support Transition words help
Transition words do the explanation. make the organization
not make the Transition words clear.
organization clear. make the
organization clear.
Grammar, Ungramma Full of misspellings, There are little Free of misspellings,
Usage, and ticality and words are misspellings, but and words are
Mechanics prevents capitalized words are capitalized capitalized correctly.
the reader incorrectly. correctly. Sentences Sentences are
from Sentences are not are punctuated punctuated correctly,
understand punctuated correctly, correctly, and the and the piece is free of
ing the but the piece is free piece is free of fragments and run-ons.
text. of fragments and run- fragments and run- The paper is neat,
ons. The paper is not ons. legible, and presented
neat, illegible, and is The paper is not neat, in an appropriate
not presented in an illegible, but is format.
appropriate format. presented in an
appropriate format.
Reflection (L3)
Name: _________________________________ Program and year: ___________

1. Do you agree that when you are having a discourse with your parents is far different when you are
with your peers? Why yes? Why not?
2. What realizations do you have after reading the lesson?
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31
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Peer work (L4)
Name: _______________________________ Program and year: ___________
Name of peer: _______________________________________________
messaging, or a call.
Communicate with your peer and talk about situations where cultural models of a specific group of people
affect the way they use the language. You can focus on situations within your homes, your neighborhood,
when going to the market or school, etc.
After your discussion with your peer, fill in the chart below with the responses of your peer. In each circle,
write the name of the thing or expression and explain briefly why your peer has chosen it.
32
Name: ________________________________ Program and year: ___________
Score: ____________
Instructions: Read the questions and answer concisely.
1. Describe how people of the same cultural group affect the way they use the English language. Cite
specific situations.
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33
_________________________________________________________________________________
______
2. Do you agree that culture shapes the language of people or is it the other way around? Justify your
answer.
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______
Rubric:
Poor Fair Good
1 2 3
narrative.
clear.
format.
34
Activity (L4). Analyzing Cultural Models of a Discourse
Name: _________________________________ Program and year: _____________
Score: ____________
Instructions:
1. Read the passage below and with analytical thinking, write an analysis focusing on the cultural models
illustrated in the given discourse below.
2. Your analysis should contain:
a. Introduction. That is, a brief description of the discourse, who the speaker is, who is the intended
recipient of the discourse, the setting, and the culture or events where the discourse took place.
b. Body. That is, a thorough discussion on what kind of culture (like values, beliefs, morals, etc.) do the
participants have in the discourse, what present situation they have in connection to previous ones, and
what kind of society they’re living in then and now. Moreover, when all the mentioned elements have been
identified, a thorough discussion is needed on how those elements interact with one another in order to
establish the cultural model the discourse has. If the discourse has more than one cultural model, it is
necessary to provide why multiple cultural models do exist. Textual evidences should be included to make
your arguments strong.
c. Conclusion. That is, pointing out again the salient points of your discussion.
4. Write your work in a yellow pad paper. Your work should bear your complete name, program, year level,
title of the course/subject, and date of submission and label it with ELS 9-M1-L4.
In a sense we’ve come to our nation’s capital to cash a check. When the architects of our
republic wrote the magnificent words of the Constitution and the Declaration of Independence, they
were signing a promissory note to which every American was to fall heir. This note was a promise
that all men, yes, black men as well as white men, would be granted the “unalienable Rights” of
“Life, Liberty, and the pursuit of Happiness.” It is obvious today that America has defaulted on this
promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has come back
marked “insufficient funds.”
from I Have a Dream by Martin Luther King Jr.
Rubric:
Excellent Good Fair Needs Improvement
4 points 3 points 2 points 1 point
Analysis This essay includes This essay includes This essay includes This essay does not
x4 excellent detail to to support the few discussion of the follow the format for
support the discussion and discourse. but doesn't discussing and
discussion and analysis of the fully explain the analyzing the
analysis of the discourse.They are analysis of the discourse.
discourse. mostly explained with discourse.
support.
Substance of There is no The presentation The presentation The presentation

analysis analysis of the presents only one or presents at least three presents at least three
X5 subject matter. two arguments or arguments or points arguments or points
points and there are and most are that are fully supported
a few supporting supported by by clear explanations
details. explanations and and examples.
examples.
Textual evidence There are no There are only a few Most arguments are All arguments are
X4 textual evidences to textual evidences to supported by textual supported by textual
support argument. support arguments. evidence. evidence that are clear
and properly quoted.
or
There are many

