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Essays on Discourse Community

Engaging discourse community essay prompts.

Finding the right prompt can set the stage for an insightful essay. Here are some thought-provoking prompts to get you started:

• Evaluate the discourse within an online forum dedicated to sustainability.
• Analyze the communication patterns of a professional esports team.
• Investigate how a local art collective uses language to build community.

Picking a Standout Discourse Community Essay Topic

Choosing a compelling topic is crucial. Here’s how to make sure you land on something engaging:

• Interest : Opt for a community you’re personally interested in or curious about.
• Originality : Seek out topics that aren’t overdone. The more unique, the better.
• Accessibility : Make sure you can access enough information and resources for your essay.

Examples of Discourse Community Essay Topics

To avoid the usual suspects and spark your imagination, consider these unique essay topics:

• Discourse practices in online coding bootcamps.
• Language and identity in expatriate communities.
• How DIY forums challenge traditional expertise.
• Discourse dynamics in feminist activist groups.
• The role of language in local food cooperatives.
• Communication styles within virtual reality spaces.
• Analysis of discourse in mental health support groups.
• Language use in underground music communities.
• How digital nomads create community through discourse.
• Discourse among members of a city council.
• Cross-cultural communication in international business teams.
• Language and power in academic departments.
• Communication strategies in environmental advocacy groups.
• Discourse in online platforms for language learning.
• Community building in co-living spaces.
• Discourse strategies in political campaigning.
• Role of language in crafting a makerspace identity.
• Online forums as spaces for medical discourse.
• Language evolution in multiplayer online games.
• Building a discourse community in coworking spaces.

Inspiration for Your Discourse Community Essay

Need a nudge to get your writing process started? Let these ideas inspire you:

"Exploring the esports team's communication reveals a complex system of language, symbols, and rituals, highlighting the nuanced ways members create a sense of belonging and identity."

"The vibrant discourse within the feminist activist group not only challenges societal norms but also fosters a strong sense of community and shared purpose among its members."

Understanding and Examples of a Discourse Community

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The Discourse Community of Hypebeasts

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Authority Within a Discourse Community: Personal Reflection

Rhetorical methods in the finance and economics discourse communities, critical discourse analysis and power relations, critical discourse analysis of race and racism, critical discourse analysis: historical origins, analyzing gender stereotypes, and empowerment in the always campaign, gender diffrences in political discourse, discourse community practices.

A discourse community refers to a collective of individuals who possess a shared set of discourses, encompassing fundamental values, assumptions, and modes of communication that revolve around common objectives.

A discourse community exhibits distinct characteristics that define its identity and functioning. Firstly, they have a common goal or purpose that unites members and serves as a focal point for their interactions. This shared objective creates a sense of belonging and facilitates effective communication within the community. Secondly, discourse communities have specific language and communication practices unique to their group. These can include specialized terminology, jargon, or even non-verbal cues that enable efficient and meaningful communication among members. Mastery of this shared language is crucial for individuals to participate actively and contribute to the community's discourse. Thirdly, discourse communities often possess established conventions, norms, and expectations regarding appropriate behavior, ethics, and standards of communication. These guidelines ensure cohesion, cooperation, and mutual respect among members. Lastly, discourse communities may have gatekeepers who regulate access and maintain the integrity of the community. These gatekeepers may be experts, mentors, or long-standing members who ensure that new participants meet the community's requirements and contribute positively to its ongoing discourse.

The concept of discourse community emerged as a framework in the field of sociolinguistics and discourse analysis. Although there is no specific historical origin attributed to it, the study of discourse communities can be traced back to the works of scholars such as John Swales and James Gee in the late 20th century. John Swales, a prominent linguist, introduced the term "discourse community" in his influential book "Genre Analysis: English in Academic and Research Settings" published in 1990. Swales emphasized the importance of understanding the communicative practices and conventions within specific communities to effectively participate in their discourse. James Gee, another influential scholar, expanded the concept of discourse community and introduced the idea of "situated learning" in his book "Social Linguistics and Literacies: Ideology in Discourses" published in 1996. Gee explored how discourse communities shape identity, knowledge acquisition, and socialization processes. Since then, the study of discourse communities has gained prominence in various fields, including linguistics, communication studies, and sociology.

1. Professional Discourse Communities. 2. Academic Discourse Communities. 3. Hobbyist Discourse Communities. 4. Cultural Discourse Communities. 5. Online Discourse Communities:

Academic Discourse Community: Scholars, researchers, and students within a specific discipline form an academic discourse community. They share specialized knowledge, use discipline-specific terminology, and engage in scholarly writing and discussions. Online Gaming Community: Gamers who participate in online multiplayer games create a discourse community. They use game-specific jargon, communicate through forums or chat platforms, and share strategies and experiences related to gaming. Professional Discourse Community: Professions such as medicine, law, or engineering have their own discourse communities. Professionals within these fields communicate using technical terminology, share professional experiences, and adhere to specific codes of conduct. Sports Fan Community: Fans of a particular sports team or sport create a discourse community. They engage in discussions, debates, and analyses of games and players, often using sports-related slang and terms. Social Media Community: Users of social media platforms form discourse communities based on shared interests, such as fashion, food, or photography. They communicate through hashtags, comments, and posts, creating a unique community around their shared topics.

Social Construction of Reality, Situated Learning Theory, Communities of Practice, Genre Theory.

The study of discourse communities holds significant importance as it sheds light on the intricate ways in which individuals and groups interact, communicate, and form shared understandings within specific contexts. Understanding discourse communities allows us to recognize and appreciate the diversity of social groups and their unique discursive practices, values, and goals. Exploring discourse communities helps us comprehend how language shapes social interactions, knowledge construction, and the formation of identities. It allows us to identify the power dynamics and hierarchies that exist within these communities and how they influence individuals' access to resources and opportunities for participation. Moreover, discourse communities play a crucial role in the transmission and dissemination of knowledge, expertise, and cultural practices. By studying discourse communities, we gain insights into how knowledge is constructed, shared, and preserved within specific fields or domains.

The topic of discourse communities is a compelling subject for an essay due to its relevance and wide-ranging implications in various fields of study. By delving into discourse communities, one can explore the intricate ways in which language, communication, and social interaction shape our understanding of the world. Writing an essay on discourse communities allows for an in-depth examination of how different communities form, develop shared understandings, and create meaning through their discursive practices. It offers an opportunity to analyze the power dynamics, norms, and values that influence communication within specific groups. Furthermore, studying discourse communities provides insights into knowledge transmission, expertise, and identity formation. It allows for a critical exploration of the role of language in shaping social relationships, access to resources, and opportunities for participation within specific communities.

1. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. Routledge. 2. Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press. 3. Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge University Press. 4. Prior, P. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Routledge. 5. Bazerman, C. (2004). Speech acts, genres, and activity systems: How texts organize activity and people. Routledge. 6. Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70(2), 151-167. 7. Bhatia, V. K. (2004). Worlds of written discourse: A genre-based view. Continuum. 8. Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. Routledge. 9. Paltridge, B. (2001). Genre, frames and writing in research settings. John Benjamins Publishing. 10. Johns, A. M. (2017). Discourse communities and communities of practice. In T. Johnstone (Ed.), The Cambridge handbook of discourse studies (pp. 257-273). Cambridge University Press.

Relevant topics

• Social Justice
• Sex, Gender and Sexuality
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• Cultural Appropriation
• Effects of Social Media
• Sociological Imagination
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What (Exactly) Is Discourse Analysis? A Plain-Language Explanation & Definition (With Examples)

By: Jenna Crosley (PhD). Expert Reviewed By: Dr Eunice Rautenbach | June 2021

Discourse analysis is one of the most popular qualitative analysis techniques we encounter at Grad Coach. If you’ve landed on this post, you’re probably interested in discourse analysis, but you’re not sure whether it’s the right fit for your project, or you don’t know where to start. If so, you’ve come to the right place.

Overview: Discourse Analysis Basics

In this post, we’ll explain in plain, straightforward language :

• What discourse analysis is
• When to use discourse analysis
• The main approaches to discourse analysis
• How to conduct discourse analysis

What is discourse analysis?

Let’s start with the word “discourse”.

In its simplest form, discourse is verbal or written communication between people that goes beyond a single sentence . Importantly, discourse is more than just language. The term “language” can include all forms of linguistic and symbolic units (even things such as road signs), and language studies can focus on the individual meanings of words. Discourse goes beyond this and looks at the overall meanings conveyed by language in context .  “Context” here refers to the social, cultural, political, and historical background of the discourse, and it is important to take this into account to understand underlying meanings expressed through language.

A popular way of viewing discourse is as language used in specific social contexts, and as such language serves as a means of prompting some form of social change or meeting some form of goal.

