Linguistica II.doc

8/17/2019 Linguistica II.doc

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ubject: Lingüistics and Discourse Analysis

Course: 4º año

Professor: Lezcano Gerig, Carlos Fabricio

Student: __________________________________

Language enables human beings to roduce and understand ne! !ords and hrases in

sentences that sometimes include e"ressions !hich are creati#e and inno#ati#e$ %ea&ers

o' a language are able to roduce an unlimited number o' utterances, including many that

are no#el or un'amiliar$ (he discourse analyst)s *ob is to analyze these interactions in order

to ro#ide a clear image o' the uroses o' the language used in each$

a) Explain the meaning of these sentences.

+$ (hey greyhounded to (oronto due to the bad !eather condition$

$ -e un&.roc&ed the night a!ay$

/$ %he dog.teamed her !ay across the Arctic$

4$ -e 0G1d to 2regon$

3$ (hey Concorded to London$

$ 5e Gretz&y1d his !ay to the net$

6$ -e1ll ha#e to A*a" the sin&$

7$ 5e -inde"ed the !indo!s$

8$ 9ou should Clairol your hair$

+$ Let1s carton the eggs$

++$ 1Colorless green ideas slee 'uriously1 ;


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d) #hat term explains the folloing cases for the ords in bold$

• London bound

%ound by chains

• %uc&le your shoes

%uc&led under the !eight

• Clip on your tie

• Clip your nails

•

(hereIs only one left• 5eIs only *ust left

eJ #hat is so peculiar about the folloing sentences$

• -A% =( A CAE 2E A CA( = %A-

• = F2@


3/40

-ell 'irst o' all, l had a bit o' a bull and a co! !ith the trouble and stri'e$ =t !as all o#er the

dustbin lidsK

= !ent do!n the 'rog and toad into the rub.a.dub and l met my old china late$ 5e loo&ed a

bit @ncle Dic& so = get him a ac& the Dandy and l had a era Lynn$ 2ne thing led to another

and !e !ere both ?rahms and Liszt$

%o l staggered bac& home, too& o'' my Dic&ie dirt and my daisy roots and assed out li&e a

light on the ales and ears

i) 'ndicate hat is being described in the folloing sentences.

+$ = *ammed the roscoe in his button and said, MClose your ya, bro, or = sNuirt metal$IO

$ (he 'lim.'lammer *umed in the 'li##er and 'aded$O

/$ 9ou dumb mug, get your mitts o'' the marbles be'ore = stu'' that mud.ie do!nyour mush;and tell your moll to hand o#er the mazuma$O

4$ (he suc&er !ith the schnozzle oured a slug but be'ore he could scram out t!o

shamuses sho!ed him the shi# and said they could send him o#er$O

3$ Dust, al, or = um leadKO

.(he 'ollo!ing dialogues are 'ull o' orders that !aitresses use as a cle#er #ariation on

standard menu terms$ 9our tas& is to try and 'ind out !hat is being ordered in e#ery dialogue

Pseci'y the time o' the dayJ$

*'+,-UE /

-A=(E: -hat can = get youB

C@%(20E +: 5iK = !ant a spot ith a tist/ and a stac& of 0ermont$

-A=(E: All right$ And 'or you, sirB

C@%(20E : =Ill ha#e a blonde ith sand/ and an eve ith a lid$

C@%(20E /: Pas he !al&s inJ 5i guysK %orry =Im late$

-A=(E: Are you going to order, sirB

C@%(20E /: =Im in a hurry reallyQbutQemQgimme a hite co4, put a hat on it3but let

it al&$

-A=(E: Eight a!ay, sir$

*'+,-UE 1

-A=(E: 0ay = ta&e your ordersB

C@%(20E +: Paint a bo2o red/ 'or me and a side o' frog stic&s$

-A=(E: FrogQstic&s$ 9es$ Anything elseB

C@%(20E : %urn one! ta&e it to the garden and pin a rose on it3 'or me$

-A=(E: 2&$

C@%(20E /: Put out the lights and cr"4 'or me and donIt 'orget 5i&e and '&e3, and

also fr" to but let the sun shine !ith that$

-A=(E: Anything to drin&B

C@%(20E +: An 5.*.6 but hold the hail7$

C@%(20E : 8ug one8 'or me$

C@%(20E /: ust cit" juice/9 'or me, than& you$


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-A=(E: Certainly, sir$

C@%(20E +: = !ould also li&e co past++$

-A=(E: 9es, sir$ Anything 'or dessertB

C@%(20E : = !ant a nervous pudding+$

C@%(20E +: A house boat ould+/ be all right$ >lease, thro it in the mud+4$

C@%(20E /: ust dra one in the dar&+3

'or me$-A=(E: =Ill ha#e your orders in no time at all$

1;93;19/4

>ara consultas, comentarios o en#Ro de tareas asignadas, dirigirse a

>ro'$ Lezcano Gerig, carlos Fabricio, e.mail address: 'abriciogerigShotmail$com

>ara en#iar traba*os racticos or correo electronico, el A%@ara Alumnos Eegulares de Lingüistica y AnTlisis del Discurso

#hat are the to main functions of ritten language$

*efine deixis and indicate the difference beteen proximal and distal terms and

the deictic center.

*efine regularit".

Explain the different t"pes of deixis: person deixis! spatial deixis and temporal

deixis.

Explain the pragmatic connection beteen proper names and objects.

Explain the t"pes of anaphoric reference.

Summari


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*efine generali


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Programa de la materia 19/3

Discourse analysis online

(he 5andboo& o' Discourse Analysis online

(he 5andboo& o' >ragmatics online

5andboo& o' ragmatics re'erence online

2sama bin Laden is dead, 2bama %eech at -hite 5ouse

1Good e#ening$ (onight, = can reort to the American eole and to the !orld that the @nited

%tates has conducted an oeration that &illed 2sama bin Laden, the leader o' Al.Uaeda, and

a terrorist !ho1s resonsible 'or the murder o' thousands o' innocent men, !omen, and

children$

1=t !as nearly + years ago that a bright %etember day !as dar&ened by the !orst attac&

on the American eole in our history$ (he images o' 8V++ are seared into our national

memory . hi*ac&ed lanes cutting through a cloudless %etember s&y the (!in (o!ers

collasing to the ground blac& smo&e billo!ing u 'rom the >entagon the !rec&age o'

Flight 8/ in %han&s#ille, >ennsyl#ania, !here the actions o' heroic citizens sa#ed e#en moreheartbrea& and destruction$

1And yet !e &no! that the !orst images are those that !ere unseen to the !orld$ (he emty

seat at the dinner table$ Children !ho !ere 'orced to gro! u !ithout their mother or their

'ather$ >arents !ho !ould ne#er &no! the 'eeling o' their child1s embrace$


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19et 2sama bin Laden a#oided cature and escaed across the A'ghan border into Pa&istan$

0ean!hile, Al.Uaeda continued to oerate 'rom along that border and oerate through its

a''iliates across the !orld$

1And so shortly a'ter ta&ing o''ice, = directed Leon >anetta, the director o' the C=A, to ma&e

the &illing or cature o' bin Laden the to riority o' our !ar against Al.Uaeda, e#en as !e

continued our broader e''orts to disrut, dismantle, and de'eat his net!or&$1(hen, last August, a'ter years o' ainsta&ing !or& by our intelligence community, = !as

brie'ed on a ossible lead to bin Laden$ =t !as 'ar 'rom certain, and it too& many months to

run this thread to ground$ = met reeatedly !ith my national security team as !e de#eloed

more in'ormation about the ossibility that !e had located bin Laden hiding !ithin a

comound dee inside o' >a&istan$ And 'inally, last !ee&, = determined that !e had enough

intelligence to ta&e action, and authorized an oeration to get 2sama bin Laden and bring

him to *ustice$

1(oday, at my direction, the @nited %tates launched a targeted oeration against that

comound in Abbottabad, >a&istan$ A small team o' Americans carried out the oeration !ith

e"traordinary courage and caability$ a&istan i' !e

&ne! !here bin Laden !as$ (hat is !hat !e1#e done$ ?ut it1s imortant to note that our

counterterrorism cooeration !ith >a&istan heled lead us to bin Laden and the comound

!here he !as hiding$ =ndeed, bin Laden had declared !ar against >a&istan as !ell, and

ordered attac&s against the >a&istani eole$

1(onight, = called >resident Wardari, and my team has also so&en !ith their >a&istani

counterarts$ (hey agree that this is a good and historic day 'or both o' our nations$ And

going 'or!ard, it is essential that >a&istan continue to *oin us in the 'ight against al Uaeda

and its a''iliates$

1(he American eole did not choose this 'ight$ =t came to our shores, and started !ith thesenseless slaughter o' our citizens$ A'ter nearly + years o' ser#ice, struggle, and sacri'ice,

!e &no! !ell the costs o' !ar$ (hese e''orts !eigh on me e#ery time =, as Commander.in.

Chie', ha#e to sign a letter to a 'amily that has lost a lo#ed one, or loo& into the eyes o' a

ser#ice member !ho1s been gra#ely !ounded$

1%o Americans understand the costs o' !ar$ 9et as a country, !e !ill ne#er tolerate our

security being threatened, nor stand idly by !hen our eole ha#e been &illed$ -e !ill be

relentless in de'ence o' our citizens and our 'riends and allies$ -e !ill be true to the #alues

that ma&e us !ho !e are$ And on nights li&e this one, !e can say to those 'amilies !ho ha#e

lost lo#ed ones to Al.Uaeda1s terror: ustice has been done$

1(onight, !e gi#e than&s to the countless intelligence and counterterrorism ro'essionals

!ho1#e !or&ed tirelessly to achie#e this outcome$ (he American eole do not see their

http://www.telegraph.co.uk/news/worldnews/asia/pakistanhttp://www.telegraph.co.uk/news/worldnews/asia/pakistan


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!or&, nor &no! their names$ ?ut tonight, they 'eel the satis'action o' their !or& and the

result o' their ursuit o' *ustice$

1-e gi#e than&s 'or the men !ho carried out this oeration, 'or they e"emli'y the

ro'essionalism, atriotism, and unaralleled courage o' those !ho ser#e our country$ And

they are art o' a generation that has borne the hea#iest share o' the burden since that

