Lesson1 REWRSK

(SPOKEN)
DISCOURSE
• Utterance, talk, speech, discussion, and
conversation.
• An extended expression of thought and
ideas
*The ideas in discourse are not connected or
do not have a particular structure.
• To study discourse is to analyze the use of
spoken or written language in a social
context.
(SPOKEN)
Connected discourse/speech forms are the

spontaneous pronunciation changes in adjacent words
or sounds spoken at a natural speed. (Weinstein, 2001)
Rosa (2002) suggests that these forms are common

elements of spoken English, found in all registers and
all rates of speech.
Features
of
Connected Discourse
 the sound at the end of one word changes to make
it easier to say the next word
Examples:
‘could have’ sounds like ‘coulda’

‘ten boys’ sounds like ‘tem boys’
‘fat boy’ sounds like ‘fap boy’
‘good boy’ sounds like ‘goob boy’
‘that cat’ sounds like ‘thak cat’
 the last consonant of the first word is joined to
the first vowel of the next word
Examples:
‘an apple’ sounds like ‘a napple’

‘get up’ sounds like ‘getup’
‘full on’ sounds like ‘fullon’
‘beat it’ sounds like ‘bea tit’
‘start up’ sounds like ‘star tup’
 means losing a sound in the middle of a
consonant cluster, sometimes from the middle of
a word or from the end of a word
Examples:
‘chocolate’ sounds like ‘chaklut’

‘sandwich’ sounds like ‘sanwich’
‘fish and chips’ sounds like ‘fishnchips’
‘next day’ sounds like ‘nex day’
‘carved statue’ sounds like ‘carve statue’
 an extra sound ‘intrudes’; three sounds that often
do this are /r/ /j/ and /w/
Examples:
‘go on’ sounds like ‘gowon’

‘I agree’ sounds like ‘aiyagree’
‘law and order’ sounds like ‘lawrunorder’
‘please do it’ sounds like ‘please do wit’
‘I want to eat’ sounds like ‘I want toweat’
Although written connected discourse
does often appear in dialogues, short
stories, novels, and other forms of
fiction, keep in mind that it is not
appropriate to use it in formal
writing.
(WRITTEN)
A conversation involves a number of
participants, at least two, who express their
individual thoughts and emotions through
spoken words. Some expressions may be in
the form of words, phrases, clauses,
sentences, or even paragraphs.
A written discourse involves one individual

who expresses his/her ideas and feelings
through written words. Seldom does a writer
make use of one word for a sentence. The shift
or change in his/her topic is simply marked by
transitional words.
 used to show the relationship or connection between idea
in sentences and paragraphs
Transitional
Words
1. Agreement/Addition/Similarity
Transitions like also, in addition, and, likewise, add information,
reinforce ideas, and express agreement with preceding material.
in the first place equally again

not only…but also identically to
as a matter of fact uniquely then
in like manner like moreover
in addition as as well as
coupled with too of course
2. Opposition/Limitation/Contradiction
Transition phrases like but, rather, and or express that there is
evidence to the contrary or point out alternatives, and thus
introduce a change in the line of reasoning (contrast).
in spite of then again or

in contrast above all unlike
different from in reality but
of course..,but after all
at the same time be that as it may
on the other hand although this may be true
3. Cause/Condition/Purpose
These transitional phrases present specific conditions or
intentions.
in the event that given that since

for the purpose of owing to due to
with this intention in as much as in view of
in the hope that while as
in order to only/even if because of
provided that in case
because of seeing/being that
4. Examples/Support/Emphasis
These transitional devices (like specially) are used to introduce
examples as support, to indicate importance or as an illustration
so that an idea is cued to the reader.
in other words that is to say

to put it differently with attention to
for one thing by all means
as an illustration another key point
in this case important to realize
for this reason to put it another way
5. Effect/Consequence/Result
Some of these are time words that are used to show that after a
particular time there was a consequence or an effect. Note that
for and because are placed before the cause/reason. The other
devices are placed before the consequences or effects.
thus therefore for

then henceforth thus
accordingly as a result for this reason
consequently in that case thereupon
6. Conclusion/Summary/Restatement
These transitions conclude, summarize, and/or restate ideas, or
indicate a final general statement. Also some words like
(therefore) from the ‘Effect/Consequence’ category can be used
to summarize.
to summarize in the long run

generally speaking given these points
overall as has been noted
all things considered in a word
as shown above in short
Spoken Discourse Written Discourse
• more structurally complex

• less lexically dense
Compariso
and more elaborate

• has high level of
• tends to have longer noun
nominalization (i.e. more
n
groups
nouns than verbs)
• more explicit
• more attached to context • more decontextualized

Spoken Discourse Written Discourse
• lacks organization;
• organized; grammatical
ungrammatical (spontaneous)
Compariso
• contains more repetition,

hesitations, and redundancy (on
the spot)
n
• has many pauses and fillers
• contains more uncompleted

(fragments) and reformulated
sentences
Techniques
in
Selecting and Organizing Information
 Brainstorming List
 Graphic Organizer
 Topic Outline
 Sentence Outline
 means what its name suggests
--- a list of what you have
brainstormed
 to think quickly and creatively

about the text you have read
BRAINSTORMIN
 starts at an individual level G
LIST
and generally begins with a
question or two (What are
your ideas about?) (What did
you think about?)
 show the relationship between and
among facts, concepts or ideas
 help increase recall, arrange

information, interpret and
understand learning
 examples: concept map, series-of-

events chain, flow chart, T-chart,
Venn diagram, and discussion web
 shows relationships associated to the concept being
studied
 summarizes the beginning,
middle, and end of the
story; may focus on the
setting, character, plot,
problem, events, and
outcome
 shows the
arrangement or events
in chronological
order; may help in
discussing cause and
effect of something
 displays the steps or
stages in a process
 show the similarities and differences between
two things, people, events, or ideas
 allows you to give the meaning of what you read;
also privileges you to polish own interpretation
against another
 arranges ideas hierarchically (shows which are main
and which are sub-points) in the sequence you want
and shows what you will talk about
 identifies all the little mini-topics that the paper will

comprise and shows how they relate
 lists words or phrases

 formatted exactly as topic outlines, but whole
sentences replace the brief headings
 sentences state the crucial point of each stage of the

paper
 provides a real test of the argument
 makes use of sentences

Thank you!


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(SPOKEN)

Connected discourse/speech forms are the

Rosa (2002) suggests that these forms are common

‘could have’ sounds like ‘coulda’

‘an apple’ sounds like ‘a napple’

‘chocolate’ sounds like ‘chaklut’

‘go on’ sounds like ‘gowon’

A written discourse involves one individual

in the first place equally again

in spite of then again or

in the event that given that since

in other words that is to say

thus therefore for

to summarize in the long run

• more structurally complex

and more elaborate

• more attached to context • more decontextualized

• contains more repetition,

• has many pauses and fillers

• contains more uncompleted

 to think quickly and creatively

 help increase recall, arrange

 examples: concept map, series-of-

 identifies all the little mini-topics that the paper will

 lists words or phrases

 sentences state the crucial point of each stage of the

 provides a real test of the argument

 makes use of sentences

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