Now that we’ve defined discourse, let’s look at discourse analysis .

Discourse analysis uses the language presented in a corpus or body of data to draw meaning . This body of data could include a set of interviews or focus group discussion transcripts. While some forms of discourse analysis center in on the specifics of language (such as sounds or grammar), other forms focus on how this language is used to achieve its aims. We’ll dig deeper into these two above-mentioned approaches later.

As Wodak and Krzyżanowski (2008) put it: “discourse analysis provides a general framework to problem-oriented social research”. Basically, discourse analysis is used to conduct research on the use of language in context in a wide variety of social problems (i.e., issues in society that affect individuals negatively).

For example, discourse analysis could be used to assess how language is used to express differing viewpoints on financial inequality and would look at how the topic should or shouldn’t be addressed or resolved, and whether this so-called inequality is perceived as such by participants.

What makes discourse analysis unique is that it posits that social reality is socially constructed , or that our experience of the world is understood from a subjective standpoint. Discourse analysis goes beyond the literal meaning of words and languages

For example, people in countries that make use of a lot of censorship will likely have their knowledge, and thus views, limited by this, and will thus have a different subjective reality to those within countries with more lax laws on censorship.

When should you use discourse analysis?

There are many ways to analyze qualitative data (such as content analysis , narrative analysis , and thematic analysis ), so why should you choose discourse analysis? Well, as with all analysis methods, the nature of your research aims, objectives and research questions (i.e. the purpose of your research) will heavily influence the right choice of analysis method.

The purpose of discourse analysis is to investigate the functions of language (i.e., what language is used for) and how meaning is constructed in different contexts, which, to recap, include the social, cultural, political, and historical backgrounds of the discourse.

For example, if you were to study a politician’s speeches, you would need to situate these speeches in their context, which would involve looking at the politician’s background and views, the reasons for presenting the speech, the history or context of the audience, and the country’s social and political history (just to name a few – there are always multiple contextual factors).

Discourse analysis can also tell you a lot about power and power imbalances , including how this is developed and maintained, how this plays out in real life (for example, inequalities because of this power), and how language can be used to maintain it. For example, you could look at the way that someone with more power (for example, a CEO) speaks to someone with less power (for example, a lower-level employee).

Therefore, you may consider discourse analysis if you are researching:

• Some form of power or inequality (for example, how affluent individuals interact with those who are less wealthy
• How people communicate in a specific context (such as in a social situation with colleagues versus a board meeting)
• Ideology and how ideas (such as values and beliefs) are shared using language (like in political speeches)
• How communication is used to achieve social goals (such as maintaining a friendship or navigating conflict)

As you can see, discourse analysis can be a powerful tool for assessing social issues , as well as power and power imbalances . So, if your research aims and objectives are oriented around these types of issues, discourse analysis could be a good fit for you.

Discourse Analysis: The main approaches

There are two main approaches to discourse analysis. These are the language-in-use (also referred to as socially situated text and talk ) approaches and the socio-political approaches (most commonly Critical Discourse Analysis ). Let’s take a look at each of these.

Approach #1: Language-in-use

Language-in-use approaches focus on the finer details of language used within discourse, such as sentence structures (grammar) and phonology (sounds). This approach is very descriptive and is seldom seen outside of studies focusing on literature and/or linguistics.

Because of its formalist roots, language-in-use pays attention to different rules of communication, such as grammaticality (i.e., when something “sounds okay” to a native speaker of a language). Analyzing discourse through a language-in-use framework involves identifying key technicalities of language used in discourse and investigating how the features are used within a particular social context.

For example, English makes use of affixes (for example, “un” in “unbelievable”) and suffixes (“able” in “unbelievable”) but doesn’t typically make use of infixes (units that can be placed within other words to alter their meaning). However, an English speaker may say something along the lines of, “that’s un-flipping-believable”. From a language-in-use perspective, the infix “flipping” could be investigated by assessing how rare the phenomenon is in English, and then answering questions such as, “What role does the infix play?” or “What is the goal of using such an infix?”

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Approach #2: Socio-political

Socio-political approaches to discourse analysis look beyond the technicalities of language and instead focus on the influence that language has in social context , and vice versa. One of the main socio-political approaches is Critical Discourse Analysis , which focuses on power structures (for example, the power dynamic between a teacher and a student) and how discourse is influenced by society and culture. Critical Discourse Analysis is born out of Michel Foucault’s early work on power, which focuses on power structures through the analysis of normalized power .

Normalized power is ingrained and relatively allusive. It’s what makes us exist within society (and within the underlying norms of society, as accepted in a specific social context) and do the things that we need to do. Contrasted to this, a more obvious form of power is repressive power , which is power that is actively asserted.

Sounds a bit fluffy? Let’s look at an example.

Consider a situation where a teacher threatens a student with detention if they don’t stop speaking in class. This would be an example of repressive power (i.e. it was actively asserted).

Normalized power, on the other hand, is what makes us not want to talk in class . It’s the subtle clues we’re given from our environment that tell us how to behave, and this form of power is so normal to us that we don’t even realize that our beliefs, desires, and decisions are being shaped by it.

In the view of Critical Discourse Analysis, language is power and, if we want to understand power dynamics and structures in society, we must look to language for answers. In other words, analyzing the use of language can help us understand the social context, especially the power dynamics.

While the above-mentioned approaches are the two most popular approaches to discourse analysis, other forms of analysis exist. For example, ethnography-based discourse analysis and multimodal analysis. Ethnography-based discourse analysis aims to gain an insider understanding of culture , customs, and habits through participant observation (i.e. directly observing participants, rather than focusing on pre-existing texts).

On the other hand, multimodal analysis focuses on a variety of texts that are both verbal and nonverbal (such as a combination of political speeches and written press releases). So, if you’re considering using discourse analysis, familiarize yourself with the various approaches available so that you can make a well-informed decision.

How to “do” discourse analysis

As every study is different, it’s challenging to outline exactly what steps need to be taken to complete your research. However, the following steps can be used as a guideline if you choose to adopt discourse analysis for your research.

Step 1: Decide on your discourse analysis approach

The first step of the process is to decide on which approach you will take in terms. For example, the language in use approach or a socio-political approach such as critical discourse analysis. To do this, you need to consider your research aims, objectives and research questions . Of course, this means that you need to have these components clearly defined. If you’re still a bit uncertain about these, check out our video post covering topic development here.

While discourse analysis can be exploratory (as in, used to find out about a topic that hasn’t really been touched on yet), it is still vital to have a set of clearly defined research questions to guide your analysis. Without these, you may find that you lack direction when you get to your analysis. Since discourse analysis places such a focus on context, it is also vital that your research questions are linked to studying language within context.

Based on your research aims, objectives and research questions, you need to assess which discourse analysis would best suit your needs. Importantly, you  need to adopt an approach that aligns with your study’s purpose . So, think carefully about what you are investigating and what you want to achieve, and then consider the various options available within discourse analysis.

It’s vital to determine your discourse analysis approach from the get-go , so that you don’t waste time randomly analyzing your data without any specific plan.

Step 2: Design your collection method and gather your data

Once you’ve got determined your overarching approach, you can start looking at how to collect your data. Data in discourse analysis is drawn from different forms of “talk” and “text” , which means that it can consist of interviews , ethnographies, discussions, case studies, blog posts.  

The type of data you collect will largely depend on your research questions (and broader research aims and objectives). So, when you’re gathering your data, make sure that you keep in mind the “what”, “who” and “why” of your study, so that you don’t end up with a corpus full of irrelevant data. Discourse analysis can be very time-consuming, so you want to ensure that you’re not wasting time on information that doesn’t directly pertain to your research questions.

When considering potential collection methods, you should also consider the practicalities . What type of data can you access in reality? How many participants do you have access to and how much time do you have available to collect data and make sense of it? These are important factors, as you’ll run into problems if your chosen methods are impractical in light of your constraints.

Once you’ve determined your data collection method, you can get to work with the collection.

Step 3: Investigate the context

A key part of discourse analysis is context and understanding meaning in context. For this reason, it is vital that you thoroughly and systematically investigate the context of your discourse. Make sure that you can answer (at least the majority) of the following questions:

• What is the discourse?
• Why does the discourse exist? What is the purpose and what are the aims of the discourse?
• When did the discourse take place?
• Where did it happen?
• Who participated in the discourse? Who created it and who consumed it?
• What does the discourse say about society in general?
• How is meaning being conveyed in the context of the discourse?

Make sure that you include all aspects of the discourse context in your analysis to eliminate any confounding factors. For example, are there any social, political, or historical reasons as to why the discourse would exist as it does? What other factors could contribute to the existence of the discourse? Discourse can be influenced by many factors, so it is vital that you take as many of them into account as possible.