%etember day$1Finally, let me say to the 'amilies !ho lost lo#ed ones on 8V++ that !e ha#e ne#er 'orgotten

your loss, nor !a#ered in our commitment to see that !e do !hate#er it ta&es to re#ent

another attac& on our shores$

1And tonight, let us thin& bac& to the sense o' unity that re#ailed on 8V++$ = &no! that it

has, at times, 'rayed$ 9et today1s achie#ement is a testament to the greatness o' our country

and the determination o' the American eole$

1(he cause o' securing our country is not comlete$ ?ut tonight, !e are once again reminded

that America can do !hate#er !e set our mind to$ (hat is the story o' our history, !hether

it1s the ursuit o' roserity 'or our eole, or the struggle 'or eNuality 'or all our citizens

our commitment to stand u 'or our #alues abroad, and our sacri'ices to ma&e the !orld a

sa'er lace$1Let us remember that !e can do these things not *ust because o' !ealth or o!er, but

because o' !ho !e are: one nation, under God, indi#isible, !ith liberty and *ustice 'or all$

1(han& you$ 0ay God bless you$ And may God bless the @nited %tates o' America$1

%natch: the bet

%natch the bet . sol#ed

%natch: the bet lus other scenes

%natch the bet scrit:

. Do you !ant to do itB . (hat deends$

2n !hatB

2n you buying this cara#an$


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9ou ha#e 'irst bet$ =' = !in, = get a cara#an$$$

$$$and the boys get a air o' them shoes$

=' = lose$$$

$$$'uc& it, =1ll do the 'ight 'or 'ree$

(he last thing = really !ant to do is bet a i&ey$

5o!e#er, = don1t really ha#e much o' a choice$ %omeho! =1#e got to get him to 'ight, but i' = lose$$$

-ell, = don1t e#en !ant to thin& about losing$

2&ay$ = rec&on the hare gets 'uc&ed$

-hatB >roer 'uc&edB

9ou got that, LondonB

%+S'C =+BSC'P='-B B-=+='-B C-B0EB='-BS

9ou1ll see a certain #ariety o' notation symbols in CA, but the great ma*ority !ill be based on

!hat is o'ten called the H(efferson s"stemHa'ter its de#eloer, Gail e''erson$ (here is a

comrehensi#e account inAt&inson and 5eritage, and more abbre#iated accounts in theboo&s by5utchby and -oo''itt, and ten 5a#e$

(he list belo! is 'airly reresentati#e o' the most !idely.used symbols$

9ou might also li&e to loo& at the symbols e"lained age in the 1(ranscrit1 section o' this

tutorial$ =t gi#es a more seci'ic account o' the symbols as = used them in arri#ing at a

reasonable transcrit o' the audio and #ideo clis$ (.) Just noticeable pause

(.3), (2.6) Examples of timed pauses

↑word,↓word Onset of noticeable pitc rise or fall (can be difficult to use reliably)

!"#"

word $word$word

%&uare brac'ets alined across adacent lines denote te start of o*erlappin tal'. %ome transcribersalso use ++ brac'ets to sow were te o*erlap stops

., in-breat (note te precedin fullstop) and out-breat respecti*el.

wo()rd () is a tr at sowin tat te word as +lauter+ bubblin witin it

wor- ! das sows a sarp cut-off wo"rd /olons sow tat te spea'er as stretced te precedin sound. (words) ! uess at wat mit a*e been said if unclear

( ) 0nclear tal'. %ome transcribers li'e to represent eac sllable of unclear tal' wit a das

!"

#"

word1

1word

e e&uals sin sows tat tere is no discernible pause between two spea'ers+ turns or, if put

between two sounds witin a sinle spea'er+s turn, sows tat te run toeter

word, O45 0nderlined sounds are louder, capitals louder still

word material between +deree sins+ is &uiet 7word word8 9nwards arrows sow faster speec, outward slower

: !nalst+s sinal of a sinificant line

(( sobbing )) ranscriber+s o at representin sometin ard, or impossible, to write poneticall

!nalsis example ;" +e camera+s on+

-hat does it mean to remar& on !hat is ob#iously the case, as Woe does !hen she states,

'latly, that 1the camera1s on1B

5ere1s that section o' the transcrit again P=1m using (ranscrit 4, !ithout all the red te"t or

the e"lanation o' the symbols clic& on notation i' you need to *og your memory o' !hat the

symbols meanJ$

;< (6.=)

;> : ?oe t+ camera+s on.;@ An 7es8

2= (;.>)

2; ?oe w+() are ou ta()l'in to it wile ou

22 wO4BC23 An no",

2D (.)

http://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/trans4b.htmhttp://www-staff.lboro.ac.uk/~ssca1/notation.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/trans4b.htmhttp://www-staff.lboro.ac.uk/~ssca1/notation.htm


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2 An $e e e e1

26 ?oe$ wat e+ 5O9F ten

2< An 1a a a

2> (;.=)

2@ ?oewat+s te ↑point"3= (;.)

3; ?oe ↑o ↑od (.) loo' wat ↑9+m wearin

omerantz, +87J

; $pone rins

2 4ecei*erGello""

3 /aller G9"""

D 4ecei*erO"i"" +ow are ou !ne""s

: /aller Hine. Ier line+s been bus

6 4ecei*er Ieu m fu() - + m fater+s< wife called me $...etc..

Caller says 1yer line1s been busy1 . but that can hardly be ne!s to the recei#er, !ho is

resumably *ust the erson resonsible$ -hat is interesting is that the caller1s remar&

romts the recei#er to gi#e an account o' !hy the line !as indeed busy$=n line , the recei#er resonds to caller1s line 4 as i' it had been an e"licit reNuest 'or an

e"lanation o' !hy the line had been busy$ (he caller1s 1noticing1, then, has !or&ed to ma&e

the recei#er accountable$

5ere is another e"amle, 'rom the !or& o' manuel %cheglo''$ As in Lyn and Woe1s situation,

one arty PCarolJ has *ust come into the room$

PFrom %cheglo'', +877, ++8 and + o#erla notation simli'iedJ ;; $door s&uea's

;2 %" Gi /arol. 1;3 /" 1 $Gi""

;D 4" $/!"4Ol, G9""

; : %" Iou didn+t et en ice-cream sanwic,

;6 /"9 'no"w, 9 decided tat m bod didn+t

need it,

%, li&e Caller and li&e Woe, is 1noticing1 something atently ob#ious$ And Carol, li&e Eecei#er,

resonds !ith an account . an e"lanation and a *usti'ication 'or !hy it is so$ %he did not

bring bac& the ice.cream sand!ich P!hate#er that isJ because 1her body didn1t need it1$

%o !ith that bac&ground CA !or&, !e ha#e a articular le#er !e can use to get a gri on!hat !hat Woe and Lyn are u to$

-hat is Woe doing !ith her 1


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At line Woe lea#es a 'ull +$7 seconds Pa signi'icantly long time in a con#ersationJ 'or Lyn to

e"and, or come u !ith something that loo&s more li&e an e"lanation$ =t doesn1t come$ %o

!e hear the Nuestion in ne"t line P+J as a more seci'ic, targetted attemt to get an

e"lanation$ (his time, Woe casts it as a yesVno Nuestion$ (he Nuestion ma&es clear

the kind o' resonse that Woe is loo&ing 'or, but that Lyn has 'ailed to gi#e so 'ar$

-hat ha#e !e learntB-e could go on 'urther, and see ho! 'ar Lyn and Woe get in reaching a mutually accetable

e"lanation 'or the camera being on$ =' !e !ere doing a 'ull.blooded analysis o' this eisode,

that1s one line !e could ta&e$ =' you !anted to, you could ha#e a go yoursel': loo& and see i'

Lyn o''ers e"lanations, and i' Woe accets them$ 9ou might go on to loo& and see, 'or

e"amle, i' all the business about the camera being on might hel e"lain !hat Woe means

!hen she says 1oh god loo& !hat =1m !earing1 in line /+$

?ut !e1#e done enough 'or the e"ercise, i' !e1#e managed to illuminate !hatinteractional

meaning such an aarently neutral obser#ation as 1the camera1s on1 has had$ Eeorts

aren1t al!ays *ust reorts li&e all language in interaction, they can accomlish things !hich

aren1t ob#ious at a 'irst glimse$

!nalsis 2" +teasin+

-e can use CA1s accumulated &no!ledge o' interaction again, as !e did in e"amle + on

1teasing1$ 5ere !e1ll thin& about !hat 1s going on !hen Lyn says to Woe 1you loo& li&e Fagin1$

(he line aears a moment a'ter the end o' the transcrit !e1#e been using so 'ar$ (o see the

cli, clic& here Por go to 1transcrits1 in the main menu, and !hen the ne! screen comes u,

clic& on 1you loo& li&e Fagin1J$

5ere1s the transcrit P=1#e included the last 'e! lines o' !hat !e1#e seen so 'arJ$

XLyn Y Woe (3 /+Z

3; ?oe ↑o ↑od (.) loo' wat ↑9+m wearin

32 (.3)

33 An e e u $↑G01

3D C?oe $(e)

3: An 1ou loo' li'e (.) ↑Ha"in

36 (.)3< ?oe e G0G G! $a

3> An $7e a 8 (.) ↑G1

3@ (( squeaky at end ))

D= ?oe 1w+ mabe 9 am.

D; An + ust need t+ little lo*es, wit

D2 t+ ↑finers out.D3 (.>)

DD ?oe (*+ funn)

D (;.2)

D6 ?oe (d+ wan+ one.)

(easing$

Again !e might be guided by something already &no!n to CA . this time, ho! a 1tease1 is set

o'' and resonded to$

5ere =1m relying on !or& by >aul Dre!$ 5a#e a loo& at one o' his e"amles:

PG(%: =: +: 44: E: 6 'rom Dre!, +876$ Line numbers added brac&ets added in lines 3 and

J

; Aouise at do ou do to ma'e ourself distinct12 4oer 19 mu- 9 must do sometin $9 mean +c$ause

3 Aouise" $Kmm $Iou

http://www-staff.lboro.ac.uk/~ssca1/lynzoe2.MPGhttp://www-staff.lboro.ac.uk/~ssca1/lynzoe2.MPGhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/lynzoe2.MPGhttp://www-staff.lboro.ac.uk/~ssca1/references.htmhttp://www-staff.lboro.ac.uk/~ssca1/references.htm


12/40

D do,

4oer" e $n n

6 : !l" $Iou J!"/B off in our cai"r

< 4oer" e e .e Ia" .nff.

> (.)@ 4oer" Fo e*erbod" (.) ou 'now" loo's for

;= tis distinction.