quoted.
35
Organization & The paper breaks The paper breaks the The paper breaks the Many details are not in
Structure the information into information into information into a logical or expected
x4 whole-to-whole, whole-to-whole, whole-to-whole, order. There is little
similarities to- similarities to- similarities to- sense that the writing
differences, or differences, or point- differences, or point- is organized.
point-by-point by-point structure but by-point structure, but
structure. It follows does not follow a some information is in
a consistent order consistent order the wrong section.
when discussing when discussing the Some details are not
the comparison. comparison. in a logical or
expected order, and
this distracts the
reader.
Transitions The paper moves The paper moves Some transitions work The transitions
x2 smoothly from one from one idea to the well; but connections between ideas are
idea to the next. next, but there is little between other ideas unclear or nonexistent.
The paper uses variety. The paper are fuzzy.
comparison and uses comparison and
contrast transition contrast transition
words to show words to show
relationships relationships
between ideas. The between ideas.
paper uses a
variety of sentence
structures and
transitions.
Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
Grammar & errors in grammar errors in grammar or errors in grammar or than 4 errors in
Spelling or spelling that spelling that distract spelling that distract grammar or spelling
(Conventions) distract the reader the reader from the the reader from the that distract the reader
x2 from the content. content. content. from the content.
Reflection (L4)
Write legibly your reflections in the space provided. You use extra sheets of paper if needed. Label the extra
sheet and insert between these pages. You can use Microsoft word if available. Title the file Reflection ELS
9-M1-L4 and store in the storage device that comes in the learning packet.

1. What are three things you learned from this lesson?
2. For you, why is it necessary to determine a particular cultural model when studying discourse?
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WRITTEN TEST
This written test covers the underpinning knowledge, concepts, and principles learned from Lesson 1 to
Lesson 4 of this module. This written test will make up 20% of your rating in this module.
Score: ____________
Analytic Essay
Instructions
Write an analytic essay which shows the social language, situated meanings, and cultural models of the
discourse below.
1. The essay should be able to describe and analyze the following:
a. Social language. That is, how do the speaker/s and voice/s convey to the receiver the message of
the discourse? Are there any changes on the way the speaker/s and voice/s convey the message
in the discourse? If so, how does the message of the discourse also changes?
b. Situated meanings. That is, were the words used have fixed meanings? Were the meaning of
words unstable? Do the words interact or related in anyway to other words in the discourse? Do
the meaning of sentences in the discourse related with one another? If it does, how did it make the
discourse effective in conveying its message?
c. Cultural models. That is, what were the the cultural models which exist in the discourse? What
does it suggest on the kind of culture group of people who use the language?
2. Make sure to cite textual evidences to support your analysis.
37
3. Write your essay in a yellow pad or use word processor if available.

4. If your essay is written or printed, label the top of the paper with Written Test-ELS 9-Module 1.
5. If you are submitting a digital file, title the file with Written Test-ELS 9-Module 1 <your name>
6. Refer to the rubric below for more guidance.
The air we breath, the soil we live on, the trees which give us oxygen
along with other flora and fauna on the earth all constitute the environment. It
would have been impossible to survive on the earth had we not had such a
supportive environment. However, with the surge in the urbanization over the
last few years we have seen a steady decline in the quality of environment
around us.
“Save environment” should be the priority of each and every person
today. Environment constitutes the entire surroundings comprising water, air,
sunlight, plants, animals, etc., that offer viable conditions for development and
growth.
It is important to save environment as life of living beings is completely
dependent on it. Humans utilize the water for drinking, air for breathing, and
also use other natural resources for their regular everyday jobs. In fact, the food
we consume like milk, eggs, and vegetables, etc., are also derived from animals
and plants, which is provided to us by the environment around us.
Environment can be saved by planting more trees, recycling, reusing,
reducing pollution, creating awareness through environmental programs, etc.
If we want to save the environment then, we should stop the exploitation
of natural resources. Using these resources cautiously is very important to save
the environment.
Analytic Essay Rubric
Excellent Good Fair Needs Improvement

