scholarly journals Authority in Lowth’S and Priestley’S Prefaces to Their English Grammars

2012 ◽  
Vol 47 (4) ◽  
pp. 97-111 ◽  
Author(s):  
Dolores Fernández Martínez
Keyword(s):  
Eighteenth Century ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Social Classes ◽  
Critical Discourse ◽  
Analysis Approach ◽  
English Grammar ◽  
History Of ◽  
Grammatical Tradition

Abstract The eighteenth century was a crucial period in the process of codification of the English language and in the history of English grammar writing (Tieken-Boon van Ostade 2008b). The need for grammars to provide linguistic guidance to the upper social classes, and to those who aspired to belong to them, led to an important increase in the output of English grammars. Since most of the grammar writers were clearly in competition with one another for a share of the market, they turned the prefaces to their grammars into highly persuasive instruments that tried to justify the need for that specific grammar. Priestley’s and Lowth’s grammars epitomized, respectively, the two main trends of grammatical tradition, namely descriptivism and prescriptivism. Taking a critical discourse analysis approach, this paper aims to examine how both writers claimed their authority through the presentation of the different individuals involved in the text, specifically, the author and any potential readers. We will examine how individuals are depicted both as a centre of structure and action through Martin’s (1992) identification systems and Halliday’s (2004 [1985]) transitivity structures. Such an approach fits in with Wicker’s (2006: 79) assessment of prefaces as textual networks of authority in which it is essential to interrogate how the readers who support and influence the texts are represented and addressed.

scholarly journals A critical discourse approach to Benjamin Martin’s preface to An introduction to the English language and learning (1754)

2018 ◽  
Vol 16 ◽  
pp. 69
Author(s):  
Dolores Fernández Martínez
Keyword(s):  
Eighteenth Century ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Critical Discourse ◽  
Analysis Approach ◽  
Discourse Community ◽  
Functional Grammar ◽  
Systemic Functional Grammar ◽  
Potential Buyer

The purpose of the present paper is to contribute to the depiction of Martin’s role as a grammarian by analysing the preface to his grammar “An Introduction to the English Language and Learning” (1754). By using a Critical Discourse Analysis approach and a method based on systemic functional grammar, this study intends to describe the discourse structures used in the preface to fulfil its advertising function and persuade the addressee as a potential buyer or user of the grammar. Martin’s preface is characterised by a peculiarly exaggerated and aggressive tone and by a strong emphasis on the religious implications of education, all of which confer some distinction to Martin within the discourse community of eighteenth-century grammarians.

scholarly journals A Critical Discourse Analysis of Pakistani Newspapers Editorials in Coronavirus Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 144-153
Author(s):  
Nayab Waqas Khan ◽  
Mehak Muneer ◽  
Huma Iqbal
Keyword(s):  
Social Change ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Critical Discourse ◽  
Social Aspects ◽  
Linguistic Change ◽  
Local Newspapers ◽  
Rhetorical Questions ◽  
Second Wave

This research explores Pakistani newspapers Editorials’ lexical, morphological, and social aspects of the coronavirus Pandemic in Pakistan under the light of the Critical Discourse Analysis angle. The focal idea is to discover the etymological decision and rhetorical questions utilized in a revealing pandemic, and how did the columnists shape readers' minds and thoughts through their words. The CDA has been used as a theoretical framework for analyzing the data. Information for this examination includes 15 Editorial randomly gathered from 100 newspapers in Pakistan. Results demonstrated the exploitation of terminologies has been shown inconvenience, fear of contagious disease, death, fear of touching, and outbreak among people. The bogus information was additionally found in newspapers. Contradiction among newspapers was found while presenting data. This social change brings ultimately a linguistic change in the world. The English language is the language of overcoming gaps among nations, but this time it had correspondingly ushered in a new vocabulary to the general populace. For instance, new vocabulary, acronyms, synonyms, compounding, etc. Social change is parallel to linguistic change, and it is a paramount theme of lexicography. The local newspapers advocated a massive outbreak of the coronavirus and expected a second wave of this pandemic that was frustrating for the educational sector on top. The newspaper editors manipulate thoughts through forceful lexis usage to influence the thought, and opinions of Pakistani people.

The totalizing meritocracy of heterosex: Subjectivity in NoFap

Sexualities ◽  
2020 ◽  
pp. 136346072093238 ◽  
Author(s):  
Marlene Hartmann
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Online Community ◽  
Critical Discourse ◽  
Heterosexual Men ◽  
Specific Mode ◽  
Mostly Heterosexual ◽  
History Of

NoFap is a growing online community of mostly heterosexual men seeking to abstain from masturbation. Rereading scholarship on the history of men’s masturbation, I undertake a critical discourse analysis of NoFap-videos on YouTube to investigate NoFap’s interpellative matrix. NoFap offers a specific mode of becoming a man by advocating a particular form of self-relation. To become a man, one needs to reconcile one’s self-government with one’s organismic existence as a body ‘naturally’ built for meritocratic heterosexuality. Reflecting on NoFap as a community connected to the manosphere, I conclude by suggesting that we thoroughly analyze manospherian modes of self-relation.

scholarly journals Comunicação mediada pelo computador: blog - gênero discursivo emergente

2010 ◽  
Vol 7 ◽  
pp. 67-82
Author(s):  
Joana Ormundo
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Point Of View ◽  
Critical Discourse ◽  
Analysis Approach ◽  
Discourse Community ◽  
Interactive Process ◽  
Discourse Practices ◽  
Line Context ◽  
On Line

This paper examines the language of the blogs from the point of view of Critical Discourse Analysis as it is conceived by Norman Fairclough. The main aim is to analyse discourse practices in the on-line context. The interactive process and the constitution of discourse community in blogs will be examined according to the genre analysis approach developed by Bakhtin (1997) and the concept of discourse community developed by Swales(1990).

scholarly journals Teaching History of Bravery and the Politics of Textbooks in Nepal: A Critical Discourse Analysis

2021 ◽  
Vol 3 (2) ◽  
pp. 24-36
Author(s):  
Saroj G.C.
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Historical Narratives ◽  
Government School ◽  
Teaching History ◽  
History Of ◽  
The Government ◽  
Historical Accounts ◽  
The Cost

This paper examines a saga of the brave history of Nepal which has often been part and parcel of school education in Nepal. The brave history in the textbooks has been treated as a means of enlightenment and a catalyst to cultivate national character. On close inspection, however, teaching history embarks a political enterprise – an articulation of interest to shape the idea of the citizenry. Using the method of critical discourse analysis and post-historicist ideas, this paper takes historical accounts attributed to three pillars of the national narrative of brave history – Bhimsen Thapa, Balbhadra Kunwar, and Prithvi Narayan Shah, as depicted in the government school textbooks for analysis. The paper examines how the history of bravery has been negotiated and maintained as a comfortable and simplistic narrative at the cost of teaching history more critically in order to inform students and examine emerging questions about the national heroes by excluding the other side of historical narratives. Finally, this paper proposes education at any level cannot be taken as value-neutral, and history should be studied historically.

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