Documente Academic
Documente Profesional
Documente Cultură
Wendy Perez
RWS 1301
Dr. Vierra
Abstract
But these discourse communities, which differ to speech communities, had never been defined.
Until it is understood how his definition works, there will be no difference between the
communities. Which would make the RWS 1301 class no different than a Friday night bridge
club. Applying Swales’s characteristics to the RWS 1301 class, it proves that it is a discourse
community.
Literature Review
Swales (1990) defines discourse community as a group of people that use communication
to achieve goals and purposes (p. 217). According to Swales, the term discourse community
refers to a body of people working towards a common goal while sharing a set of ideas and rules.
But unlike speech communities you may be initiated into a discourse community. This will allow
people to participate in their own community discourses, to bring their own reflection on the
choices of an individual (p. 218). It will allow a student to the draw the line of the kind of
language they use in school and the slang language with friends. People have not learned this
form yet, people can analyze more in depth the ways humans' bunch up to be stronger and
entertained.
According to Porter (2017), instead of romanticizing the idea of originality in writing, the
students should be taught to write for a discourse community (p. 551). Porter’s claim outlines
that plagiarism, is not wrong but that we cannot prevent it from doing it, it is inevitable.
Intertextuality suggest that our goal should be to help students learn to write for the discourse
communities they choose to join. Only once they learn this skill can they begin to alter the way
DISCOURSE COMMUNITY 4
their specific community thinks (p. 548). Once the author learns how to write for this audience,
According to Donna Kain and Elizabeth Wardle (2004), activity theory was often a
helpful lens for thinking about writing, it helps us analyze how texts, language and discourse
help mediate the activities and meaning that people try to create together in groups (p. 397). The
human activities or the problems cannot be understood or analyze without the system of activity
theory. This was a problem addressed or poised by Kain and Wardle. This theory states that we
should not analyze people in the activities they engaged but also, who engages, what their goals
are and how they communicate with each other. The activity theory is a model that which is used
to describe the relationship between elements, this model is used by students, teachers or anyone
(p. 400). They used it to analyze the labor and how people communicate and their goals.
Vai Ramanathan (2002) talks about how the genres have a connection towards the goals,
how the genres help achieves these goals. In the article it mentions that one goal in the discourse
community is to make competent and self-reproductive teachers for English (p. 6). These
teachers will help students on how to write for a discourse community. According to Vai
Ramanathan, selective genres have over time proved relatively successful in achieving this
discourse community’s goals as much as they partially contribute to producing critical teachers.
This article is a discourse community because it is explaining that they used genres to help the
Methods
The research paper was done by using the writing methods which include; observation,
survey and interview. A class observation was conducted, and various artifacts were collected for
evidence to use in this ethnography paper. In the RWS 1301 classroom is very easily to see that
DISCOURSE COMMUNITY 5
it is considered a discourse community due to the relationship of the teacher and student. For
example, how they answer each other’s question and the teacher gives back feedback to student
by OneDrive when working together on an assignment. A way that we interview Swales was by
reading a book where he stated about discourse community and the six important characteristics
that make up a discourse community. The book was selected because he talks about his findings
Discussion
The RWS 1301 class exhibits common public goals. According to Swales (1990), these
goals may be formally inscribed in documents. They are public because people may join this
clubs or discourse communities and have goals, private hopes, or romantic advancement and
these people shared goals (p. 220). Therefore, a classroom is seen as a discourse community
because the students share goals, such as, graduation, secure jobs and been able to participate
politically by voting.
The RWS 1301 class demonstrates intercommunication. Swales (1990) claimed that, the
conversations and correspondence. They interact with writing and speech, they originate,
receive, respond, to the message (p. 221). There are many ways that communication can be
achieve. In a classroom, a good artifact can be email, OneDrive and face to face conversation
with students. The teacher and student will be able to communicate with these artifacts. The
students interact and participate in the professor’s lecture by answering simple questions.
The RWS 1301 class presents feedback and information through participatory mechanics.
Swales (1990) acknowledge that this characteristic implies uptake of the informational
opportunities. It may be also to improve certain things and give feedback in how to do better next
DISCOURSE COMMUNITY 6
time. (p. 221). The classroom is seen as a discourse community because it involves the students
answering questions from the teacher, the teacher helping a student through OneDrive and giving
feedback to student. The feedback may also be given through emails and personal
communication. Another artifact that can be considered a feedback is an exam the teacher can
see where the student stands in understanding the course, it will give the professor where the
students stand.
The RWS class displays genres. Swales (1990) stated that genres are how things get done
and what do you do or use to comply the expectations of the discourse community (p. 222).
What makes a classroom a discourse community is that student uses a book, textbook and E-
portfolio as genres to meet the standards of the classroom. Those artifacts will help the student
achieve the expectations of the classroom and of the teacher. There are many types of genres but
they each have a different meaning according to the discourse community, they each have a
different use. Vai Ramanathan (2002) also states and makes a connection with genres by
claiming that genres have a connection with the goals you want to achieve, you need genres in
The RWS 1301 class unveils specialized language. According to Swales (1990), this
characteristic may involve using higher terminology, such as, information discourse communities
or using highly technical terminology as in medical communities (p. 222). They used a more
formal and professional language, it is not something that you can commonly see. In the
classroom, the artifacts that make it a discourse community are; academic English, constraints
and discourse community. The specialized language is mostly made up of academic English.
The RWS 1301 exposes threshold level of members with a suitable degree of relevant
content and discoursal expertise. According to Swales (1990), this characteristic is a survival of
DISCOURSE COMMUNITY 7
the community that depends on a reasonable ratio between novices and experts, for example,
teacher and students. This can be seen as a hierarchy, which means is separated by departments.
In a classroom the relationship between student and teacher can be seen as hierarchy. Another
example of hierarchy is, the student status within the class is can be mostly determined based on
their academic work or on their grade. Therefore, the higher the grade and the better they do in
Conclusion
Overall in the end, a classroom can be a discourse community because it contains all six of
Swales characteristics. In college you will find many classes that can be identified as a discourse
community. The classroom can contain the same goals, a use specialized language, such as,
academic language, have many different types of genres that are used to achieve in class, have
very easy access of communication towards the members of the discourse community, which in
this case are the students and finally it has trained members from a hierarchy. Discourses
communities are all around us and almost everyone we know in some way or another belong to
one. The classroom does satisfy all of the six requirements of a discourse community, the RWS
1301 classroom can be classified as a true discourse community, by Swales’ based on his
findings.
DISCOURSE COMMUNITY 8
References
Swales, John. (1990) “The Concept of Discourse Community.” Genre Analysis: English in
Wardle, E. (2017). Writing about writing: A college reader. Boston, MA: Bedford Bks St Martin