Once you’ve investigated the context of your data, you’ll have a much better idea of what you’re working with, and you’ll be far more familiar with your content. It’s then time to begin your analysis.

Step 4: Analyze your data

When performing a discourse analysis, you’ll need to look for themes and patterns .  To do this, you’ll start by looking at codes , which are specific topics within your data. You can find more information about the qualitative data coding process here.

Next, you’ll take these codes and identify themes. Themes are patterns of language (such as specific words or sentences) that pop up repeatedly in your data, and that can tell you something about the discourse. For example, if you’re wanting to know about women’s perspectives of living in a certain area, potential themes may be “safety” or “convenience”.

In discourse analysis, it is important to reach what is called data saturation . This refers to when you’ve investigated your topic and analyzed your data to the point where no new information can be found. To achieve this, you need to work your way through your data set multiple times, developing greater depth and insight each time. This can be quite time consuming and even a bit boring at times, but it’s essential.

Once you’ve reached the point of saturation, you should have an almost-complete analysis and you’re ready to move onto the next step – final review.

Step 5: Review your work

Hey, you’re nearly there. Good job! Now it’s time to review your work.

This final step requires you to return to your research questions and compile your answers to them, based on the analysis. Make sure that you can answer your research questions thoroughly, and also substantiate your responses with evidence from your data.

Usually, discourse analysis studies make use of appendices, which are referenced within your thesis or dissertation. This makes it easier for reviewers or markers to jump between your analysis (and findings) and your corpus (your evidence) so that it’s easier for them to assess your work.

When answering your research questions, make you should also revisit your research aims and objectives , and assess your answers against these. This process will help you zoom out a little and give you a bigger picture view. With your newfound insights from the analysis, you may find, for example, that it makes sense to expand the research question set a little to achieve a more comprehensive view of the topic.

Let’s recap…

In this article, we’ve covered quite a bit of ground. The key takeaways are:

• Discourse analysis is a qualitative analysis method used to draw meaning from language in context.
• You should consider using discourse analysis when you wish to analyze the functions and underlying meanings of language in context.
• The two overarching approaches to discourse analysis are language-in-use and socio-political approaches .
• The main steps involved in undertaking discourse analysis are deciding on your analysis approach (based on your research questions), choosing a data collection method, collecting your data, investigating the context of your data, analyzing your data, and reviewing your work.

If you have any questions about discourse analysis, feel free to leave a comment below. If you’d like 1-on-1 help with your analysis, book an initial consultation with a friendly Grad Coach to see how we can help.

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30 Comments

This was really helpful to me

I would like to know the importance of discourse analysis analysis to academic writing

In academic writing coherence and cohesion are very important. DA will assist us to decide cohesiveness of the continuum of discourse that are used in it. We can judge it well.

Thank you so much for this piece, can you please direct how I can use Discourse Analysis to investigate politics of ethnicity in a particular society

Fantastically helpful! Could you write on how discourse analysis can be done using computer aided technique? Many thanks

I would like to know if I can use discourse analysis to research on electoral integrity deviation and when election are considered free & fair

I also to know the importance of discourse analysis and it’s purpose and characteristics

Thanks, we are doing discourse analysis as a subject this year and this helped a lot!

Please can you help explain and answer this question? With illustrations,Hymes’ Acronym SPEAKING, as a feature of Discourse Analysis.

What are the three objectives of discourse analysis especially on the topic how people communicate between doctor and patient

Very useful Thank you for your work and information

thank you so much , I wanna know more about discourse analysis tools , such as , latent analysis , active powers analysis, proof paths analysis, image analysis, rhetorical analysis, propositions analysis, and so on, I wish I can get references about it , thanks in advance

Its beyond my expectations. It made me clear everything which I was struggling since last 4 months. 👏 👏 👏 👏

Thank you so much … It is clear and helpful

Thanks for sharing this material. My question is related to the online newspaper articles on COVID -19 pandemic the way this new normal is constructed as a social reality. How discourse analysis is an appropriate approach to examine theese articles?

This very helpful and interesting information

This was incredible! And massively helpful.

I’m seeking further assistance if you don’t mind.

Found it worth consuming!

What are the four types of discourse analysis?

very helpful. And I’d like to know more about Ethnography-based discourse analysis as I’m studying arts and humanities, I’d like to know how can I use it in my study.

Amazing info. Very happy to read this helpful piece of documentation. Thank you.

is discourse analysis can take data from medias like TV, Radio…?

I need to know what is general discourse analysis

Direct to the point, simple and deep explanation. this is helpful indeed.

Thank you so much was really helpful

really impressive

Thank you very much, for the clear explanations and examples.

It is really awesome. Anybody within just in 5 minutes understand this critical topic so easily. Thank you so much.

Thank you for enriching my knowledge on Discourse Analysis . Very helpful thanks again

This was extremely helpful. I feel less anxious now. Thank you so much.

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Written discourse

Essays marked with a * received a distinction.

• * Analyzing and raising students’ awareness of textual patterns in authentic texts : Mohammad Umar Farooq
• Written Text Analysis : Gregory S. Hadley
• *Show an analysis of the whole text in terms of the main underlying text pattern. Identify the signals that indicate this pattern David Evans
• Critical discourse analysis: A letter to expatriate from the Rt. Hon. Sir Norman Fowler MP : Andrew Atkins
• * Teaching English Textual Patterns to Japanese Students : Michiko Kasuya
• * A analysis of a Korean student’s written English text : Yvette Murdoch
• A text analysis of 'Taking Failure by the Throat' : Marian Dawson
• Problems in processing text produced by a student : Alan Macedo
• Applying written discourse analysis in a Japanese EFL class :  Cindy Cunningham
• Referential discourse structures and the creation of text: an analysis of student writing samples : William Penny
• How to get away with things with words: An Examination of Written Texts : Jeremy Scott Boston
• A Text analysis of a newspaper article about Konglish taken from ‘The Korea Heral d' David Doms
• * Increasing comprehension and production of cohesion through conjunction : Thomas Warren-Price
• * An Evaluation of American Headway 3 Mary Umemoto
• Choose an authentic text in English. Analyze the text in terms of problem-solution, general specific or claim-counterclaim patterns.  Briefly discuss the challenges and opportunities that such text patterns present for teachers of English as a foreign language . Andrew Rolnick
• * The Use of Critical Discourse Analysis with Korean Adult Learners , Terry Faulkner   
• Do Students Need Critical Discourse Awareness? H. Douglas Sewell
• * Paraphrasing: An Introductory Unit In Paraphrasing in Academic Discourse   Deborah Novakova
• * The Value of Enhancing Students’ Critical Awareness of Discourse Philip Shigeo Brown
• * Science or Slaughter? Two Opposing Views on Japanese Whaling: a Critical Discourse Analysis Jason Peppard
• The Findings of Written Discourse Analysis and how they are Articulated in Learning English for Academic Purposes   Sandee Thompson
• * Two Views, Two Discourses: A Critical Analysis of how Ideology is Interpreted and Reinforced through Opinion Articles Michael Chang
• On Analysing a Problem-Solution Text Pattern Fernando Oliveira
• How to Raise Awareness of Textual Patterns Using an Authentic Text   Seiko Matsubara
• * The Politicisation of Death, Methods of Embedding Ideology within the News: A Critical Discourse Analysis of Two News Articles Michael Post
• * Genre analysis of the 'simple joke' (with TESL/TEFL applications) , Robert Murphy
• * Encouraging Problem-Solution Patterning and Co-Textual Referencing in L2 Written Discourse , Steven James Kurowski
• * Japanese Revisionists and the 'Comfort Women' Issue: A Comparison of Two Texts , Michael Cooper
• * 'One-on-One With Obama': An Analysis , Andrew Lawson
• * Genre Analysis of a Job Rejection Letter , Garcia Chambers
• Ideological Variations in the Representation of Hugo Chavez as a Democratic Leader in Two Different Cultures: A Critical Discourse Analysis , Parker Rader
• A Chinese Student's Text Analysis , Soti Vogli
• * Pedagogic applications of the Problem-solution pattern , Benet Vincent
• * Differing Opinions: A Critical Discourse Analysis of Two Articles Stefan Thomson
• * Trends in EBP: A Comparison of Market Leader's Writing Tasks to Findings in Written Discourse Joshua Durey
• Sexual Bias in Institutionalised Forms of Discourse Baljinder Gosal
• From Surface to W ider Context: Two Text Types Analysed , Sirkku Carey
• * Trends in EBP: a Comparison of 'Market Leader''s Writing Tasks to Findings in Written Discourse Joshua Drury
• An Analysis of Two Newspaper Articles in the Aftermath of the 2011 Japanese Tsuna mi Bruce Hope
• An Analysis of a Mexican EFL Tex tbook: A Written Discourse Perspective Elsa Fernanda Gonzalez
• * Korean News vs International News: A Critical Analysis of Two News Reports on North Korea Jonas Robertson
• Immigration Articles in Two Newspapers - A Multimodal Discourse  Dominic Castello
• Gender Relations in Institutionalized Discourses Mehboobkhan Ismail
• *  Critical Discourse Analysis: How the Washington Post and Moscow Times Reported the Russian Airstrikes in Syria   Laurie Knox
• * Critical Discourse Analysis of How Two Newspapers Reported the Treatment of Women at a Sumo Event in Japan Christine Pemberton

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• Critical Discourse Analysis | Definition, Guide & Examples

Critical Discourse Analysis | Definition, Guide & Examples

Published on 5 May 2022 by Amy Luo . Revised on 5 December 2022.

