James Paul Gee, The Journal of Education, Vol. 171, No. 1, LITERACY, DISCOURSE, AND LINGUISTICS (1989), pp. 5-176

In this article, James Paul Gee explains “a way of talking about literacy” and “literacy studies.” Gee describes the different types discourses, and presents several other terms to strengthen his argument, “ the focus of literacy studies or applied linguistics should not be language, or literacy, but social practices.” Gee believes that “language” is not about grammar but how you present yourself in terms of the way you say it, and how you say it. His main point on discourse is that primary discourse is what we obtain from our families and experiences. Secondary discourses are learned through social institutions.

Gees’ journal was more of a textbook read for me. His journal covered all new materials with numerous definitions, and examples. This article will help me in project 2 because discourse is something everyone has. I can make connections to myself with his primary and secondary discourses definitions.

 

“I Am Articulate” by Jamila Lysicott

In this poem, Lysicott tells her story about how people would judge her because of her language choice. Then, Lysicott explains the different “language” she uses. She has one for school, home, and friends. She explained that you could be articulate no matter what type of “language” you use because it depends on the setting. She gives examples to back her argument.

This poem would be very useful during my project 2 paper because of its powerful message. Project 2 is basically about the use of languages in different settings. I speak different languages to different types of groups and just because I speak one way to my group of friends does not mean I speak the same way to another. I can connect my experiences using the languages with Lysicott’s.

 

Lowi, Rosamina. Codeswitching: An Examination of Naturally Occurring Conversation. Cascadilla Press, 2005, eng2150spring2017.files.wordpress.com/2017/03/lowi-codeswitching-article1-1.pdf

In this article, Lowi clarifies how code-switching works. She then preceded an experiment to use as data.Lowi recorded participants’ conversations and noted the language switches. Lowi created a diagram titled, “Participants Linguistic Backgrounds,” to see the participants’ view on switching their languages. As the conversations went on, the participants forgot about the recording. In Rosamina Lowi’s conclusion, she stated that the way the language was learned, and how the participants’ view on language influences the distinctive ways for their code-switching.

This article helped me understand code-switching and explain the reason for my language switch during project 2. Her experiment is helpful because it displayed the different ways code-switching works, which are relevant to my research project.

 

Swales, John. ”The Concept of Discourse Community.” Genre Analysis: English in Academic and Research Settings. Boston: Cambridge UP, 1990.21-32. Print.

In ”The Concept of Discourse Community,” John Swales tries to establish the definition of a discourse community. He argues that there is a difference between a discourse community and a speech community. Swales backs up his argument by explaining that there are six defining characteristics for a group to be a discourse community. He then gives examples for each of the six characteristics.

The article as a writer will enable me to analyze my different discourse traits to write for a particular audience. This text will also enable me to draw a line of distinction between the language I use in school and the slang I use with my friends.