Response—Belonging, Interdisciplinarity, and Fragmentation: On the Conditions for a Bioethical Discourse Community

2021 ◽  
Author(s):  
Christopher Mayes
Keyword(s):  
Discourse Community

Globalizing Feminist Ethics

Hypatia ◽  
1998 ◽  
Vol 13 (2) ◽  
pp. 7-31 ◽  
Author(s):  
Alison M. Jaggar
Keyword(s):  
Discourse Ethics ◽  
The Other ◽  
Discourse Community ◽  
Feminist Ethics ◽  
Small Communities ◽  
Local Contexts ◽  
Global Discourse ◽  
Open Discussion ◽  
The One

The feminist conception of discourse offered below differs from classical discourse ethics. Arguing that inequalities of power are even more conspicuous in global than in local contexts, I note that a global discourse community seems to be emerging among feminists, and I explore the role played by small communities in feminism's attempts to reconcile a commitment to open discussion, on the one hand, with a recognition of the realities of power inequalities, on the other.

Writing and interacting in the discourse community of engineering

2003 ◽  
Vol 35 (6) ◽  
pp. 855-867 ◽  
Author(s):  
Karl-Heinz Pogner
Keyword(s):  
Discourse Community

scholarly journals A HYBRID TRANSLATION THEORY FOR EU TEXTS

2017 ◽  
Vol 5 (5) ◽  
pp. 76 ◽  
Author(s):  
Vilelmini Sosoni
Keyword(s):  
Linguistic Diversity ◽  
Prima Facie ◽  
Translation Theory ◽  
Discourse Community ◽  
Source Text ◽  
Cultural And Linguistic Diversity ◽  
Translation Practice ◽  
Textual Features ◽  
To Come ◽  
Neutral Ground

EU texts are produced by way of multilingual negotiation in a supranational multicultural discourse community, where there is no linguistically neutral ground and where the internationalisation of concepts and ideas is a sine qua non. As a result, they are idiosyncratic texts, reflecting specific textual features. Their translation in the current 23 official EU languages is equally idiosyncratic and challenging, to say the least, especially since it is shaped under the EU’s overwhelming cultural and linguistic diversity, the constraints of its policy of multilingualism, and the subsequent policy of linguistic equality which states that all languages are equal, or ‘equally authentic’ (Wagner, Bech, Martinez 2002, 7), and that translations are not really translations but language versions. In other words, in the framework of EU translation, the terms source text (ST) and target text (TT) cease to exist, while the prima facie illusory notion of ‘equivalence’ seems to resurface—though altered in nature—and dominate the translation practice. It thus goes without saying that in the case of EU texts and their translation a tailor-made theoretical framework is required where many classic concepts of Translation Studies (TS), such as ST, TT and equivalence need to be re-evaluated and redefined, and at the same time functionalist approaches and the postmodernist concepts of intertextuality, hybridity and in-betweenness need to come to the fore. The proposed translation theory for EU texts flaunts the feature inherent in their production, it is—just like them—hybrid.

James Buchanan’s use of Anne Fisher’s A new grammar: Towards the development of an English grammar teaching method in eighteenth-century English grammar writing

2017 ◽  
Vol 3 (1) ◽  
pp. 93-109
Author(s):  
Vera Willems
Keyword(s):  
Eighteenth Century ◽  
Teaching Method ◽  
Standard English ◽  
Discourse Community ◽  
James Buchanan ◽  
Grammar Teaching ◽  
English Grammar ◽  
Language Norms

AbstractIn light of the question how the eighteenth-century English grammar writing tradition contributed to the development of Standard English, this article attempts to answer the question to what extent the grammarian James Buchanan made use of Anne Fisher’s grammar in writing his own. While Buchanan admitted that he consulted the works of other grammarians, he did not reveal which he used. It is argued that Buchanan drew on Fisher’s grammar for his focus on English concord, and for the inclusion of example sentences of false syntax and of exercises on bad English. However, the differences in layout and the subjects discussed in the example sentences and exercises are such that the similarities can be said to fall within the remit of acceptable eighteenth-century authorship and that they do not seem evidence of an attempt to plagiarise. On the contrary, Buchanan’s reliance on Fisher’s grammar can best be understood as a concern with the didactics of English grammar rather than with the actual language norms purported by Fisher – though some features seem inspired by her. As such, Buchanan’s use of Fisher’s grammar can be seen as an attempt to further the development of an English grammar teaching method within the discourse community of the eighteenth-century grammarians.

BookTubers as a Networked Knowledge Community

2013 ◽  
pp. 87-99 ◽  
Author(s):  
Karen Sorensen ◽  
Andrew Mara
Keyword(s):  
Social Media ◽  
New Media ◽  
Cultural Capital ◽  
Knowledge Society ◽  
Young Adult Fiction ◽  
Discourse Community ◽  
Knowledge Communities ◽  
Knowledge Community ◽  
Definable Set ◽  
The Relationship

In order to understand the relationship between Networked Knowledge Communities (NKCs) and the Networked Knowledge Society (NKS), the chapter authors conduct a genre analysis of a self-titled New Media genre called BookTube. BookTube is a NKC made up of YouTube content creators who use this particular social media channel to celebrate and discuss books, especially young-adult fiction. By examining how BookTube adheres to discourse community features—shared rules, genres, hierarchies, and values—the contours of this particular NKC become clearer. Stylistic patterns, the roles of authors, and author cultural capital all get negotiated within a discernible and definable set of practices that relate participants to other NKCs and the broader NKS. Furthermore, by relating these discourse features to other latent educational possibilities of the NKS, the authors explore how BookTube might be usefully implemented to model NKC practices in more traditional f2f educational settings.

Negotiating Local Norms in Online Communication

2019 ◽  
pp. 37-48
Author(s):  
Jonathan R. White
Keyword(s):  
Online Communication ◽  
Discourse Community ◽  
Setting Process ◽  
English Usage ◽  
Speed Up ◽  
Local Norms ◽  
Novice Students ◽  
Reduced Forms

This chapter investigates norms of English usage in a community of novice students on a net-based MA program. They communicated in academic seminars using textchat. They were found to develop their own norms for using reduced forms to speed up communication. Their teachers, who in the Vietnamese and Bangladeshi native cultures of the students should have been given great respect, did not have much influence on the norm-setting process, and even were addressed very informally in the discussions. The author argues that this is an affordance of net-based education that the discourse community sets its own norms of English usage, despite the members' lack of experience.

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