Discourse analysis is a research method for studying written or spoken language in relation to its social context. It aims to understand how language is used in real-life situations.

When you do discourse analysis, you might focus on:

• The purposes and effects of different types of language
• Cultural rules and conventions in communication
• How values, beliefs, and assumptions are communicated
• How language use relates to its social, political, and historical context

Discourse analysis is a common qualitative research method in many humanities and social science disciplines, including linguistics, sociology, anthropology, psychology, and cultural studies. It is also called critical discourse analysis.

Table of contents

What is discourse analysis used for, how is discourse analysis different from other methods, how to conduct discourse analysis.

Conducting discourse analysis means examining how language functions and how meaning is created in different social contexts. It can be applied to any instance of written or oral language, as well as non-verbal aspects of communication, such as tone and gestures.

Materials that are suitable for discourse analysis include:

• Books, newspapers, and periodicals
• Marketing material, such as brochures and advertisements
• Business and government documents
• Websites, forums, social media posts, and comments
• Interviews and conversations

By analysing these types of discourse, researchers aim to gain an understanding of social groups and how they communicate.

Prevent plagiarism, run a free check.

Unlike linguistic approaches that focus only on the rules of language use, discourse analysis emphasises the contextual meaning of language.

It focuses on the social aspects of communication and the ways people use language to achieve specific effects (e.g., to build trust, to create doubt, to evoke emotions, or to manage conflict).

Instead of focusing on smaller units of language, such as sounds, words, or phrases, discourse analysis is used to study larger chunks of language, such as entire conversations, texts, or collections of texts. The selected sources can be analysed on multiple levels.

Discourse analysis is a qualitative and interpretive method of analysing texts (in contrast to more systematic methods like content analysis ). You make interpretations based on both the details of the material itself and on contextual knowledge.

There are many different approaches and techniques you can use to conduct discourse analysis, but the steps below outline the basic structure you need to follow.

Step 1: Define the research question and select the content of analysis

To do discourse analysis, you begin with a clearly defined research question . Once you have developed your question, select a range of material that is appropriate to answer it.

Discourse analysis is a method that can be applied both to large volumes of material and to smaller samples, depending on the aims and timescale of your research.

Step 2: Gather information and theory on the context

Next, you must establish the social and historical context in which the material was produced and intended to be received. Gather factual details of when and where the content was created, who the author is, who published it, and whom it was disseminated to.

As well as understanding the real-life context of the discourse, you can also conduct a literature review on the topic and construct a theoretical framework to guide your analysis.

Step 3: Analyse the content for themes and patterns

This step involves closely examining various elements of the material – such as words, sentences, paragraphs, and overall structure – and relating them to attributes, themes, and patterns relevant to your research question.

Step 4: Review your results and draw conclusions

Once you have assigned particular attributes to elements of the material, reflect on your results to examine the function and meaning of the language used. Here, you will consider your analysis in relation to the broader context that you established earlier to draw conclusions that answer your research question.

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26 Planning a Discursive Essay

Discursive essay – description.

A discursive essay is a form of critical essay that attempts to provide the reader with a balanced argument on a topic, supported by evidence. It requires critical thinking, as well as sound and valid arguments (see Chapter 25) that acknowledge and analyse arguments both for and against any given topic, plus discursive essay writing appeals to reason, not emotions or opinions. While it may draw some tentative conclusions, based on evidence, the main aim of a discursive essay is to inform the reader of the key arguments and allow them to arrive at their own conclusion.

The writer needs to research the topic thoroughly to present more than one perspective and should check their own biases and assumptions through critical reflection (see Chapter 30).

Unlike persuasive writing, the writer does not need to have knowledge of the audience, though should write using academic tone and language (see Chapter 20).

Choose Your Topic Carefully

A basic guide to choosing an assignment topic is available in Chapter 23, however choosing a topic for a discursive essay means considering more than one perspective. Not only do you need to find information about the topic via academic sources, you need to be able to construct a worthwhile discussion, moving from idea to idea. Therefore, more forward planning is required. The following are decisions that need to be considered when choosing a discursive essay topic:

• These will become the controlling ideas for your three body paragraphs (some essays may require more). Each controlling idea will need arguments both for and against.
• For example, if my topic is “renewable energy” and my three main (controlling) ideas are “cost”, “storage”, “environmental impact”, then I will need to consider arguments both for and against each of these three concepts. I will also need to have good academic sources with examples or evidence to support my claim and counter claim for each controlling idea (More about this in Chapter 27).
• Am I able to write a thesis statement about this topic based on the available research? In other words, do my own ideas align with the available research, or am I going to be struggling to support my own ideas due to a lack of academic sources or research? You need to be smart about your topic choice. Do not make it harder than it has to be. Writing a discursive essay is challenging enough without struggling to find appropriate sources.
• For example, perhaps I find a great academic journal article about the uptake of solar panel installation in suburban Australia and how this household decision is cost-effective long-term, locally stored, and has minimal, even beneficial environmental impact due to the lowering of carbon emissions. Seems too good to be true, yet it is perfect for my assignment. I would have to then find arguments AGAINST everything in the article that supports transitioning suburbs to solar power. I would have to challenge the cost-effectiveness, the storage, and the environmental impact study. Now, all of a sudden my task just became much more challenging.
• There may be vast numbers of journal articles written about your topic, but consider how relevant they may be to your tentative thesis statement. It takes a great deal of time to search for appropriate academic sources. Do you have a good internet connection at home or will you need to spend some quality time at the library? Setting time aside to complete your essay research is crucial for success.

It is only through complete forward planning about the shape and content of your essay that you may be able to choose the topic that best suits your interests, academic ability and time management. Consider how you will approach the overall project, not only the next step.

Research Your Topic

When completing a library search for online peer reviewed journal articles, do not forget to use Boolean Operators to refine or narrow your search field. Standard Boolean Operators are (capitalized) AND, OR and NOT. While using OR will expand your search, AND and NOT will reduce the scope of your search. For example, if I want information on ageism and care giving, but I only want it to relate to the elderly, I might use the following to search a database: ageism AND care NOT children. Remember to keep track of your search strings (like the one just used) and then you’ll know what worked and what didn’t as you come and go from your academic research.

The UQ Library provides an excellent step-by-step guide to searching databases:

Searching in databases – Library – University of Queensland (uq.edu.au)

Did you know that you can also link the UQ Library to Google Scholar? This link tells you how:

Google Scholar – Library – University of Queensland (uq.edu.au)

Write the Thesis Statement

The concept of a thesis statement was introduced in Chapter 21. The information below relates specifically to a discursive essay thesis statement.

As noted in the introduction to this chapter, the discursive essay should not take a stance and therefore the thesis statement must also impartially indicate more than one perspective. The goal is to present both sides of an argument equally and allow the reader to make an informed and well-reasoned choice after providing supporting evidence for each side of the argument.

Sample thesis statements: Solar energy is a cost -effective solution to burning fossil fuels for electricity , however lower income families cannot afford the installation costs .

Some studies indicate that teacher comments written in red may have no effect on students’ emotions , however other studies suggest that seeing red ink on papers could cause some students unnecessary stress. [1]

According to social justice principles, education should be available to all , yet historically, the intellectually and physically impaired may have been exempt from participation due to their supposed inability to learn. [2]

This is where your pros and cons list comes into play. For each pro, or positive statement you make, about your topic, create an equivalent con, or negative statement and this will enable you to arrive at two opposing assertions – the claim and counter claim.

While there may be multiple arguments or perspectives related to your essay topic, it is important that you match each claim with a counter-claim. This applies to the thesis statement and each supporting argument within the body paragraphs of the essay.

It is not just a matter of agreeing or disagreeing. A neutral tone is crucial. Do not include positive or negative leading statements, such as “It is undeniable that…” or “One should not accept the view that…”. You are NOT attempting to persuade the reader to choose one viewpoint over another.