-e can read Al as teasing Eoger in line $

Dre! obser#es that teases seem to be set o'' by something 1retentious1 or 1e"aggerated1$

-hat Eoger says in line is rather ostentatiously modest about !hat ma&es him distincti#e$

Al1s ribald suggestion o' !hat that is 1ta&es him do!n a eg1$ Does that hel us at all hereB

=t ma&es us loo& again at !hat it !as that Woe said$ %he !ent out o' the room saying 1oh god

loo& !hat =1m !earing1$ %he is calling attention to her clothes, comlainingly$ %he imlies

that they aren1t utting her in a good light$

%o !e might then hear Lyn1s 1you loo& li&e Fagin1 to be a teasing comment on Woe1s dislay

o' sel'.consciousness Por her dress senseBJ$

5o! does Woe reactB =' she understands Lyn to be teasing her, erhas she1ll do !hat Dre!

reorts is usually Pbut not al!aysJ done in such cases$ (hat is, resond at 'irst lightly, but

ultimately !ith !hat Dre! calls a 1o.'aced1 resonse P1o.'aced1 is = thin& a ?ritishism: it

means a slightly sour 'acial e"ressionJ$

(hat certainly haens in the e"amle !e sa! abo#e$ Eoger does *oin in the 'un,

momentarily$ ?ut he 'inishes o'' by re*ecting the tease sternly Pline 8J$

Woe1s o.'aced receit$

(hat attern, o' initial laughter shading into 1crossness1 and re*ection, is *ust !hat haens in

Woe1s case$ 5ere are the rele#ant lines again:

XLyn Y Woe (3 /3Z

3 An 1ou loo' li'e (.) ↑Ha"in

36 (.)3 An $7e a 8 (.) ↑G1

3@ (( squeaky at end ))

D=: ?oe 1w+ mabe 9 am.

D; An + ust need t+ little lo*es, wit

D2 t+ ↑finers out.

D3 (.>)DD: ?oe (*e+ funn)

D (;.2)

D6 ?oe (d+ wan+ one.)

Woe does laugh, at line /6$ ?ut she counters Lyn1s imlicit tease about her #anity !ith a

combati#e 1!ell maybe = am1$ Lynn e"tends the *o&e and ma&es the re'erence to clothing still

more ob#ious Py1 *ust need the little glo#es !ith the 'ingers out1J$ At this oint Woe dros her

light.hearted resonse utterly$ %he auses 'or nearly a second, then issues a classic 1o.

'aced1 iece o' gruminess: 1#e1y 'unny1$ And then she changes the sub*ect, o''ering her

mother a cigarette$

%o Woe and Lyn lay out a tease in *ust the !ay Dre!1s CA !or& has identi'ied as a regular

attern$ 5o! does that hel usB

De#iant identityB

Dre! obser#es that the tease sets the teased erson u as ha#ing a rather undesirable

Nualities . a se"ual de#iant, erhas, in the e"amle 'rom his !or& !e sa! abo#e Psomeone

!hose distincti#eness is that he 1*ac&s o'' in his chair1J$ (o !or&, to be 1close to the bone1,

this has to be reasonably lausible or !ell.'ounded, other!ise it !ould ma&e no sense or

miss the mar&$ 9ou couldn1t, say, tease a s!immer about her achie#ements at cycling$ %he

could *ust shrug it o'' as being irrele#ant$


13/40

%o !e might see Lyn as imlying that the 1truth1 o' the tease is rele#ant and not to be

shrugged o''$ %he attributes Woe !ith the identity o' 1Fagin1, and ma&es it clear that this

erson is someone !hose clothes are Nuestionable Por !orseJ$ (he imlication is that this

1close to the bone1 . that Woe could, in 'act, be seriously accused o' carelessness in ho! she

dresses$

(here is a lot more to be said, but let1s dra! a line there$=' !e1#e got this 'ar, !e1ll ha#e 'ollo!ed Dre!1s ideas to reach a oint !here !e ha#e a

candidate analysis o' !hat Lyn and Woe are doing at *ust that one oint o' the eisode$ -e

!ould then combine it !ith similar analyses o' the surrounding tal&, and !or& u a 'ull.blo!n

e"lication o' !hat is going on in these seconds$ -e !ould robably !ant to recall that

Woe1s comlaint about her clothes come u in the en#ironment o' a challenge she has issued

to Lyn to e"lain !hy the camera is on, and see !hat that tells us$ And !e !ould !ant to see

!hat !e ma&e o' Woe1s choice o' a o.'aced receit o' the tease, as oosed to a laughing

one$

As you can see, it is #ery labour intensi#e$ ?ut one can go a!ay satis'ied that !hat one says

about the eisode is !ell and truly grounded in !hat actually haened$

Discurso ?arac& 2bama

%arac& -bama

=' there is anyone out there !ho still doubts that America is a lace !here all things are

ossible !ho still !onders i' the dream o' our 'ounders is ali#e in our time !ho still

Nuestions the o!er o' our democracy, tonight is your ans!er$

=ts the ans!er told by lines that stretched around schools and churches in numbers this

nation has ne#er seen by eole !ho !aited three hours and 'our hours, many 'or the #ery

'irst time in their li#es, because they belie#ed that this time must be di''erent that their

#oice could be that di''erence$

=ts the ans!er so&en by young and old, rich and oor, Democrat and Eeublican, blac&,

!hite, Latino, Asian, resident.elect o' the @nited %tates, oe ?iden$

= !ould not be standing here tonight !ithout the unyielding suort o' my best 'riend 'or the

last si"teen years, the roc& o' our 'amily and the lo#e o' my li'e, our nation1s ne"t First Lady,

0ichelle 2bama$ %asha and 0alia, = lo#e you both more than you can imagine, and you ha#e

earned the ne! uy that1s coming !ith us to the -hite 5ouse$ And !hile she1s no longer

http://www.youtube.com/watch?v=Jll5baCAaQUhttp://www.youtube.com/watch?v=Jll5baCAaQU


14/40

!ith us, = &no! my grandmother is !atching, along !ith the 'amily that made me !ho = am$

= miss them tonight$ = &no! that my debt to them is beyond measure$ (o my sister 0aya and

sister Alma and all my other brothers and sisters$ (han& you so much 'or all the suort you

ha#e gi#en me$ = am grate'ul tonight$

(o my camaign manager Da#id >lou''e, the unsung hero o' this camaign, !ho built the

best olitical camaign, = thin&, in the history o' @nited %tates o' America$ (o my chie'strategist, Da#id A"elrod, !ho1s been a artner to me e#ery ste o' the !ay$ to the best

camaign team e#er assembled in the history o' olitics . you made this haen, and = am

'ore#er grate'ul 'or !hat you sacri'iced to get it done$

?ut abo#e all, = !ill ne#er 'orget !ho this #ictory truly belongs to . it belongs to you$ =t

belongs to you$ = !as ne#er the li&eliest candidate 'or this o''ice$ -e didn1t start !ith much

money or many endorsements$ 2ur camaign !as not hatched in the halls o' -ashington . it

began in the bac&yards o' Des 0oines and the li#ing rooms o' Concord and the 'ront orches

o' Charleston$

=t !as built by !or&ing men and !omen !ho dug into !hat little sa#ings they had to gi#e

'i#e dollars and ten dollars and t!enty dollars to the cause$ =t gre! strength 'rom the young

eole !ho re*ected the myth o' their generation1s aathy !ho le't their homes and their'amilies 'or *obs that o''ered little ay and less slee =t dre! strength 'rom the not.so.young

eole !ho bra#ed the bitter cold and scorching heat to &noc& on the doors o' er'ect

strangers 'rom the millions o' Americans !ho #olunteered, and organized, and ro#ed that

more than t!o centuries later, a go#ernment o' the eole, by the eole and 'or the eole

has not erished 'rom the arth$ (his is your #ictory$

= &no! you didn1t do this *ust to !in an election and = &no! you didn1t do it 'or me$ 9ou did it

because you understand the enormity o' the tas& that lies ahead$ For e#en as !e celebrate

tonight, !e &no! the challenges that tomorro! !ill bring are the greatest o' our li'etime .

t!o !ars, a lanet in eril, the !orst 'inancial crisis in a century$ #en as !e stand here

tonight, !e &no! there are bra#e Americans !a&ing u in the deserts o' =raN and the

mountains o' A'ghanistan to ris& their li#es 'or us$ (here are mothers and 'athers !ho !ill liea!a&e a'ter their children 'all aslee and !onder ho! they1ll ma&e the mortgage, or ay their

doctors bills, or sa#e enough 'or their child1s college education$ (here is ne! energy to

harness and ne! *obs to be created ne! schools to build and threats to meet, alliances to

reair$

(he road ahead !ill be long$ 2ur climb !ill be stee$ -e may not get there in one year or

e#en one term, but America . = ha#e ne#er been more hoe'ul than = am tonight that !e !ill

get there$ = romise you . !e as a eole !ill get there$

(here !ill be setbac&s and 'alse starts$ (here are many !ho !on1t agree !ith e#ery decision

or olicy = ma&e as >resident, and !e &no! that go#ernment can1t sol#e e#ery roblem$ ?ut

= !ill al!ays be honest !ith you about the challenges !e 'ace$ = !ill listen to you, esecially

!hen !e disagree$ And abo#e all, = !ill as& you *oin in the !or& o' rema&ing this nation theonly !ay its been done in America 'or t!o.hundred and t!enty.one years . bloc& by bloc&,

bric& by bric&, calloused hand by calloused hand$

-hat began t!enty.one months ago in the deths o' !inter must not end on this autumn

night$ (his #ictory alone is not the change !e see& . it is only the chance 'or us to ma&e that

change$ And that cannot haen i' !e go bac& to the !ay things !ere$ =t cannot haen

!ithout you$ -ithout a ne! sirit o' ser#ice$ -ithout a ne! sirit o' sacri'ice$

%o let us summon a ne! sirit o' atriotism o' ser#ice and resonsibility !here each o' us

resol#es to itch in and !or& harder and loo& a'ter not only oursel#es, but each other$ Let us

remember that i' this 'inancial crisis taught us anything, it1s that !e cannot ha#e a thri#ing

-all %treet !hile 0ain %treet su''ers . in this country, !e rise or 'all as one nation as oneeole$


15/40

Let us resist the temtation to 'all bac& on the same artisanshi and ettiness and

immaturity that has oisoned our olitics 'or so long$ Let us remember that it !as a man

'rom this state !ho 'irst carried the banner o' the Eeublican >arty to the -hite 5ouse . a

arty 'ounded on the #alues o' sel'.reliance, indi#idual liberty, and national unity$ (hose are

#alues !e all share, and !hile the Democratic >arty has !on a great #ictory tonight, !e do

so !ith a measure o' humility and determination to heal the di#ides that ha#e held bac& ourrogress$ As Lincoln said to a nation 'ar more di#ided than ours, -e are not enemies, but

