1. Discourse Communities –Swales (1990) –common goals (Sw1) –common language

2. characteristic genres (Sw2)

3. specific lexis (Sw3) –communication practices

4. mechanisms for intercommunication (Sw4)

5. information & feedback (Sw5)

6. threshold level of members (Sw6) Gee: Discourses

7. J. Gee, "What is literacy?", 1987, p. 1: By "a discourse" I will mean: a socially accepted association among ways of using language, of thinking, and of acting that can be used to identify oneself as a member of a socially meaningful group or "social network". Think of a discourse as an "identity kit" which comes complete with the appropriate costume and instructions on how to act and talk so as to take on a particular role that others will recognize.

8. J. Gee, l990, p. 143: A Discourse is a socially accepted association among ways of using language, of thinking, feeling, believing, valuing, and of acting that can be used to identify oneself as a member of a socially meaningful group or 'social network', or to signal (that one is playing a socially meaningful role.

9. literacy = control over secondary Discourse Community Definition –1. Common ways of talking and acting-- ”identity kit”

10. a. representational devices (vocabulary--Sw2)

11. b. ways of acting (genres, forms--St4, Sw3)

12. c. physical objects (St1)

13. d. interpretive strategies (personal appearance--Gee) –2. Characteristic participation structures

14. a. Communication channels (two-way)

15. b. Activity structures

16. c. Dialogue function

17. d. Locus of expertise

18. e. Power relations –Implications

19. roles

20. communication patterns (IRE)

21. silences –3. Common ideology

22. a. Beliefs (Gee)

23. b. Knowledge status

24. c. Diversity of beliefs

25. d. Values (standards) (Gee)

26. e. Purpose (Sw1) Boundary objects (Star, 1989) –repositories (St1) –ideal types, e.g., species (St2=Sw3) –coincident boundaries (St3) –standardized forms (St4=Sw2) Exclusion/inclusion (Gee, 1989) –=> resistant to internal criticism-- centripetal (G2) –=> defined in opposition to other discourses--centrifugal (G3) –=> certain concepts, values, viewpoints at expense of other; marginalize other viewpoints (G4) –related to distribution of social power & hierarchy (G5) –no outside discourse position –inherently ideological; set of values about relationships between people and the distribution of social goods (money, power, status)

27. Theory of splitting (Star, "onions", 1991)

28. multiple membership-- simultaneously in and out (Hubbard & Randall, Shape of red)

29. maintaining the high tension zone

30. cost of membership in multiple areas

31. multivocality and translation Other Discourse Issues –Analysis of new technology

32. –Evolution of discourse communities –How individuals enter into Linguistic Utopias

33. Mary Louise Pratt, “The linguistics of writing” –Verbal practices associated with women (connected to powerlessness or domestic sphere)

34. Planting suggestions in the minds of other people so that they think they thought of it themselves

35. Speaking to one person in such a way that another might hear and be affected in the desired fashion

36. In academic writing, gradually building up evidence toward the main point rather than stating it at the beginning and then backing it up

37. Storytelling as a way of communicating values (to children, for example)

38. Gossip as a means of supporting and surveilling each other, and as a form of power over men, who fear this secret network

39. Talking often repetitively with one another for the purpose of maintaining a shared world (small talk)

40. Talking to subjects who don’t know language at all (babies, animals, plants, TV sets, the walls)] –marginalization of speech forms associated with women and women’s spheres –imagined ocmmunity Discourse Theory Challenges

42. Inner

43. Outer

44. Knowledge

45. EpistemologyRhetoric

46. Social Relations

47. CommunityIdeology Scollons: Learning as Cultural Crisis

49. Pedagogical Responses

51. Inner

52. Outer

53. Knowledge

54. Meaningful goalsContext of Criticism

55. Social Relations

56. Legitimate Peripheral Participation

57. Recognition of contention

59. Responses to Challenges –Meaningful goals –Empowerment through critique

60. Gee: resistant, meta-level, Mushfake

61. Wineburg study

62. Engstrom: context of criticism

63. Boomer: radical v progressive teaching

64. Rethinking Columbus –Learning communities

65. Lave & Wenger: LPP

66. Gabelnick et al: college models

67. Graff: canon debate into curriculum –Recognition of contention

68. culturally-appropriate practices: Tharp & Gallimore; Mason & Au; Moll

69. Delpit criticism

70. not reducing difference to mismatch

72. Questions about Learning Communities

74. How can we understand individual learning in a social context?

75. What role does/could/should community play in learning?

76. How can we make educational discourse communities into more effective learning communities? Learning Community Charts

78. Participation Structures

82. Model

86. Activity structure

89. Dialogue

90. function

93. Locus of expertise

96. Power

97. relations

102. Ideology

105. Model

109. Knowledge

110. status

113. Diversity

114. of beliefs

117. Values

118. (standards)

121. Purpose

126. Standard Teaching

130. temporal;

131. standard sequence

134. to transmit knowledge

137. value asymmetry

141. monotonic asymmetry;

142. seek complete

145. Standard Teaching

149. pre-established

153. heterodoxy -> orthodoxy

156. pre-set; global

160. learning as explicit goal-- thematized; cognitive emphasis

163. Learning Community

166. spatial;

167. heterarchical

170. process of learning

174. recognize difference;

175. seek balance

178. value complementarity;

179. expect limits

182. Learning Community

185. socially constructed

189. heterodoxy + orthodoxy

192. emergent; local

196. learning incidental;

197. affective; holistic

200. Standard teaching model

201. (2/3 rule) –Participation Structure

202. Organization: time segmented; sequenced

203. Dialogue: to transmit knowldege

204. Expertise: assume monotonic asymmetry; seek complete

205. Power: value asymmetry –Ideology

206. Knowledge status: pre- established

207. Diversity of beliefs: heterodoxy -> orthodoxy

208. Values (standards): pre-set; global

209. Purpose: learning as explicit goal; thematized; cognitive emphasis Learning community model –Participation Structure

210. Activity structure: spatial; heterarchical

211. Dialogue function: process of learning

212. Locus of expertise: value complementarity; expect limits

213. Power relations: recognize difference; seek balance –Ideology

214. Knowledge status: socially constructed

215. Diversity of beliefs: heterodoxy + orthodoxy

216. Values (standards): emergent; local

217. Purpose: learning incidental; affective; holistic