Leading statements / language will be discussed further, in class, within term three of the Academic English course.

Thesis Structure:

• Note the two sides (indicated in green and orange)
• Note the use of tentative language: “Some studies”, “may have”, “could cause”, “some students”
• As the thesis is yet to be discussed in-depth, and you are not an expert in the field, do not use definitive language
• The statement is also one sentence, with a “pivot point” in the middle, with a comma and signposting to indicate a contradictory perspective (in black). Other examples include, nevertheless, though, although, regardless, yet, albeit. DO NOT use the word “but” as it lacks academic tone. Some signposts (e.g., although, though, while) may be placed at the start of the two clauses rather than in the middle – just remember the comma, for example, “While some studies suggest solar energy is cost-effective, other critical research questions its affordability.”
• Also note that it is based on preliminary research and not opinion: “some studies”, “other studies”, “according to social justice principles”, “critical research”.

Claims and Counter Claims

NOTE: Please do not confuse the words ‘claim’ and ‘counter-claim’ with moral or value judgements about right/wrong, good/bad, successful/unsuccessful, or the like. The term ‘claim’ simply refers to the first position or argument you put forward (whether for or against), and ‘counter-claim’ is the alternate position or argument.

In a discursive essay the goal is to present both sides equally and then draw some tentative conclusions based on the evidence presented.

• To formulate your claims and counter claims, write a list of pros and cons.
• For each pro there should be a corresponding con.
• Three sets of pros and cons will be required for your discursive essay. One set for each body paragraph. These become your claims and counter claims.
• For a longer essay, you would need further claims and counter claims.
• Some instructors prefer students to keep the pros and cons in the same order across the body paragraphs. Each paragraph would then have a pro followed by a con or else a con followed by a pro. The order should align with your thesis; if the thesis gives a pro view of the topic followed by a negative view (con) then the paragraphs should also start with the pro and follow with the con, or else vice versa. If not aligned and consistent, the reader may easily become confused as the argument proceeds. Ask your teacher if this is a requirement for your assessment.

Use previous chapters to explore your chosen topic through concept mapping (Chapter 18) and essay outlining (Chapter 19), with one variance; you must include your proposed claims and counter claims in your proposed paragraph structures. What follows is a generic model for a discursive essay. The following Chapter 27 will examine this in further details.

Sample Discursive Essay Outline 

The paragraphs are continuous; the dot-points are only meant to indicate content.

Introduction

• Thesis statement
• Essay outline (including 3 controlling ideas)

Body Paragraphs X 3 (Elaboration and evidence will be more than one sentence, though the topic, claim and counter claim should be succinct)

• T opic sentence, including 1/3 controlling ideas (the topic remains the same throughout the entire essay; it is the controlling idea that changes)
• A claim/assertion about the controlling idea
• E laboration – more information about the claim
• E vidence -academic research (Don’t forget to tell the reader how / why the evidence supports the claim. Be explicit in your E valuation rather than assuming the connection is obvious to the reader)
• A counter claim (remember it must be COUNTER to the claim you made, not about something different)
• E laboration – more information about the counter claim
• E vidence – academic research (Don’t forget to tell the reader how / why the evidence supports the claim. Be explicit in your E valuation rather than assuming the connection is obvious to the reader)
• Concluding sentence – L inks back to the topic and/or the next controlling idea in the following paragraph

Mirror the introduction. The essay outline should have stated the plan for the essay – “This essay will discuss…”, therefore the conclusion should identify that this has been fulfilled, “This essay has discussed…”, plus summarise the controlling ideas and key arguments. ONLY draw tentative conclusions BOTH for and against, allowing the reader to make up their own mind about the topic. Also remember to re-state the thesis in the conclusion. If it is part of the marking criteria, you should also include a recommendation or prediction about the future use or cost/benefit of the chosen topic/concept.

A word of warning, many students fall into the generic realm of stating that there should be further research on their topic or in the field of study. This is a gross statement of the obvious as all academia is ongoing. Try to be more practical with your recommendations and also think about who would instigate them and where the funding might come from.

This chapter gives an overview of what a discursive essay is and a few things to consider when choosing your topic. It also provides a generic outline for a discursive essay structure. The following chapter examines the structure in further detail.

• Inez, S. M. (2018, September 10). What is a discursive essay, and how do you write a good one? Kibin. ↵
• Hale, A., & Basides, H. (2013). The keys to academic English. Palgrave ↵

researched, reliable, written by academics and published by reputable publishers; often, but not always peer reviewed

assertion, maintain as fact

The term ‘claim’ simply refers to the first position or argument you put forward (whether for or against), and ‘counter-claim’ is the alternate position or argument.

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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What is Discourse? Definition, Usage, and Literary Example

Discourse definition.

Discourse  (DISK-horse) is another word for written or spoken communication. The term is a broad one that has slightly different definitions depending on the discipline in which it is used; in literature, discourse refers to a presentation of thought through language. Discursive language typically contains long, detailed  sentences  that address a specific subject in a formal manner.

Discourse  comes from the Latin  discursus , which means “a running about.” This illustrates the basic idea of relaying information through the natural  rhythm  and flow of language.

Types of Literary Discourse

Generally speaking, any time someone uses language to communicate, they’re utilizing discourse. The job of the writer, then, is one that primarily relies on discourse to tell stories, share ideas, and disseminate information. Essentially, without discourse, there would be no literature.

Not all discourse is the same, however, and literary scholars break it down into four main types: argument, description, exposition, and narration.

• Argument:  An argument is an attempt to convince the reader through logic and reasoning. The writer will make a specific claim and then present evidence that supports that claim. For example, academic essays employ argumentative discourse to  persuade  readers about the truth of an overarching thesis.
• Description:  Description is a sensory experience for the reader, one that aims to help them develop clear mental images of the information presented. Novels, short stories, and  poems  depend on the power of description to entertain and move readers.
• Exposition:  Exposition informs the audience of a certain fact but doesn’t seek to influence the audience’s opinion of that fact. Expositional discourse is neutral in language and  tone  to avoid persuading or stirring emotion in the reader; its purpose is purely informational. News stories and other journalistic writings, as well as comparative analyses and other research-oriented literature, commonly utilize exposition.
• Narration:  Narration is the written commentary that presents the story to the reader. Put another way, it is the voice of the storyteller. Narration engages the reader through compelling language that elicits emotion and empathy and keeps the reader turning the page. Narration is a cornerstone of novels, short stories, and some plays.

Other schools of thoughts break literary discourse down into the categories of expressive, poetic, and transactional discourse.

• Expressive:  Expressive discourse reflects the emotions of the writer. Its focus is on generating and discussing ideas, with little or no emphasis on concrete facts or attempts to persuade others of a central argument. Works of expressive discourse are always nonfiction; diaries and journals, blogs, and  memoirs  are all examples.
• Poetic:  Poetic discourse is a highly creative approach to fictional writing. The writer presents thoughts, feelings, events, places, and characters in imaginative, sometimes  rhythmic , language that appeals to readers’ emotions. Poetic discourse emphasizes theme,  imagery , and feelings. It is a central component of  poetry  but is also evident, to some degree, in most novels and short stories.
• Transactional:  Transactional discourse is less of a literary approach and more of an instructional one. It lays out a clear action or plan, typically in an  active voice , that compels the reader to act. Advertising and marketing writing, instruction manuals, and business correspondence are all common sources of transactional discourse.

The Function of Discourse

Discourse is crucial to how readers understand the world the author is trying to create, but its function is much larger in scope than any one literary work.

Discourse serves to inform and shape how the individual sees the world and how they form a baseline for responding to different concepts. At its most basic, it may seem like discourse is only communication, but communication is how we interact with one another, with ourselves, and with our societies.

Written communications—be they novels, poems, nonfiction books, letters, diary entries, or emails—are records of how a society shares information. They provide insights into why we think the way we do and how we connect with people and ideas. They influence behavior, relationships, and social change.

Discourse Outside of Literature

Discourse in Rhetoric

Discourse has a somewhat different meaning in the field of  rhetoric , which is how speakers inform and persuade their audience of a specific perception of reality. Rhetorical discourse contains a central, organizing voice—the person doing the speaking or narrating—attempting to motivate the audience to come to a conclusion that serves the speaker’s goals. Rhetorical discourse only utilizes  narrative  elements to convince the reader or listener; they’re rarely complete narratives. The purpose here is  persuasion , not aestheticism,  didacticism , or poetic expression.