'riends$$$though assion may ha#e strained it must not brea& our bonds o' a''ection$ And to

those Americans !hose suort = ha#e yet to earn . = may not ha#e !on your #ote, but =

hear your #oices, = need your hel, and = !ill be your >resident too$

And to all those !atching tonight 'rom beyond our shores, 'rom arliaments and alaces to

those !ho are huddled around radios in the 'orgotten corners o' our !orld . our stories are

singular, but our destiny is shared, and a ne! da!n o' American leadershi is at hand$ (o

those !ho !ould tear this !orld do!n . !e !ill de'eat you$ (o those !ho see& eace and

security . !e suort you$ And to all those !ho ha#e !ondered i' Americas beacon still burns

as bright . tonight !e ro#ed once more that the true strength o' our nation comes not 'rom

our the might o' our arms or the scale o' our !ealth, but 'rom the enduring o!er o' ourideals: democracy, liberty, oortunity, and unyielding hoe$

For that is the true genius o' America . that America can change$ 2ur union can be

er'ected$ And !hat !e ha#e already achie#ed gi#es us hoe 'or !hat !e can and must

achie#e tomorro!$

(his election had many 'irsts and many stories that !ill be told 'or generations$ ?ut one

that1s on my mind tonight is about a !oman !ho cast her ballot in Atlanta$ %he1s a lot li&e

the millions o' others !ho stood in line to ma&e their #oice heard in this election e"cet 'or

one thing . Ann


16/40

truth . that out o' many, !e are one that !hile !e breathe, !e hoe, and !here !e are met

!ith cynicism, and doubt, and those !ho tell us that !e can1t, !e !ill resond !ith that

timeless creed that sums u the sirit o' a eole:

9es -e Can$ (han& you, God bless you, and may God ?less the @nited %tates o' America$

8o to Use the ule of =hree in Iour Speeches

(he rule of three is o!er'ul seech!riting techniNue that you should learn, ractice, and

master$

@sing the Eule o' (hree allo!s you to e"ress concets more comletely, emhasize your

oints, and increase the memorability o' your message$

(hatIs the truth, the !hole truth, and nothing but the truth$

-hat is the rule o' threeB -hat are some 'amous e"amlesB 5o! do you use it in seechesB

Eead onK

#estern Culture and the ule of =hree

(rios, trilets, and triads abound in -estern culture in many discilines$ ust a smallsamling o' memorable cultural triads include:

• Christianit"

o Father, %on, and 5oly %irit

o 5ea#en, hell, and urgatory

o (hree -ise 0en !ith their gold, 'ran&incense, and myrrh

• 5ovies J %oo&s

o The Good, the Bad, and the Ugly o Sex, Lies, and ideotapeo %uermanIs Truth, !ustice, and the "merican #ay o


17/40

o Go0ernment of the people, by the people, for the people • General 0acArthur, -est >oint Address, +8

o *uty, onor, +ountry O Xreeated se#eral times in the seechZ• ?arac& 2bama, =naugural %eech

o /e must pick oursel0es up, dust oursel0es off, and begin again the /ork of

remaking "merica

#hatAs 5agical +bout the ule of =hree$

=t is reasonable to as& !hatIs so secial about threeB -hy is it so oular in our cultureB

ArenIt there *ust as many e"amles o' t!o. or 'our.element 'amous seech linesB

For a 'amous duo, there is >atric& 5enryIs Gi0e me liberty or gi0e me death-O For a classic Nuartet, it is tough to beat -inston ChurchillIs % /ould say to the ouse as %said to those /ho ha0e 1oined this go0ernment2 % ha0e nothing to offer but blood, toil,tears and sweat -O Desite e"amles li&e these, there is something magical about the Eule o' (hree in the !ay

that it allo!s a sea&er to e"ress a concet, emhasize it, and ma&e it memorable$

D=he mojo of three offers a greater sense of completeness than four or more.33 Roy $eter +lark

Q the encomassingO magic o' number three Q in our language or culture, three ro#ides a

sense o' the !hole Q

Q in the anti.math o' !riting, the number three is greater than 'our$ (he mo*o o' three o''ers

a greater sense o' comleteness than 'our or more$ Q

@se one 'or o!er$ @se t!o 'or comarison, contrast$ @se three 'or comleteness, !holeness,

roundness$ @se 'our or more to list, in#entory, comile, and e"and$

hetorical *evices K ule of =hree

(he rule o' three describes triads o' all tyes ; any collection o' three related elements$ (!o

more seci'ic triad #ariants are hendiatris and tricolon$

8endiatrisA hendiatris is a 'igure o' seech !here three successive ords are used to e"ress a

central idea$

"amles o' hendiatris include:

• eni, 0idi, 0ici-O Xulius CaesarZ• Libert', (galit', )raternit' XFrench mottoZ• +itius, "ltius, )ortiusO X2lymic mottoZ• #ine, /omen, and songO XAnonymousZ

=ricolon

A tricolon is a series o' three parallel elements P!ords or hrasesJ$ =n a strict tricolon,

the elements ha#e the same length but this condition is o'ten ut aside$"amles o' tricola include:

• 4eni, 0idi, 0ici-O Xulius CaesarZ• Be sincere, be brief, be seated-O XAd#ice 'or sea&ers 'rom Fran&lin D$ Eoose#eltZ• Tonight, /e gather to affirm the greatness of our nation 5 not because of 678 the

height of our skyscrapers, or 698 the po/er of our military, or 6:8 the si;e of oureconomy-O X?arac& 2bama, Heynote seech to Democratic


18/40

• Dalton %herman: *o you belie0eatric& 5enry -inston: o/ to Speak

9our careers !ill be determined largely by ho! !ell you sea&, by ho! !ell you !rite, and by

the Nuality o' your ideasQ in that order$• %eech >rearation [: Add =mact !ith Ehetorical De#ices

Q !e cannot redict !hen the !ind blo!s$ -e cannot redict ho! strong it !ill be$ -e

certainly cannot redict its direction$

=he 5ost 'mportant =hing to +nal"


19/40

\] -ere there other sea&ers be'ore this oneB -ere their messages similar, oosed, or

unrelatedB

\] 5o! !as the sea&er introducedB -as it aroriateB

\] Did the introduction establish !hy the audience should listen to this sea&er !ith this

toic at this timeB

\] -hat body language !as demonstrated by the sea&er as they aroached the sea&ingareaB ?ody language at this moment !ill o'ten indicate their le#el o' con'idence$

=he Speech -pening

Due to the rimacy e''ect, !ords, body language, and #isuals in the seech oening are all

critical to sea&ing success$

\] -as a hoo& used e''ecti#ely to dra! the audience into the seechB 2r did the sea&er

oen !ith a dry =tIs great to be here today$

\] Did the seech oen !ith a storyB A *o&eB A startling statisticB A contro#ersial statementB

A o!er'ul #isualB

\] Did the seech oening clearly establish the intent o' the resentationB

\] -as the oening memorableB

=he Speech %od"

\] -as the resentation 'ocusedB i$e$ Did all arguments, stories, anecdotes relate bac& to

the rimary ob*ecti#eB

\] -ere e"amles or statistics ro#ided to suort the argumentsB

\] -ere metahors and symbolism use to imro#e understandingB

\] -as the seech organized logicallyB -as it easy to 'ollo!B

\] Did the sea&er bridge smoothly 'rom one art o' the resentation to the ne"tB

=he Speech Conclusion

Li&e the oening, the !ords, body language, and #isuals in the seech conclusion are allcritical to sea&ing success$ (his is due to the recency e''ect$

\] -as the conclusion conciseB

\] -as the conclusion memorableB

\] =' aroriate, !as there a call.to.actionB

*eliver" S&ills and =echniues

Deli#ery s&ills are li&e a gigantic toolbo" ; the best sea&ers &no! recisely !hen to use

e#ery tool and 'or !hat urose$

Enthusiasm and Connection to the +udience

\] -as the sea&er enthusiasticB 5o! can you tellB\] -as there audience interactionB -as it e''ecti#eB

\] -as the message you. and !e.'ocused, or !as it =. and me.'ocusedB

8umor

\] -as humor usedB

\] -as it sa'e and aroriate gi#en the audienceB

\] -ere aroriate auses used be'ore and a'ter the unch lines, hrases, or !ordsB

\] -as it rele#ant to the seechB

0isual +ids

\] -ere they designed e''ecti#elyB\] Did they comlement seech argumentsB


20/40

\] -as the use o' #isual aids timed !ell !ith the sea&erIs !ordsB

\] Did they add energy to the resentation or remo#e itB

\] -ere they simle and easy to understandB

\] -ere they easy to seeB e$g$ large enough

\] -ould an additional #isual aid hel to con#ey the messageB

Use of Stage +rea

\] Did the sea&er ma&e aroriate use o' the sea&ing areaB

>hysical ] Gestures and ye Contact

\] Did the sea&erIs osture dislay con'idence and oiseB

\] -ere gestures natural, timely, and comlementaryB

\] -ere gestures easy to seeB

\] Does the sea&er ha#e any distracting mannerismsB

\] -as eye contact e''ecti#e in connecting the sea&er to the !hole audienceB

0ocal 0ariet"

\] -as the sea&er easy to hearB\] -ere loud and so't #ariations used aroriatelyB

\] -as the ace #ariedB -as it slo! enough o#erall to be understandableB

\] -ere auses used to aid understandability, heighten e"citement, or ro#ide dramaB

,anguage

\] -as the language aroriate 'or the audienceB

\] Did the sea&er articulate clearlyB

\] -ere sentences short and easy to understandB

\] -as technical *argon or unnecessarily comle" language usedB

\] -hat rhetorical de#ices !ere usedB e$g$ reetition, alliteration, the rule o' three, etc$

'ntangibles

%ometimes, a technically sound seech can still miss the mar&$ Li&e!ise, technical

de'iciencies can sometimes be o#ercome to roduce a must.see resentation$ (he intangibles

are imossible to list, but here are a 'e! Nuestions to consider:

\] 5o! did the seech ma&e you 'eelB

\] -ere you con#incedB

\] -ould you !ant to listen to this sea&er againB

\] -ere there any original ideas or techniNuesB

Critical *iscourse +nal"sis 22 + Primer

(his issue is about using the critical science aroach and critical discourse analysis PCDAJ as

tools to hel members o' the ro'ession understand the messages they are sending to

themsel#es and others and to understand the meanings o' the !ords so&en and !ritten by

others$ = as& that you not be ut o''O by the theoretical *argon o' critical science and critical

discourse instead, as& yoursel' i' you e#er read something or listened to someoneIs !ords

and as&ed yoursel', 5o! can they e#en thin& that !ayB -hat are they really sayingB Do all

eole belie#e thisB -hat else could ha#e been saidBO (his aer !as !ritten in an attemtto hel you 'igure out the real meaning behind the so&en and !ritten !ord in hoes that


21/40

the insight gained can be used to bring about more eNuity, *ustice, 'reedom, eace, and hoe