4 points 3 points 2 points 1 point
Analysis This essay includes This essay includes This essay includes This essay does not
x4 excellent detail to to support the few discussion of the follow the format for
support the discussion and discourse. but doesn't discussing and
discussion and analysis of the fully explain the analyzing the
analysis of the discourse.They are analysis of the discourse.
discourse. mostly explained with discourse.
support.

analysis analysis of the presents only one or presents at least three presents at least three
X5 subject matter. two arguments or arguments or points arguments or points
points and there are and most are that are fully supported
a few supporting supported by by clear explanations
details. explanations and and examples.
examples.
Textual evidence There are no There are only a few Most arguments are All arguments are
X4 textual evidences to textual evidences to supported by textual supported by textual
support argument. support arguments. evidence. evidence that are clear
and properly quoted.
or
There are many

quoted.
Clear thesis The thesis The thesis statement The thesis statement The thesis statement
statement statement matches matches the is not related to the does not match the
x3 the organizational organizational passages and can be theme of the
strategy. The thesis strategy, but the difficult to follow. organizational
statement is very thesis statement strategy. The thesis
specific which helps lacks sufficient detail statement does not
outline the that outlines the help structure the
students' argument. specific points the paper.
38
students wants to
argue.
Organization & The paper breaks The paper breaks the The paper breaks the Many details are not in
Structure the information into information into information into a logical or expected
x4 whole-to-whole, whole-to-whole, whole-to-whole, order. There is little
similarities to- similarities to- similarities to- sense that the writing
differences, or differences, or point- differences, or point- is organized.
point-by-point by-point structure but by-point structure, but
structure. It follows does not follow a some information is in
a consistent order consistent order the wrong section.
when discussing when discussing the Some details are not
the comparison. comparison. in a logical or
expected order, and
this distracts the
reader.
Transitions The paper moves The paper moves Some transitions work The transitions
x2 smoothly from one from one idea to the well; but connections between ideas are
idea to the next. next, but there is little between other ideas unclear or nonexistent.
The paper uses variety. The paper are fuzzy.
comparison and uses comparison and
contrast transition contrast transition
words to show words to show
relationships relationships
between ideas. The between ideas.
paper uses a
variety of sentence
structures and
transitions.
Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
Spelling errors in grammar errors in grammar or errors in grammar or than 4 errors in
(Conventions) or spelling that spelling that distract spelling that distract grammar or spelling
x2 distract the reader the reader from the the reader from the that distract the reader
from the content. content. content. from the content.
39
PERFORMANCE TASK
This performance task measures how well you can put together the skills you have learned from Lesson 1 to Lesson
4 of this Module. This written test will make up 20% of your rating in this module.
Name: ___________________________________ Program and year: _____________
Score: ___________
Performance Task: Make a video presentation analyzing the discourse of advertisements
Instructions:
In this performance task, you will be required to make a video presentation analyzing the discourse of a particular
advertisement.
You have the freedom to choose a particular advertisement whether in the form of print, audio, audio-visual, etc. as
the subject of your analysis. Focus on the social language, situated meanings of words and cultural model used in
the advertisement for your presentation.
Don’t forget to include graphics to show what you are trying to emphasize in the video presentation.
Make sure to include in your output your name, program, year level, and title of this course of subject.
Refer to the rubrics below for more detailed guidelines.
If your submission is written or printed, label the top of the paper with ELS 9-PerformanceTask-M1.
If your submission is a digital file, title the file with ELS 9-PerformanceTask-M1 <your name>
Video presentation rubric
Needs Fair Good Excellent