Discourse in Semantics

The application of discourse in semantics is even more complex. Discourse semantics is an analysis of how we utilize vocabulary in specific areas of intellectual inquiry. This analysis explores the connection between language and structure, such as the relationship between a  sentence  and the larger context it exists in. An example of this is the use of a pronoun in a sentence, which a reader or listener can only understand as it relates to another part that denotes to whom the pronoun refers.

Discourse in Social Sciences

Social sciences and the humanities describe discourse as a formalized way of thinking expressed through language. It is the way society thinks and communicates about people, things, and social organization, as well as the relationship between these three elements.

Sociology considers discourse to be a way to give meaning to reality. Political science understands it as a formal exchange of rational views to solve a social problem. Finally, psychological discourse assesses language form and function, whether written or verbal, as they relate to mental health.

Examples of Discourse in Literature

1. William Shakespeare,  Romeo and Juliet

Shakespeare’s classic tragedy of star-crossed teenage lovers opens with a narrative discourse:

Two households, both alike in dignity,

In fair Verona, where we lay our scene,

From ancient grudge break to new mutiny,

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes

A pair of star-cross’d lovers take their life;

Whose misadventured piteous overthrows

Do with their death bury their parents’ strife.

This introduction sets the scene to give the audience a clear idea of where and in what conditions the action of the play occurs. It also does something unique: It tells the audience right from the beginning that Romeo and Juliet will ultimately kill themselves. Rather than serve as a spoiler, this approach imbues the play with a sense of urgency, underscoring the depth of the lovers’ feelings for one another and the serious risks they face in pursuing their relationship.

2. Anaïs Nin,  The Diary of Anaïs Nin, Vol. 2: 1934-1939

Nin was one of the foremost diarists of the 20th century. Her diaries, like all diaries, abound with expressive discourse. Much of her writing examines what it means to be a woman and an artist in the modern world. She wrote this passage as she prepared to leave Paris just before the Second World War came to France:

I knew I could not separate myself from the world’s death, even though I was not one of those who brought it about. I had to make clear the relation of our individual dramas to the larger one, and our responsibility. I was never one with the world, yet I was to be destroyed with it. I always lived seeing beyond it. I was not in harmony with its explosions and collapse. I had, as an artist, another rhythm, another death, another renewal. That was it. I was not at one with the world, I was seeking to create one by other rules…. The struggle against destruction which I lived out in my intimate relationships had to be transposed and become of use to the whole world.

Nin explores her detachment from the world during such a scary and uncertain time, but she also finds a connection between the intensity of her personal dramas and the violence of war-ravaged Europe. Her emphasis on emotions and ideas in this passage is a hallmark of expressive discourse.

3. Ta-Nehisi Coates, “The Case for Reparations”

Coates’s landmark essay first appeared  The Atlantic  in 2014. He delves into the relationship between America’s prosperity and its long history of slavery and racism:

The lives of black Americans are better than they were half a century ago. The humiliation of whites only signs are gone. Rates of black poverty have decreased. Black teen-pregnancy rates are at record lows—and the gap between black and white teen-pregnancy rates has shrunk significantly. But such progress rests on a shaky foundation, and fault lines are everywhere. The income gap between black and white households is roughly the same today as it was in 1970. Patrick Sharkey, a sociologist at New York University, studied children born from 1955 through 1970 and found that 4 percent of whites and 62 percent of blacks across America had been raised in poor neighborhoods. A generation later, the same study showed, virtually nothing had changed. And whereas whites born into affluent neighborhoods tended to remain in affluent neighborhoods, blacks tended to fall out of them.

Coates argues that without slave labor and the systematic oppression of black people after the abolishment of slavery, America never could have become such a wealthy and modernized nation. For this reason, he suggests that black people of today deserve reparations from the government as compensation for the critical, backbreaking labor performed by their ancestors. The above excerpt illustrates one of the ways systemic racism prevents black Americans from achieving economic stability and functions as a point in support of Coates’s argumentative discourse.

Further Resources on Discourse

The Living Handbook of Narratology goes in-depth on  narratives in rhetorical discourse .

Discourse.org  offers an open source discussion about modern internet discourse.

ThoughtCo. provides an introduction to  discourse in sociology .

Science Encyclopedia has  a brief historical overview of rhetorical discourse .

Read a classic essay  on discourse  by English philosopher Francis Bacon.

Related Terms

• Active Voice
• Didacticism

1b. Discourse Communities

Overview + objectives.

Image Attribution: Saying hello in different languages by 1940162 Hari chandana C is licenced under a CC BY 4.0 licence , via Wikimedia Commons

The first major concept we discuss that will be the foundation of your reading and writing in Writing 121 is discourse community . Considering your discourse community can give your writing its audience, context, and purpose, which are crucial for motivating your writing. In this chapter, we will:

• Define discourse community
• Identify the various discourse communities of which you are a part
• Understand how a discourse community shapes your writing
• Consider ways to craft a unique voice within a discourse community
• Reflect on how knowledge of discourse community can improve your writing

What is a discourse community?

To define this concept, let’s break it down into its separate parts:  discourse  and  community . We’ll start with the simpler word,  community . A community is simply a group of people who are joined together by something they have in common. It could be a shared interest, such as a gaming community, a set of beliefs, such as a religious community, a similar geographical location, such as a local community, or a profession, such as the academic community. A family is a type of community. Your friends also form a community. Take a moment and think of the various communities to which you belong. What binds individuals together in these communities? Do members of these communities engage with each other virtually or in real life?

Next let’s look at the other word in this term,  discourse . The word in its original usage meant reasoned argument or thought. However, in contemporary usage we sometimes think of it generally as any written or spoken communication, a conversation. We more often use it to refer to written or spoken communication related to a particular intellectual or social activity, such as scientific discourse or political discourse. In this sense, a synonym for discourse might be  language . A discourse is defined by its unique language, vocabulary, themes, ideas, values, and beliefs. Think about your major. What are the unique characteristics of the discourse in your disciplinary or professional field?

Now let’s put our two words together,  discourse community . Any guesses on what it means? If you are thinking that it is a group of people—real, imaginary, virtual, or otherwise—with shared interests, goals, language, and ways of communicating, then, yes, you’ve got it!

Image Attribution: Your WR 121 discourse community Discussion icons created by Freepik – Flaticon .

What does a discourse community look like?

Let’s work through a few examples. The following are five lists of words. Do you recognize any of the groups of words and what they have in common?

• CPA, general ledger, liabilities, return on investment, owner’s equity, net income, expenses (fixed, variable, accrued, operation)
• ISO, aperture, depth of field, autofocus, exposure, shutter speed
• gracias, de nada, salud, buen provecho, estadounidense, te quiero
• iron throne, direwolf, Khaleesi, the Wall, Valyrian steel, Night Walkers
• once a Duck always a Duck, show your “O,” Carson, EMU, it never rains in Autzen Stadium, Arts and Letters, Social Science, and Science groups

If you are a business major and have taken an accounting class, you’ve likely learned about the set of words in #1. If you are a photographer, you probably know the terminology in #2. If you speak Spanish, then you understand the words in #3. If you’re a Game of Thrones fan, then you recognize the words in #4. And if you are a UO student, then the words in #5 should seem familiar to you. Sco Ducks!

So you can see that discourse, or language, is one way that a community is bound together. It shapes it, strengthens it, and even defines it. The members of the community generally agree on what the terms mean; however, that is not always the case, as we will explore later in the course.

But what if you didn’t know a group of words? Let’s say you are in a conversation with a group of people using the technical terms in #2, but your only camera is your iPhone. Or perhaps you are reading an article that is in Spanish, but you don’t know that language. How would you feel? You would probably feel confused, frustrated, and excluded.

Because language and modes of communication differ among various groups, a discourse community can exclude others as much as it brings people together. Think about one of the communities to which you belong. What is the discourse of that group? What is the shared language and terminology? What are the primary ways of communicating between members of the community? How do members communicate their ideas or activities with those outside of the community?

What is a discourse community to which you belong and. . .

• What are the unique characteristics of communicating within this community?
• How has it shaped the way you think and write?
• Is it possible to assert your unique voice within that community? How so or why not?

Images (above, from left to right):

• Balance sheet:  RODNAE Productions from  Pexels  
• Photography:  Pxhere  
• Dany: Creative Commons
• Puddles the Duck by Brian licensed under a CC BY SA 4.0 license via  Wikimedia Commons

How does the discourse community shape your writing?

Image Attribution: Workshop by fauxels via Pexe l.

In his book on academic writing,  The Shape of Reason , John Gage defines a  discourse community  as “any kind of community in which the members attempt to achieve cooperation and assert their individuality through the use of language. We are all members of discourse communities, each of which uses language in different ways” (2).