;the betterment o' the human 'amily$

?e'ore getting into the deeer theory o' CDA and its methodology, = need to con#ince you

that this is a legitimate asect o' your ractice$ (o do that, = !ill share an e"amle o' a

discourse P!ritten !ords !ith o#ert and hidden meaningJ to illustrate ho! unmas&ing the!ritten !ord can bring about a di''erent ersecti#e and deeer understanding o' !hose

interest is being ser#ed$ (he Canadian ?roadcasting Cororation PC?CJ PFebruary, /J

reorted a study on student #iolence in


22/40

historical conditions$ 2ur !ords are ne#er neutral PFis&e, +884JK (his is a o!er'ul insight 'or

home economists and 'amily and consumer scientists P-e could ha#e a !hole discussion

about the meaning that these t!o labels con#eyKJ$ -e should ne#er again sea&, or

readVhear othersI !ords, !ithout being conscious o' the underlying meaning o' the !ords$

2ur !ords are oliticized, e#en i' !e are not a!are o' it, because they carry the o!er that

re'lects the interests o' those !ho sea&$ 2inion leaders, courts, go#ernment, editors, e#en'amily and consumer scientists, lay a crucial role in shaing issues and in setting the

boundaries o' legitimate discourse P!hat is tal&ed about and ho!J P5enry Y (ator, J$

(he !ords o' those in o!er are ta&en as 1sel'.e#ident truths1 and the !ords o' those not in

o!er are dismissed as irrele#ant, inaroriate, or !ithout substance P#an Di*&, J$

2ne o' the central attributes o' dominant discourse is its o!er to interret conditions,

issues, and e#ents in 'a#or o' the elite$ (he discourse o' the marginalized is seen as a threat

to the roaganda e''orts o' the elite$ =t is 'or this reason that home economists must

engage in critical discourse analysis;to ma&e the #oice o' the marginalized legitimate and

heard and to ta&e the #oice o' those in o!er into Nuestion to re#eal hidden agendas and

moti#es that ser#e sel'.interests, maintain sueriority, and ensure othersI sub*ugation P5enryY (ator, J$ CDA hels ma&e clear the connections bet!een the use o' language and the

e"ercise o' o!er P(homson, J$

Understanding the =heor" of Critical *iscourse +nal"sis

Discourse re'ers to e"ressing onesel' using !ords$ Discourses are ubiNuitous !ays o'

&no!ing, #aluing, and e"eriencing the !orld$ Discourses can be used 'or an assertion o'

o!er and &no!ledge, and they can be used 'or resistance and critiNue$ Discourses are used

in e#eryday conte"ts 'or building o!er and &no!ledge, 'or regulation and normalization, 'or

the de#eloment o' ne! &no!ledge and o!er relations, and 'or hegemony Pe"cess in'luence

or authority o' one nation o#er anotherJ$ Gi#en the o!er o' the !ritten and so&en !ord,CDA is necessary 'or describing, interreting, analyzing, and critiNuing social li'e re'lected in

te"t PLu&e, +886J$ CDA is concerned !ith studying and analyzing !ritten te"ts and so&en

!ords to re#eal the discursi#e sources o' o!er, dominance, ineNuality, and bias and ho!

these sources are initiated, maintained, reroduced, and trans'ormed !ithin seci'ic social,

economic, olitical, and historical conte"ts Pan Di*&, +877J$ =t tries to illuminate !ays in

!hich the dominant 'orces in a society construct #ersions o' reality that 'a#or their interests$

?y unmas&ing such ractices, CDA scholars aim to suort the #ictims o' such oression

and encourage them to resist and trans'orm their li#es PFoucault, J, the central tenet o'

critical theory and the critical science aroach P0cGregor, /J$

%temming 'rom 5abermasIs P+86/J critical theory, CDA aims to hel the analyst understandsocial roblems that are mediated by mainstream ideology and o!er relationshis, all

eretuated by the use o' !ritten te"ts in our daily and ro'essional li#es$ (he ob*ecti#e o'

CDA is to unco#er the ideological assumtions that are hidden in the !ords o' our !ritten

te"t or oral seech in order to resist and o#ercome #arious 'orms o' o!er o#er or to gain an

areciation that !e are e"ercising 1o!er o#er,O unbe&no!nst to us PFairclough, +878J + $

CDA aims to systematically e"lore o'ten oaNue relationshis bet!een discursi#e ractices,

te"ts, and e#ents and !ider social and cultural structures, relations, and rocesses$ =t stri#es

to e"lore ho! these non.transarent relationshis are a 'actor in securing o!er and

hegemony, and it dra!s attention to o!er imbalances, social ineNuities, non.democratic

ractices, and other in*ustices in hoes o' surring eole to correcti#e actions PFairclough,

+88/J$


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(here are three central tenets o' CDA PFairclough, J$ Discourse is shaed and

constrained by PaJ social structure Pclass, status, age, ethnic identity, and genderJ and by PbJ

culture$ 5ome economics, comrising members 'rom across the social structure Pbut mainly

!hite, middle class, !omenJ, has a ro'essional culture, !hich shaes and constrains its

discourse$ -hat !e say as home economists, is shaed by our ro'essional culture,

socialization, and member ro'ile Psocial structureJ$ PcJ Discourse Pthe !ords and language!e useJ hels shae and constrain our identities, relationshis, and systems o' &no!ledge

and belie's$ As home economists, our identities, the nature o' our social relationshis, and

our &no!ledge and belie' systems are shaed and constrained by the language and !ords

esoused by us and by others$

Furthermore, CDA tries to unite, and determine the relationshi bet!een, three le#els o'

analysis: PaJ the actual te"t PbJ the discursi#e ractices Pthat is the rocess in#ol#ed in

creating, !riting, sea&ing, reading, and hearingJ and PcJ the larger social conte"t that

bears uon the te"t and the discursi#e ractices PFairclough, J$ =n more detail, the te"t

is a record o' an e#ent !here something !as communicated and in#ol#es the resentation o'

'acts and belie's Po'ten ideologicalJ, the construction o' identities o' articiants discussed inthe communication, and strategies to 'rame the content o' the message Pto be discussed

laterJ$ Discursi#e ractice re'ers to rules, norms, and mental models o' socially accetable

beha#ior in seci'ic roles or relationshis used to roduce, recei#e, and interret the

message$ (hey are the so&en and unso&en rules and con#entions that go#ern ho!

indi#iduals learn to thin&, act, and sea& in all the social ositions they occuy in li'e

PAl#ermann, Commeyras, 9oung, Eandall, Y 5inson, +866J$ Gee P+88J clari'ies that

discursi#e ractices in#ol#e !ays o' being in the !orld that signi'y seci'ic and recognizable

social identities$ -e ha#e learned to beO home economists, students, daughters, mothers,

members o' an ethnic grou or gender, entrereneurs, and #olunteers$ Finally, the social

conte"t comrises distinct settings !here discourse occurs Pmar&etlace, classroom,

layground, church, con'erencesJ, each !ith a set o' con#entions that determine rights andobligations;!hat each is allo!ed and e"ected to do$ %imly ut, the te"t becomes more

than *ust !ords on a age;it discloses ho! those !ords are used in a articular social

conte"t P5uc&in, +886J$

As might be e"ected, a critical aroach to discourse see&s to lin& the te"t Pmicro le#elJ

!ith the underlying o!er structures in society Pmacro sociocultural ractice le#elJ through

discursi#e ractices uon !hich the te"t !as dra!n Pmeso le#elJ P(homson, J$ %aid

another !ay, a te"t, a descrition o' something that is haening in a larger social conte"t

relete !ith a comle" set o' o!er relations, is interreted and acted uon by readers or

listeners deending on their rules, norms, and mental models o' socially accetable beha#ior$

2ression, reression, and marginalization go unchallenged i' the te"t is not criticallyanalyzed to re#eal o!er relations and dominance$ CDA 'ocuses on ho! social relations,

identity, &no!ledge, and o!er are constructed through !ritten and so&en te"ts in

communities, schools, the media, and the olitical arena PLu&e, +886J$ Discourse al!ays

in#ol#es o!er and ideologies, is connected to the ast and the current conte"t Pis

historicalJ, and can be interreted di''erently by eole because they ha#e di''erent

bac&grounds, &no!ledge, and o!er ositions;there'ore, the rightO interretation does not

e"ist !hereas a more or less lausible or adeNuate interretation is li&ely PFairclough,

-oda& Y Lud!ig, +888J$

Discourse and language can be used to ma&e unbalanced o!er relations and ortrayals o'

social grous aear to be commonsense, normal, and natural !hen in 'act the reality isre*udice, in*ustice, and ineNuities$ @sing *ust !ords, those in o!er, or !ishing to be so, can


24/40

misdirect our concerns 'or ersistent, larger systemic issues o' class, gender, age, religion,

and culture seem etty or none"istent$ @nless !e begin to debun& their !ords, !e can be

misled and dued into embracing the dominant !orld#ie! PideologyJ at our e"ense and

their gain$ Although the term discourse is sliery, elusi#e, and di''icult to de'ine P5enry Y

(ator, J, !e must try$ -hen discourse is e''ecti#e in ractice, e#idenced by its ability to

organize and regulate relations o' o!er, it is called a 1regime o' truth1 PFoucault, +87J$ =t isthis regime, a system by !hich a olitical system is controlled, that is re#ealed !hen !e

engage in critical discourse analysis$ 5o! can !e say !e emo!er indi#iduals and 'amiliesO

i' !e do not teach oursel#es, and them, ho! to debun& and un#eil the truth behind the

regimeB

8o to Conduct Critical *iscourse +nal"sis

=n order to do this, !e need some s&ills to conduct a critical analysis o' our o!n and otherIs

discourse$ #an Di*& PJ ac&no!ledges that CDA does not ha#e a unitary theoretical

'rame!or& or methodology because it is best #ie!ed as a shared ersecti#e encomassing

a range o' aroaches instead o' one school$ (he remainder o' this rimer !ill dra! 'romthese many aroaches as it 'ocuses on setting out some use'ul s&ills in critically analyzing

!ritten te"t$ 2ne &ey rincile o' CDA is that the !ay !e !rite, and !hat !e say, is not

arbitrary;it is urose'ul !hether or not the choices are conscious or unconscious

P%heyholislami, +J$ Also, !hile CDA can also 'ocus on body language, utterances,

symbols, #isual images, and other 'orms o' semiosis Psigns and symbolsJ as means o'

discourse PFairclough, J, this aer !ill be limited to analyzing !ritten language$