Improvement 2 points 3 points 4 points
1 point
Overall
Presentation Structurally Short story is Short story is Short story is typed
x3 inferior. Student typed but wrong typed. Name, date, using Times New
did not follow font or size. and class may be Roman 12 font.
directions as Name, date, and missing or Name, date, and
ordered. class are missing. misspelled. class are present.
Creativity x3
No creative Very few creative Some creative The story is filled
language or terms and language is used with creative and
graphics are used graphics are used and graphics. descriptive
to sustain the in presenting the Literary devices are language. Graphics
interest of the topic to sustain used within context used are engaging
audience. It is the interest of the but do not allow for which sustains the
evident that the audience.. the flow of the interest of the
presenter did not presentation to audience. T
put forth any continue on point.
feeling and
emotion into the
presentation. The
presentation is not
made personal.
analysis analysis of the presents only one presents at least presents at least
X5 subject matter. or two arguments three arguments or three arguments or
or points and points and most are points that are fully
there are a few supported by supported by clear
supporting details. explanations and explanations and
examples. examples.
Textual There are no There are only a Most arguments All arguments are
evidence textual evidences few textual are supported by supported by textual
X4 to support evidences to textual evidence. evidence that are
argument. support clear and properly
arguments. quoted.
or
There are many
40
textual evidences
but they are not
properly quoted.
Discussion Discussion of Some of the Some of the Discussion of points
x3 points are unclear discussion of discussion of points are clear and
and there is no points are unclear are clear and thoroughly
attempt of and there is an thoroughly explained.
explaining the attempt of explained. Examples are given
points. No explanation. Few Examples are given to emphasize the
examples are examples are to emphasize the point.
given to aid the given to point.
discussion. emphasize the
point.
Grammar
x2 More than 9 7-9 grammatical 3-6 grammatical 1-2 grammatical
grammatical errors made errors made which errors made which
errors were made which interfere interfere with the interfere with the
which interfere with the telling of telling of the story. telling of the story.
with the telling of the story.
the story.

English Discourse: Learning Module

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Aklan Catholic College

Archbishop Gabriel M. Reyes St.

ACC Flexible Learning System

Outcomes: At the end of the course, the learner should have

Introduction to the Module:

How to use this Module

Module 1 English Discourse Aklan Catholic College HED

Sample Learning Plan

 Opening prayer  Opening prayer

Lesson 1 – Illustrating the Process of Discourse Analysis

Intended Learning Outcomes ……………………………………… 5

Lesson 2 – Analyzing Social Languages

Intended Learning Outcomes ……………………………………… 8

Lesson 3 – Illustrating Situated Meanings of Words

Intended Learning Outcomes ……………………………………… 13

Lesson 4 – Analyzing Cultural Models

Intended Learning Outcomes ……………………………………… 16

Learning Activity Sheets

Peer Work (L2) ……………………………………… 23

Peer Work (L3) ……………………………………… 29

Peer Work (L4) ……………………………………… 35

Written Test ……………………………………… 41

Illustrating the Process of Discourse Analysis

I. Intended Learning Outcomes

II. General Instructions

III. Guide questions

IV. Concept Notes

WHY DISCOURSE ANALYSIS?

elements mentioned cannot do without utilizing language. Moreover,

CONTEXT AND THE ANALYSIS OF DISCOURSE

THE SCOPE OF DISCOURSE ANALYSIS

Want to know more?

Analyzing Social Languages

I. Intended Learning Outcomes

II. General Instructions

III. Guide questions

IV. Concept Notes

DISCOURSES AND SOCIAL LANGUAGES

A. Whos and whats

To better understand the who’s and what’s concept, read page 23 of An

B. Discourses (with a big “D”)

C. Discourses are not “units” with clear boundaries

If you wish to have a wider understanding on Discourses, read page 26 of An

E. Big ‘C’ Conversations: Conversation among Discourses

To have a better understanding of Conversations, read the example on

Conversations are involved with themes and values which circulated in a

F. Social languages and Discourses as tools of inquiry

Want to know more?

Illustrating Situated Meanings of Words

I. Intended Learning Outcomes

2. with clarity, illustrated the situated meanings of words.

II. General Instructions

III. Guide questions

IV. Concept Notes

We had already established an understanding of the elements involve in a discourse in

SITUATED MEANINGS AND CULTURAL MODELS

B. Situated meanings as “assemblies”

“The coffee spilled, get a broom.”

C. “Situated meanings” as a tool of inquiry

D. Context: intertextuality and historical

Analyzing Cultural Models

I. Intended Learning Outcomes

Name: __________________ Program and year: _

Name: _______________________ Program and year:

Name: _______________________ Program and year:

Name: ____________________ Program and year:

Name: ______________________ Program and year:

Name: _________________________ Program and year: _

Name: ________________________ Program and year: _

Name: _______________________ Program and year: _

Name: ________________________ Program and year: _

Name: ________________________ Program and year: _

Name: ________________________ Program and year: _

Name: _______________________ Program and year: _

Name: _____________________ Program and year: _

Name: ______________________ Program and year: _

Name: _____________________ Program and year: _

Name: _______________________ Program and year:

Name: _______________________ Program and year: _