What keywords can you pull out of this definition? I identify the following keywords:  cooperation ,  individuality , and  language . A community generally assumes members who  cooperate  with each other. The group has a common goal or set of goals and its members want to work or live together to achieve those goals. They use  a common language and mode of communication  to maintain and strengthen the community. For an individual to thrive within this community, understanding and being able to use that common language and mode of communication are essential. When we as individuals have thoughts, ideas, or actions we would like to share with others in the community, we want to convey those thoughts, ideas, or actions in a way that others can understand and engage with them. No one likes to feel misunderstood. In this way, a discourse community influences how we communicate our  individuality  to the group.

We can illustrate how discourse community shapes your writing with a few examples. It is probably easy and fun for you to write and send texts to your friends. What kind of language do you use when texting? If your friend’s primary language is English, then you’ll probably use English in your texts. You’ll probably also use textspeak abbreviations like “lol” and “idk.” You might even use some visual language, such as emoji or gifs. If your friend does not speak English, does not know what the abbreviations stand for, or is unfamiliar with emoji, then they will not understand your message. Now, let’s say you are sending an email to your professor. Would you use the same discourse that you use when texting your friend? Probably not. In other words: an awareness of discourse community probably already shapes how you communicate your ideas.

This is all well and good when you feel confident about your membership in a community. But what about when you are new to a community? How do you learn that community’s discourse? Or what if you struggle to feel like you truly belong in a community? How do these things affect how you communicate and interact with the group? As you become more familiar with a community’s discourse, your written communication with the group will also improve. However, do you think it is possible to assert  your unique voice and identity  within the limits of a community’s discourse?

Let’s consider the university as a discourse community. The university comprises intellectuals (including you!) in various academic disciplines. Each academic discipline has its own discourse, but for the most part all academic disciplines communicate and share knowledge, as well as debate theories and ideas, through discussion and writing. What characterizes  academic discourse ? What is  academic writing ? Who gets to speak and write in this community?

Once you have read the sections on discourse community and thought about the various communities of which you are a part and the discourses used in these communities, you’re ready to get to know your WR 121 discourse community. What can you learn about your peers and instructor? What languages do they speak? What common goals do you all share? Do you agree on what effective writing looks like? What support will you offer each other as you work on your writing this term?

Acknowledgment:

Gage, John.  The Shape of Reason , 4th Edition. New York: Pearson, 2006: 2.

Writing as Inquiry Copyright © 2021 by Kara Clevinger and Stephen Rust is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Foucault presents possibly the best definition of discourse. He defines discourse as, “Systems of thoughts composed of ideas, attitudes , and courses of action, beliefs and practices that systematically construct the subjects and the worlds of which they speak.”

Originally, it has roots in the Latin language. The term assumes slightly different meanings in different contexts . In literature, discourse means speech or writing, normally longer than sentences , which deals with a certain subject formally. In other words, discourse is the presentation of language in its entirety, while performing an intellectual inquiry in a particular area or field, such as theological discourse or cultural discourse.

General Classifications of Discourse

Discourse can be classified into four main categories , namely:

The main focus of this type of discourse is to make the audience aware about the topic of the discussion. Definitions and comparative analysis of different ideas and beliefs are examples of discourse exposition .

Narration is a type of discourse that relies on stories, folklore or a drama as a medium of communication. Stage play , story , and folklore are narrative discourse examples.

Description

This type involves describing something in relation to the senses. Descriptive discourse enables the audience to develop a mental picture of what is being discussed. Descriptive parts of novel or essay are descriptive discourse examples.

This type of discourse is based on valid logic and, through correct reasoning, tries to motivate the audience. Examples of argumentative discourse include lectures, essays, and prose .

Examples of Discourse in Literature

Poetic discourse.

Poetic discourse is a type of literary conversation which focuses on the expression of feelings, ideas, imaginations, events, and places through specific rhymes and rhythms . Poetic discourse makes use of common words in appealing ways to present feelings and emotions. The mechanism of poetic discourse involves certain steps starting from different sources, then entering the mental process, mental realization, and then finally into a finished product as poetry.

Example #1: A Character (By William Wordsworth)

“I marvel how Nature could ever find space For so many strange contrasts in one human face: There’s thought and no thought, and there’s paleness and bloom And bustle and sluggishness, pleasure and gloom.”

Expressive Discourse

Expressive discourse does not involve the presentation of facts, or the motivating of others, but is rather a reflection of our emotions that form the foundation of our expressions. This is a form of basic or entry-level discourse, and is beneficial for beginners in the field of literature. It primarily deals with generating ideas with no concrete source. Examples include academic essays and diaries.

Example #2: The Diary of Samuel Pepys (By Samuel Pepys, 1660)

“We met very early at our office this morning to pick out the twenty-five ships which are to be first paid off. After that to Westminster and dined with Mr. Dalton at his office, where we had one great court dish, but our papers not being done we could [not] make an end of our business till Monday next. Mr. Dalton and I over the water to our landlord Vanly, with whom we agree as to Dalton …”

Transactional Discourse

The basic aim in this kind of discourse is to convey the message in such a way that it is clearly understood without any confusion. Whatever is said has no ambiguity – everything is clear for the reader. Usually, this type of discourse is in active voice . Examples include instructions, guidelines, manuals, privacy policies , and patient instructions as written by doctors.

Function of Discourse

The role of discourse is hard to ignore in our daily intellectual pursuits, for it provides a basis to conduct a comparative analysis and frame our perceptions about different things. For instance, two competing discourses about the civil war in Syria today can be used to qualify the war as either “war against dictatorship,” or “war against imperialism.” On the other hand, it could be deemed as “war against Islam,” or “war for humanity.” Thus, both discourses provide a distinct style , vocabulary, and presentation, which are required to convey the respective ideas to a specific audience.

According to Jacques Lucan and Ferdinand de Saussure, language (discourse) is the main force which works behind all kinds of human activities and changes in social fabric; whereas Modernists attribute discourse to development and progress. Another important function of discourse is to generate and preserve truth as argued by the Postmodernist theories.

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How to Write a Discursive Essay: Tips to Succeed & Examples

So, you need to accomplish your discursive essay writing. The typical questions most students ask are: How do you write it? What is discursive essay?

A discursive essay is an academic paper that involves a discussion on a particular topic. It is usually assigned to college students. You may be required to write a paper wherein you have to do one of the following:

• argue for the issue or against it;
• present your points of view on both sides;
• provide your unprejudiced opinion on that matter.

Don’t panic!

Check out the tips from  Custom-writing.org  experts below. They will assist you in discursive writing and encourage you to examine essay examples. Moreover, in this article, you’ll also learn about different types of discursive essay, and its introduction, main body, and conclusion structure.

• ❓ What Is It?
• 🏁 Main Types

Introduction

• Basic Don’Ts
• ✏️ Frequent Questions

❓ What Is a Discursive Essay?

First of all, let’s figure out what the discursive essay is.

You may think it’s similar to the argumentative essay. Yes, but there’s a difference between them in the structure and purpose of these two types of assignments:

We will take a detailed look at how to structure a discursive essay later, and now let’s find out what are the types of this assignment.

Keep reading!

🏁 Discursive Essay: Main Types

You have to think more critically and more in-depth when reviewing all viewpoints and aspects of discursive writing. Check these three main types of essay writing:

• Opinion Essay  requires the author’s opinion on an issue which is stated in the introductory paragraph. It should be clearly presented and followed by reasons and supporting examples. Also, this essay paper should contain an opposing argument that comes before the conclusion. The writer must explain to readers why the mentioned argument is considered to be unconvincing. The writer’s opinion should be restated/summarized in the conclusion.
• For and Against Essay  provides readers with a thorough debate on the topic with the help of opposing points of view. Each point should be discussed objectively and described in details. The introductory paragraph puts the issue under consideration. The main body of this essay paper should present examples, reasons, and arguments supported by justifications. The author’s own opinion with balanced reflections on the topic should be stated only in conclusion.
• Essay Suggesting Solution to a Problem  discusses problems and finds the main solutions. The introduction paragraph explicitly declares a problem and analyses its causes and consequences. The main body of the essay should offer some suggestions for a possible solution to the problem and potential state consequences or expected results. In conclusion, author’s opinion should be distinctly summarized.

📑 How to Write a Discursive Essay

Well, it’s time to talk about the structure of a discursive essay. Like most of the assignments, a discursive paper starts with an introduction and ends with a conclusion:

The first question you may ask is how to start a discursive essay introduction. Simple!

• Give your readers a hook – something that would sound interesting to them.
• Provide a short explanation of the problem. You may use quotations, as well as rhetorical questions.
• Show your readers both sides of the arguments and sum up.

You may be wondering…

Is there something I should avoid in my discursive essay introduction?

Yes. No stereotypes and generalizations, please!

The next step under formal essay writing you should take is to compose the body.