5uc&in P+886J recommends that one 'irst aroach a te"t in an uncritical manner, li&e an

ordinary, undiscerning reader, and then come at it again in a critical manner$ >rice PJ

said it !ell !hen she noted that engagement !ithout estrangement is to submit to the o!er

o' the te"t, regardless on oneIs o!n osition, thereby acceting the reading and o''eringunNuestioning suort o' the status Nuo$ (o o''set this 1ta&e,1 coming at it a second time !ith

a critical eye in#ol#es re#isiting the te"t at di''erent le#els, raising Nuestions about it,

imagining ho! it could ha#e been constructed di''erently, mentally comaring it to related

te"ts$ Also, it is imortant that one does not start to deciher the te"t !ord by !ord rather,

one should lace the te"t in its genre Ptye o' te"t including a *ournal article, media iece,

go#ernment osition aer, ublic seech, manual, te"tboo&s, con'erence aerJ$ ach

genre.orientation has a style o' its o!n set o' characteristics that identi'y it;a temlate o'

sorts$ -e can all recognize an ad#ertisement P!ell;it used to be easy until in'omercials !ere

in#entedJ, a *ournal article, a technical manual, a curriculum document, a go#ernment

osition aer..they all ha#e di''erent building bloc&s that ma&e them uniNue 'rom other

tyes o' documents$ 2ne simle e"amle is a scienti'ic *ournal article that tyically includes aroblem statement, hyotheses, literature re#ie!, theoretical underinnings, samling and

method, results, analysis and discussion, and conclusions lus recommendations$ ?ecause

these rules, 'or ho! to structure the genre, belong to the institution that o!ns the genre, the

genre becomes a means through !hich the institution e"tends o!er$

%till loo&ing at the te"t as a !hole, 5uc&in P+886J recommends, ne"t, chec&ing out !hat sort

o' ersecti#e is being resented;!hat angle, slant, or oint o' #ie!$ (his is called 'raming

the details into a coherent !hole and can be accomlished by se#eral techniNues, !hich, i'

understood, are incredibly re#ealing:

+J choosing and lacing seci'ic hotograhs, diagrams, s&etches, and other embellishmentsto get the readerIs attention


25/40

J using headings and &ey!ords to emhasize certain concets by gi#ing them te"tual

rominence Pcalled 'oregrounding i' the te"t is emhasized and bac&grounding i' te"t is there

but de.emhasized or minimizedJ

/J lea#ing certain things out comletely, counting on i' it is not mentioned, the a#eragereader !ill not notice its absence, and thereby not scrutinize it

4J using certain !ords that ta&e certain ideas 'or granted, as i' there is no alternati#e

PresuositionJ, begging the Nuestion, -hat could ha#e been said that !asnIt, and !hy

notO and,

3J maniulating the reader by using selecti#e #oices to con#ey the message that certain

oints o' #ie! are more correct, legitimate, reliable, and signi'icant !hile lea#ing out other

#oices Pre'erred to as register and relates to !ho the #oice belongs to, such as elected

oliticians, cororation residents, union leaders, bureaucrats, laborers, criminalsJ$

5a#ing noticed the genre o' te"t and ho! the message is 'ramed, the analyst is ready to

mo#e onto the more minute le#els o' analysis: sentence, hrases, and !ords$ %e#eral CDA

techniNues ha#e been de#eloed to 'acilitate this le#el o' analysis$ "amles are dra!n 'rom

5uc&in P+886J:

+J ust as te"t can be 'ramed, so can a sentence, called toicalization$ =n choosing !hat to

ut in the toic osition, the !riter creates a ersecti#e or slant that in'luences the readerIs

ercetion$ For e"amle, in a media iece about eace rotestors, i' ++ sentences re'er to

rotestors and three re'er to the o''icials, the te"t is clearly about the rotestorsI actions but

not about the issue that romted the rally$

J %entences can also con#ey in'ormation about o!er relationsK -ho is deicted as in

o!er and o#er !homB -ho is deicted as o!erless and assi#eB -ho is e"erting o!er

and !hyB (his roerty o' the te"t is re'erred to as agency and can remain at the

subconscious le#el unless made #isible by the analyst or critical reader$

/J Again, as !ith the te"t in general, omission o' in'ormation about agents o' o!er can

occur at the sentence le#el and is most o'ten achie#ed by nominalization Pcon#erting a #erb

into a nounJ and the use o' assi#e #erbs$ A headline li&e 0assacre o' 3 #illagers reortedO

does not say !ho did the &illing, than&s to the nominalization o' massacre$ A headline li&e

3 #illagers massacredO is an e"amle o' a assi#e #erb con#eying agentlessness$ ?oth

headlines are about the #ictims and not about !ho did the &illing..a ma*or omission o' 'act,done on urose$

4J 0any readers are reluctant to Nuestion statements that the author aears to be ta&ing

'or granted resuosition can also occur at the sentence le#el in the 'orm o' ersuasi#e

rhetoric that can be used to con#ey the imression that !hat an agent o' o!er says carries

more !eight$ %till !ith the eaceVcon'lict e"amle, a demonstrator sign that reads gi#e

eace a chanceO resuoses that the go#ernment is resently not doing so$ A go#ernment

so&eserson !ho says, some o' the demonstrators !ere a bit more aggressi#eO con#eys

the imression that all demonstrators are aggressi#e to some degree$

3J =nsinuations, another tool, are slyly suggesti#e, carrying double meanings$ -hen the'acts, or the !ay the 'acts are resented, are challenged, the originator o' the discourse can


26/40

readily deny any culability$ (his ability to deny any intention to mislead gi#es the originator

o' the discourse a lot o' o!er$ For e"amle, imagine that a reorter !rites that the turnout

'or the rally P eoleJ 'ailed to match a 'ormer, larger turnout a 'e! years earlier

P3J$ (his !ording con#eys the message that the current rally 'ailed someho! because the

numbers are lo!er$ (his insinuation, susicion, and unsuccess'ul undertone ta&es o!er

a!ay 'rom those at the rally, !hen in 'act the rally met all e"ectations o' those !hoorganized it, a success that could undermine the osition o' those they are demonstrating

against$

J #en one !ord can con#ey strong meaning;connotationsK (hese connotations are not

al!ays, or seldom, in the dictionary, but o'ten assigned on the basis o' the cultural

&no!ledge o' the articiants$ Connotations associated !ith one !ord, or through metahors

and 'igures o' seech, can turn the uncritical #ie!erIs mind$ As an e"amle, the use o' the

!ord rotestor instead o' a demonstrator con#eys a message$ A rotestor is against

something !hile a demonstrator is trying to ma&e something e#ident$ (he media con#eys a

negati#e image o' those ad#ocating 'or eace !hen it aints them as rotesting against the

go#ernment and cororate establishment$

6J (he tone o' the te"t is set !ith the use o' seci'ic !ords to con#ey the degree o' certainty

and authority Pcalled modalityJ$ (he tone o' doubt or surety is introduced by using !ords

such as may, might, could, !ill, can, must, it seems to me, !ithout a doubt, itIs ossible

that, maybe, or robably$ 0oods o' hea#y.handed authority PdonIt challenge meJ or

de'erence can be created simly by choice o' #erb or modal hrases, !hich assert or deny

the ossibility, imossibility, contingency, or necessity o' something$

7J Finally, as !ith the 'ull body o' the te"t, single !ords can con#ey register..do the !ords

so&en ring trueB -riters can decei#e readers by a''ecting a hony register, one that induces

mistrust and s&eticism$ Eegister can be a''ected by choice o' erson;'irst erson P=, me,my, !e, ourJ, second Pyou and yourJ, and third Phe, she, they, their, his, hers, him, herJ$ For

e"amle, Nuoting directly 'rom uni#ersity so&eserson using 'irst erson, !hile using third

erson to re'er to a student challenging uni#ersity olicy, can con#ey the message that the

uni#ersity is more ob*ecti#e than the student, hence more legitimate$

(he critical science aroach holds that eole need to thin& about imro#ing their li#ing

conditions rather than acceting and coing !ith their resent conditions$ (hat imro#ement

is contingent uon eole being conscious o' social realities that e"loit or dominate them

and then demanding liberation 'rom these 'orces$ A critical science ersecti#e hels us gain:

PaJ ersonal 'reedom 'rom internal constraints such as biases or lac& o' a s&ill or oint o'

#ie! and PbJ social 'reedom 'rom e"ternal constraints such as oression, e"clusion, andabuse o' o!er relations PGentzler, +888 0cGregor, /J$ (his aer has illustrated that

there is a method that can be alied to debun& the hidden ideological meanings behind the

!ritten and oral !ord;it is critical discourse analysis$ CDA does not ro#ide ans!ers to the

roblems but does enable one to understand the conditions behind the seci'ic roblem;the

dee, ideological roots o' the issue P>almNuist, +888J$ =t can be carried out in #arious

institutional settings or on #arious social, olitical, and critical issues by aying attention to

the details o' !hat social members actually say and do P#an Di*&, +888J$ %tarting !ith the

'ull te"t, !or&ing do!n to the indi#idual !ord le#el, one can eel bac& the layers to re#eal

the truth behind the regimeO;the ro'oundly insidious, in#isible o!er o' the !ritten and

so&en !ord$

0y Challenge (o 9ou


27/40

=n lain language, CDA ma&es #isible the !ay in !hich institutions and their discourse shae

usK F%C ro'essionals !or& in, and 'or, institutions including business, go#ernment, the

media, education, health, and social !el'are institutions$ 0ost esecially, !e !or& !ith and

'or the 'amily as a social institution$ All o' this discourse shaes us, and !e shae it$ CD

analysts as& the Nuestion, 5o! are !e made in our cultureBO PFoucault, J$ As 'amilyand consumer scientists, !e can aroach this t!o !ays: PaJ ho! are !e made 'amily and

consumer scientistsVhome economists and PbJ ho! do FC%Vhome economists a''ect the !ay

others are made in the cultureB CD analysts assume that discourses articulate ideological

interests, social 'ormations, and mo#ements !ithin a 'ield PLu&e, +886J$ =t stands to reason,

then, that discourse !ithin the 'ield o' 'amily and consumer sciences is indicati#e o'

re#ailing ideologies in the ro'ession$ As !e e"amine !hat our language re'lects about our

communityIs ractice and belie's, !e ine#itably disco#er ho! and !hy these ractices and

belie's are PreJroduced, resisted, changed, and trans'ormed PEemlinger, J$ ?ro!n

P+883, +88/J discussed the notion o' !hether home economics is a community o' ractice,

raised some doubts about this, and then challenged us to critically e"amine the concets,

belie's, and #alues that guide our action P+88/, $+8/J$

=ndeed, our *ournals, ne!sletters, e.lists, online material, editorials, con'erence roceedings,

te"tboo&s, boo& re#ie!s, and lecture material constitute an order o' discourse, a net!or& o'

di#erse genres and discourse styles PFairclough, J that ma&e u the FC% social ractice$

-hat !ould !e 'ind i' !e e"amined the !ords 'lo!ing 'rom this home economics ro'essional

order o' discourseB -hat !ould !e 'ind about our ro'essional mission, #alues, belie's, and

hilosohy relati#e to o!er relations, social conditions, eNuity, and *ustice as these imact

'amily !ell.beingB Are !e really art o' the solution, or as ?ro!n P+88/J so uncom'ortably

alleged, art o' the roblemB (he o!er o' the meanings attached to our, and othersI, !ords

merits our analysis o' our genre$ Fairclough P+883J and -ado& and Lud!ig P+888J caution

that di''erent readers may interret te"t di''erently$ At this stage o' the game, this di''erencecan be our strength to hel us e"ose the dee meanings behind our !ords, codi'ied

ractices, and habits o' language$ Eemember;our !ords are ne#er neutral$ 2ur !ords

con#ey ho! !e see oursel#es as a ro'ession, our identity, &no!ledge, #alues, belie's, and

our truths;our discourse ermeates e#erything !e do$ -e &no! oursel#es Pand others &no!

usJ by the ositions !e construe through our articular discourses and the &inds o' ractices

they suort PEuert, +886J$

(he Nuestion arises, !hat sort o' reality and identity does FC% ractice see& to construct and

maintainB -e ha#e an ethical obligation 'or our ractice to be honest and mature;something

that is ossible through transarency and integrity #ia critical analysis o' our, and othersI,

language$ Discourses include reresentations o' ho! things are and ha#e been, as !ell asimaginaries;reresentations o' ho! things might or should or could be$ 0ost signi'icantly,

discourse can come to inculcate a ne! !ay o' being, a ne! identity through o!nershi o' the

discourse PFairclough, J$ Language is central to creating our reality as oosed to

merely re'lecting reality in a certain !ay P?ergNuist Y %zceans&a, ?orch,

>es&ett, +J$

=t is amazing that something as simle as loo&ing closely at our language can be so

liberatingK

Critical Discourse Analysis o' 2bama1s >olitical Discourse


28/40

(his aer e"amines the ersuasi#e strategies o' >resident 2bama1s ublic sea&ing as !ell

as the co#ert ideology o' the same, enshrined in his inaugural address$ 2ur analysis is

grounded in


29/40

relations$ (he relatedness o' the comle" mechanism o' discursi#e ractice and their social

'unction is 'reNuently and !illingly le't oaNue, esecially !hen the need occurs to create

and maintain di''erences in o!er relations$ 2ne o' the ob*ecti#es o' CDA is to create a

'rame!or& 'or decreasing this said oacity$ Fairclough P+88/: +/3J in his de'inition ercei#es

CDA as discourse analysis !hich aims to systematically e"lore o'ten oaNue relationshis o'

causality and determination bet!een PaJ discursi#e ractice, e#ents and te"ts, and PbJ !idersocial and cultural structures, relations and rocesses to in#estigate ho! such ractices,

e#ents and te"ts arise out o' and are ideologically shaed by relations o' o!er and struggles

o#er o!er and to e"lore ho! the oacity o' these relationshis bet!een discourse and

society is itsel' a 'actor securing o!er and hegemony$

=t should be noted that the relationshi is bi.directional$ otentially indoctrinatingJ ersecti#es can be e"ressed delicately and co#ertly because

they are co#ert, they are elusi#e o' direct challenge, 'acilitating !hat Hress calls the retreat

into mysti'ication and imersonalityO$ P?atstone +883: +87.+88J

(he de'initions, as roosed abo#e, are Nuite comlete, but they !ould need 'urther

seci'ication o' ho! CDA is underta&en$ o!er

P+878J, !ishes to e"amine ho! the !ays in !hich !e communicate are constrained by the

structures and 'orces o' those social institutions !ithin !hich !e li#e and 'unction$O

PFairclough +878: #iJ$ =n the same ublication, the ossible rocedures 'or analysing o' te"ts

are suggested$ Faiclough P=bid$: 4.J gi#es his oinions on the actual nature o' discourse

and te"t analysis$ =n his #ie!, there are three le#els o' discourse, 'irstly, social conditions o'roduction and interretation, i$e$ the social 'actors, !hich contributed or lead to the


30/40

origination o' a te"t, and, at the same time, ho! the same 'actors e''ect interretation$

%econdly, the rocess o' roduction and interretation, i$e$ in !hat !ay the te"t !as

roduced and ho! this e''ects interretation$ (hirdly, the te"t, being the roduct o' the 'irst

t!o stages, commented on abo#e$ Fairclough subseNuently gi#es three stages o' CDA, !hich

are in accord !ith the three abo#ementioned le#els o' discourse:

\; Descrition is the stage !hich is concerned !ith the 'ormal roerties o' the te"t$

\; =nterretation is concerned !ith the relationshi bet!een te"t and interaction ] !ith

seeing the te"t as a roduct o' a rocess o' roduction, and as a resource in the rocess o'

interretationQ

\; "lanation is concerned !ith the relationshi bet!een interaction and social conte"t ]

!ith the social determination o' the rocesses o' roduction and interretation, and their

social e''ects$ PFairclough +878: J

Concetual basis

2ur concetual basis is adoted 'rom


31/40

ducation Association, 'or e"amle, insists that !hen the Founding Fathers dra'ted the

Constitution !ith its ?ill o' Eights, they e"licitly designed it to guarantee a secular,

humanistic stateO Pcited in 5unter +88+: ++/J$ 5o!e#er, desite the conser#ati#e e''orts to

monoolize the religious rincile, the God and religion are not comletely e"cluded 'rom the

liberal narrati#e: America and e#ery nation on earth is called by God to see& *ustice and

ser#e the common good o' humanity, not as a secial ri#ilege, ho!e#er, but

as secial resonsibilityO Pcited in 5unter +88+: ++/J$

(he 'ounding documents are seen as li#ing, there'ore, they can be di''erently interreted or

amended to suit the e#er.changing !orld in order to maintain the basic rinciles that the

Founding Fathers entrusted in the Declaration o' =ndeendence, the Constitution and the ?ill

o' Eights$

As di''erent as the notion o' the 'ounding documents are the concets o' 'reedom and

*ustice$ Freedom is a rincile the American liberalism built on the classical liberalism, !here

it meant indi#idualism and the notion o' choice the indi#idual has that is not restrained bytradition P0ic&leth!ait Y -ooldridge 3: /4/J$ According to (aylor, the liberal 'reedom is

de'ined largely in terms o' the social and olitical rights o' indi#iduals as immunity 'rom

inter'erence by others in his li'e, either by state or church or by other indi#idualsO$ ustice, on

the other hand, is understood in terms o' eNuality and the end o' oression in the social

!orld ] M'air layI$O Pcited in 5unter +88+: ++4J

(he American Ee#olution is seen as a 'resh start 'or man&ind to create a better !orldO$ (he

Democratic >arty became the ad#ocate 'or all the ineNualities in the society, !hether it is

segregation and racial re*udice, !omen rights, gay rights or simly economic disarities

stemming 'rom unrestricted caitalism$ (he caitalism is, ho!e#er, #enerated in the liberal

#ision because it creates !ealth, but it has to be regulated in order to ser#e the commongood$ >rogressi#e social change and an acti#e role by the go#ernment are imortant, and

initiati#es such as the


32/40

P+88+: ++4J can be borro!ed: -here the cultural conser#ati#es tend to de'ine 'reedom

economically Pas indi#idual economic initiati#eJ and *ustice socially Pas righteous li#ingJ,

rogressi#es tend to de'ine 'reedom socially Pas indi#idual rightsJ and *ustice economically

Pas eNuityJ$O

2utline o' the inaugural seech

(he inaugural address o' resident ?arac& 2bama can be internally di#ided into the 'ollo!ing

si" arts:

+$ (han&ing his redecessor Paragrahs +.J

$ Ac&no!ledging the economic crisis Paragrahs /.6J

2bama is direct, using the 'ollo!ing hrases: the challenges Q are real$ (hey are serious

and they are many$OAt the same time, he has sho!n his resol#e and leadershi as sho!n in

the 'ollo!ing e"cert: ?ut &no! this, America ; they !ill be met$

/$ >ointing out crisis o' the ast Paragrahs 7.+6J

5e is consistent !ith the o#erall message o' hoe$ 5e Nuotes the ?ible P+J, goes bac& to the

Declaration o' =ndeendence P+J, and oints out the crises o' the ast Paragrahs +.+3J$

5is concluding remar&s remind the audience that the timeless American #alues ersist

Paragrah +J$

4$ Addressing cynics Paragrahs +7.J

=n a brie' digression he attemts to ersuade those !ho are scetical o' his lans$ 2bama

emloys the &ey hrase (heir memories are short$O

3$ Addressing the -orld Paragrahs +.J

2bama outlines ne! 'oreign olicy anchored in common, human ideals$

$ (he solution lies !ith the eole Paragrahs 6./3J

(he resident dra!s a arallel bet!een American ci#ilians and American soldiers, both

embodying the American sirit o' ser#ice$ (his arallel is toed by a Ee#olutionary -ar

story metahor$

"amles o' the Eules o' (hree:

_` 5omes ha#e been lost *obs shed businesses shuttered$O P3J

_` 2ur health care is too costly


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our schools 'ail too many and X$$$Z energy X$$$Z threaten our lanet$O P3J

_` all are eNual, all are 'ree, and all deser#e X$$$Z ursue X$$$Z hainess$O P+J

_` struggled and sacri'iced and !or&edO P+3J

_` birth or !ealth or 'actionO P+3J

_` !e must ic& oursel#es u, dust oursel#es o'', and begin again the !or& o' rema&ing

AmericaO P+J

_` to send !isely, re'orm bad habits, and do our business in the light o' dayO P+8J

_` the *ustness o' our cause, the 'orce o' our e"amle, the temering Nualities o' humility

and restraint$O PJ

"amles o' contrast:

_` rising tides o' roserity and the still !aters o' eaceO #ersus gathering clouds and

raging stormsO Paragrah /J

_` &no! that your eole !ill *udge you on !hat you can build, not !hat you destroy$O P3J

_` !e !ill e"tend a hand i' you are !illing to unclench your 'istO P3J

_` a man !hose 'ather less than si"ty years ago might not ha#e been ser#ed at a local

restaurant can no! stand be'ore you to ta&e a most sacred oath$O P/J

(he o#erall theme 'or this inauguration seech can be summarised as strength 'rom our

heroic ast, !hich is mani'ested by e"amles 'rom the American ast and urges the

American eole to go bac& to the good, old American #alues$ (hese mentioned and re'erred

to #alues are old and timeless ] tolerance, curiosity, loyalty and atriotism$

"amles o' ast re'erences:

_` mind'ul o' the sacri'ices borne by our ancestorsO Paragrah J

_` Forty.'our Americans ha#e no! ta&en the residential oathO P/J

_` 'aith'ul to the ideals o' our 'orebearers, and true to our 'ounding documentsO P/J

_` %o it has been$ %o it must be !ith this generation o' Americans$O P4J

_` assed on 'rom generation to generationO P+J

_` 2ur *ourney has ne#er been QO P++J


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_` Concord and Gettysburg


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institutional re'orm$ (he resident ac&no!ledges the ongoing !ar on terror ho!e#er, he

ma&es no re'erence to the terrorist organization al.Uaeda$ A reonderance o' the

ossessi#e ronoun ourO indicates unity o' the eole in the time o' national eril$

P/J 1(oday = say to you that the challenges !e 'ace are real, they are serious and they are

many$ (hey !ill not be met easily or in a short san o' time$ ?ut &no! this America:

(hey !ill be met$1

An adamant statement 'ull o' 'ar.reaching resolutions, the temoral dei"is todayO gi#es the

air o' a 'resh start$

P4J 1For us, they 'ought and died in laces Concord and Gettysburg


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and tan&s, but !ith the sturdy alliances and enduring con#ictions$ (hey understood that our

o!er alone cannot rotect us, nor does it entitle us to do as !e lease$ =nstead, they &ne!

that our o!er gro!s through its rudent use$ 2ur security emanates 'rom the *ustness o'

our cause the 'orce o' our e"amle the temering Nualities o' humility and restraint$ -e

are the &eeers o' this legacy, guided by these rinciles once more, !e can meet those ne!

threats that demand e#en greater e''ort, e#en greater cooeration and understandingbet!een nations$1

(he grand narrati#e o' the American ast is mentioned again !ith the emhasis ut on the

secial Nuality o' the American reublic, !hich has been e"ercising its o!er only 'or good

and *ust uroses$ (he *ustness o' our causeO should be rein#ented, a'ter the eriod o'

American military in#ol#ement o' rather dubious character and this rincile o' *ustice should

be trans'ormed into a multilateral ercetion o' international cooeration, mar&ed by the

hrase greater cooeration and understanding bet!een nationsO$ ustice can be ercei#ed

as another o' &ey rinciles or ideological cornerstones enshrined in 2bamaIs seech$

ustice$

P8J 1For !e &no! that our atch!or& heritage is a strength, not a !ea&ness$ -e are a nation

o' Christians and 0uslims, e!s and 5indus, and nonbelie#ers$ -e are shaed by e#ery

language and culture, dra!n 'rom e#ery end o' this arth$ And because !e ha#e tasted the

bitter s!ill o' ci#il !ar and segregation and emerged 'rom that dar& chater stronger and

more united, !e cannot hel but belie#e that the old hatreds shall someday

ass that the lines o' tribe shall soon dissol#e that as the !orld gro!s smaller, our common

humanity shall re#eal itsel' and that America must lay its role in ushering in a ne! era o'

eace$ (o the 0uslim !orld, !e see& a ne! !ay 'or!ard, based on mutual interest and

mutual resect$ (o those leaders around the globe !ho see& to so! con'lict or blame their

society1s ills on the -est, &no! that your eole !ill *udge you on !hat

you can build, not !hat you destroy$1

2bama ac&no!ledges the resence o' nonbelie#ers in America, !hich comes as a surrise

a'ter a long eriod o' Christian right leading the !a#es, desite his in#o&ing God in his

seech, !hich can be attributed to the genre$ At the same time 2bama sea&s in 'a#ourable

terms about and to the 0uslim !orld, thus recognizing and embracing the social and

religious di#ersity, !hich had been suressed under re#ious administrations$ (hus an

ideological shi't 'rom reublican administration is e#ident, a shi't 'rom a traditional and

conser#ati#e ercetion o' the @nited %tatesI society to a more liberal and di#erse one$

Liberal ideology can clearly be identi'ied in this e"cert$ Liberalism and accetance o'religious di#ersity$

P+J 1(o the eole o' oor nations, !e ledge to !or& alongside you to ma&e your 'arms

'lourish and let clean !aters 'lo! to nourish star#ed bodies and 'eed hungry minds$ And to

those nations li&e ours that en*oy relati#e lenty, !e say !e can no longer a''ord indi''erence

to the su''ering outside our borders, nor can !e consume the !orld1s resources !ithout

regard to e''ect$ For the !orld has changed, and !e must change !ith

it$1

(his art o' the te"t mar&s another shi't in the ideological standoint o' the 2bamaadministration$ (he oor nations should be heled and the !ealthy nations should be more


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care'ul in their e"enditures, and the indi''erence to the su''eringO should become an issue

o' the ast$ An out!ard an in!ard solidarity$

P++J 1?ut those #alues uon !hich our success deends ] hard !or& and honesty, courage

and 'air lay, tolerance and curiosity, loyalty and atriotism ] these things are old$ (hese

things are true$ (hey ha#e been the Nuiet 'orce o' rogress throughout our history$ -hat isdemanded then is a return to these truths$ -hat is reNuired o' us no! is a ne! era o'

resonsibility .. a recognition, on the art o' e#ery American, that !e ha#e

duties to oursel#es, our nation and the !orld, duties that !e do not grudgingly accet but

rather seize gladly, 'irm in the &no!ledge that there is nothing so satis'ying to the sirit, so

de'ining o' our character than gi#ing our all to a di''icult tas&$ (his is the rice and the

romise o' citizenshi$1

5istory is interreted as an endless source o' insiration, as an endless source o' American

timeless #irtues . sacri'ice, sel'lessness and liberty$ (he American society is interreted as i'

it had temorarily dearted 'rom these acceted #irtues and needs to embrace them again$2bamaIs 'inal remar&s on citizenshi and citizens, de'ined by mutual obligation o' duty,

'urther strengthen the signi'icance o' this notion 'or American democracy and ma&e an acti#e

citizenry a!are o' their duties the centre stage o' his address$ Duty$

Analysis o' 'reNuently used !ords and connotations

=n order to arri#e at a more Nuantitati#e based result o' this analysis, a &ey!ord analysis o'

both 'reNuently used !ords and connotations in 2bamaIs seech !as underta&en, yielding

the 'ollo!ing results$ (he seech consists o' 4/ !ords$ (he ronoun !eO being theabsolute chamion o' this count, !ith its absolute occurrences being reaching , !hich can

be attributed to an inclusi#eness o' 2bama$

Hey!ord Density Eeort For >resident 2bama1s =naugural Address

-ords

Hey!ord Eeeats Density


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-orld 6 $8^

Let 6 $8^

(ime $3^

-or& $3^

>hrases

Hey!ord Eeeats Density

a ne! 6 $37^

our nation 3 $4^

the !orld 3 $4^

no less 4 $//^

men and 4 $//^

and !omen 4 $//^

our common 4 $//^

o' eace / $3^

the eole / $3^

that America / $3^

(he results o' the &ey!ord analysis can be interreted as 2bamaIs attemt to concentrate on

the domestic issues, nationO, our nationO being the most rominent !ords and collocations,

and also begin a ne!O chater in the relations !ith the !orldO$ At the same time, the &ey

attribute o' 2bamaIs address is the ad*ecti#e ne!O, !hich characterizes the strategy and

ideas o' the ne!ly s!orn resident and his administration$

Analysis o' ?iblical re'erences

=t is customary in American olitical discourse to emloy biblical language, !hich is an

inherent art o' American ublic sea&ing$ 5o!e#er, gi#en the non.traditional and liberal

stand o' ?arac& 2bama, it is essential to analyze biblical re'erences o' 2bama and gi#e

ossible e"lanations o' the articular choices made by him$ -e remain a young nation,O

2bama said, but, in the !ords o' %criture, the time has come to set aside childish things$O

2bama !as Nuoting the


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+/:++, dealing !ith %t$ >aulIs letter to the church in Corinth$ (he imlications o' this

articular choice o' %criture, esecially in a seech aimed also at the 0uslim, e!ish, 5indu

and non.belie#ing Americans are enormous, 'or it is the lo#e chaterO, usually read at

!eddings$ =t sea&s about true lo#e in the 'ollo!ing manner:

Lo#e is atient, lo#e is &ind$ =t does not en#y, it does not boast, it is not roud$ =t is notrude, it is not sel'.see&ing, it is not easily angered, it &ees no record o' !rongs$ Lo#e does

not delight in e#il but re*oices !ith the truth$ =t al!ays rotects, al!ays trusts, al!ays hoes,

al!ays erse#eres$ Lo#e ne#er 'ails$O P+ Corinthians, +/:4J

-hen = !as a child, = tal&ed li&e a child, = thought li&e a child, = reasoned li&e a child$ -hen

= became a man, = ut childish !ays behind me$ aul deli#ered a letter o' criticism and imlored the

Corinthians to sto the arguing and embrace !hat he called the most imortant #irtue: lo#e$

(he choice o' this articular biblical re'erence can be ercei#ed as 2bamaIs attemt to

sread the notion and ideology o' lo#e, and through lo#ing thy neighbourO the American

eole can embrace a notion o' racial inclusi#eness and ideological di#ersity, necessary in the

time o' economic and international crises$

Conclusion

(his aer analysis the ideological comonent enshrined in the inaugural address o'

>resident ?arac& 2bama$ =t is embedded in FaircloughIs notions o' ideology residing in te"t

and that ideology in#ests language in #arious !ays at #arious le#elsO and that ideology is

both roerty o' structures and o' e#entsO$ -e ha#e attemted to use another concet o'

Fairclough, namely that meanings are roduced through interretationsO and attemted to

deciher the ossible interretations o' #arious re'erences o' 2bama$ =n this rocess !e ha#e

managed to identi'y the 'rame!or& o' 2bamaIs ideological standoint resent in the address$

At the same time, !e ha#e attemted to ut 2bamaIs address into a diachronic ersecti#e

o' the outgoing administration o' >resident George -$ ?ush$ (he 'ollo!ing are ourconclusions:

+$ (he results o' the 'irst art o' our analysis ha#e sho!n that the &ey ideological

comonents o' 2bamaIs seech can be summarized into the 'ollo!ing concets: ragmatism,

liberalism, inclusi#eness, accetance o' religious and ethnic di#ersity and unity$

$ (he results o' the &ey!ord analysis ha#e sho!n that the most rominent !ords emloyed

by 2bama are nation, ne! and America, and a o#erall dominance o' the ersonal ronoun

!e, !hich is an e#idence o' 2bamaIs inclusi#e ercetion o'

Linguistica II.doc

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