There are a few points you should remember:

• First and foremost: stay unprejudiced . Assess all of the aspects of an issue. Leave your feelings behind or for another essay type.
• Second: build your argumentation . If you have several arguments for your viewpoint—provide them in separate paragraphs. This will help you to keep your essay comprehensible and distinct. Don’t forget to submit supporting evidence.
• Third: write the body of an essay in an alternate manner. What does it mean? If your first paragraph supports the paper’s argument, then in the second paragraph you should write something in the opposite of it. Such a combination of supporting and opposite paragraphs will make your essay look apparent, and well researched. Besides, it will help you to remain neutral.
• Fourth: include topic sentences and evidence . Write a summary of the argument at the beginning of the paragraph. It will allow the reader to easier understand what the paragraph is about. Provide evidence to show that you’re not making the facts up.

Well, you’ve almost finished your writing. Now you should focus on the last section. Keep reading, and you will learn how to write a conclusion for a discursive essay.

• In the last section, you should summarize your article including the main points, specified in the body paragraphs.
• You may also logically express your opinion. Remember: it should resonate with your evidence stated in the body paragraphs.
• Don’t repeat findings, just summarize them.

Keep it short. Your conclusion length should not exceed one paragraph.

👍 Do’s and Don’ts

Do you want more discursive essay writing tips? Fine! Just check them below:

Basic Do’s of a Discursive Essay

• Write in formal, impersonal style.
• Introduce each point in a separate paragraph
• Use topic sentences for each paragraph
• Write well-developed paragraphs
• Give reasons and examples for each point
• Use sequencing
• Use linking words and phrases
• Make references to other sources and make sure that you follow proper citation style
• Identify used sources

Basic Don’Ts of a Discursive Essay

• Don’t use short forms, like I’ll, don’t, they’ve
• Don’t use informal/colloquial language, for example: old as the hills, ain’t, gonna, etc.
• Don’t use very emotional language, since it might make your discursive article look prejudiced
• Don’t use over-generalizations. Extending the features of some elements from a group more than it is reasonable will lead to generous and inaccurate conclusions.
• Don’t express your personal opinion too insistently
• Don’t refer to statistics without proper referencing (check our citation guides )
• Don’t use personal examples, leave it for a personal experience essay

Well, now you know what discursive essay means, what are its main types, and how to structure it.

Discursive Essay Topics

• Discussion of risk factors that impact human health.
• Discuss the necessity of understanding cultural heritage to provide efficient health care.
• Analyze different opinions on withdrawing patients’ treatment.
• Examine different views on the Civil War.
• Discuss what hostile emotional states are and how they impact human life.
• Discuss the meaning of metaphors used by Virgil in Aeneid .
• Describe different opinions on telehealth in nursing homes.
• The ethicality of stem cell technology.
• Explore the effectiveness of motivational interviewing .
• Discuss how people present themselves online .
• Discuss the reasons for Coca-Cola’s marketing success.
• Analyze the food safety issues and the ways to improve the situation.
• Examine the essential meaning of sleep for people’s physical and mental health.
• Explore various complications of working with groups.
• Discussion of the modern issues with virtue ethics .
• Describe different views on the definition of love .
• Give the for and against arguments considering food security technologies .
• Discuss how the concept of the American dream is presented in the film The Great Gatsby.
• Analyze the influence of family problems on children and suggest ways to improve the situation.
• Present the various points of view on the ethical concepts of Buddhism.
• Examine the attitudes towards the problem of homelessness and the suggested ways of its solution.
• Explore different opinions on the American revolution and its consequences.
• Discuss various policies and views around the globe on abortion .
• Discussion of the history of food foraging in different communities.
• Multiple thoughts on civility on the Internet .
• Analyze arguments on the effectiveness of hand sanitizers.
• Discuss the importance of visual aids in learning.
• Present and evaluate the theories of international development .
• Discuss how to prevent the spread of the West Nile Virus (WNV).
• Is embracing renewable energy sources beneficial for both environment and the global economy?
• Examine the correctness of the statement that the ideology of pleasure is the foundation of social activism.
• Discussion of the ethical dilemma of population control.
• Discuss the ethics of experimental studies .
• Analyze the topic of gun violence and gun control laws.
• Explore the reasons for opioid crises in the US.
• Give arguments for and against random drug testing.
• Discuss the problem of endangered species .
• Express your opinion on the necessity of parents to be included in children’s education .
• Present your attitude towards working in a bureaucratic organization.
• Discuss the issue of the nursing shortage and suggest a solution.
• Give different viewpoints on the definition of beauty .
• Analyze the problem of police misconduct .
• Discuss the description of violence of African people in literature.
• Examine the views on Gardner’s multiple intelligence theory .
• Describe the various opinions on mysticism and express your attitude towards it.
• Discuss the diverse standpoints on spirituality.
• Is nature protection an urgent problem?
• Analyze different ideas on physical privacy at work.
• Discussion on the Jewish heritage in nursing.
• Examine the views on the meaning of life .

Good luck with your discussions and discursive essays! Be sure to check out the articles on our blog for more academic wisdom. By the way, on the Custom-Writing website, you may find the best essay topics for your academic writing.

And don’t forget to share your opinion in the comments below.

You might also be interested in:

• Friendship Essay: Writing Guide & Topic Ideas about Friendship
• Teamwork Essay: Quick Guide on How to Write a Good Paper
• Compare and Contrast Essay Writing Tips and Examples
• Transportation Essay: Writing Tips and Brilliant Topics

✏️ Discursive Essay FAQ

There is no one definitely correct answer to this question. Like any other essay, the text should have a clear structure with an introduction, body, and conclusion. The most important thing is that the overall book needs to be cohesive, persuasive, and exciting to read.

An example of a step by step guide is:

1. Take a closer look at the topic, think about the points to cover.

2. Choose the most relevant points and compose the Body of the essay.

3. Add an appropriate Introduction and Conclusion.

To write a good conclusion, you need to have the rest of the essay finished. Does the body of your essay present well-structured points? Great, then see what you can conclude based on that. If possible, make a connection between the introduction and the conclusion.

To ensure that your essay has a perfect structure, start with creating an outline. Based on such a plan, you can present your points step by step. Your text should have a relevant introduction, several points in the main body (with examples), and a logical conclusion.

🔗 References

• Writing an Opinion Essay: Grace Fleming, ThoughtCo
• How to Write a Good Argumentative Essay: Easy Step-by-Step Guide: Master Class
• Ending the Essay: Conclusions: Harvard College Writing Center
• Academic Writing Style: University of Southern California
• Cite Your Sources: Library Guides at University of California, Santa Cruz
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Discourse Community: Definition and Examples Essay (Critical Writing)

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The introductory part of the topic Discourse Community begins by the discussion about the term Discourse . The body paragraphs speak about the Discourse Community based on Red Cross as one among them. The work also analyses the texts of Red Cross that reveal their field of activity. The concluding part of the paper discusses about the services and features of Red Cross.

Discourse Community

The discussion on the topic Discourse Community probably begins with the proper understanding of the terms ‘discourse’ and ‘community’. The term ‘discourse’, when analyzed, refers to a serious speech or a serious piece of writing. It means spoken or written language including literary works. In the web article entitled, ‘ Discourse communities and the social construction of reflection in teacher education’ , Alan Ovens shares his views about Discourse Community.

The author remarks; “The concept of discourse relates to the influential role communicative practices play in constituting the social world.” (Ovens, 506). A Discourse Community promotes communicative practices among the group in a unanimous way.

It is common knowledge that discourse can be of two types: discourse of mode and discourse of purpose. Discourse of mode includes narration, description, exposition and argument. In the discourse of purpose, the writer’s or speaker’s purpose is to inform or to persuade or to entertain the reader or listener. There are some categories of language use, which affect language variation. These are tenor, mode and domain. The category of mode is particularly important because it is related to the distinction between speeches and writing. The obvious distinction for English is between the auditory and visual medium.

A discourse community is that which includes the people who share similar thoughts, concepts and ideas. Mostly every one belongs to one discourse community or the other. For example, a child belongs to a discourse community of his/her family and a student belongs to a discourse community of his/her institution. Though there emerges several kinds of discourses, some times it plays a negative role too. Miles points out in his ‘Little Discourse Communities and the Discourse of Experience’ that “The development of new discourse communities can serve positive ends, but discourse communities create risks as well.” (Jordens and Sayers).

When one is in the middle of a group of people who share the same ideas or passions and if one failed to understand their speeches, it will mean that the person does not belong to that discourse community. Of course, a student belongs to a larger discourse community of his family, colleagues, clubs, and class room and so on. Discourse is a method through which one discusses one’s thoughts and ideas either by conversation or by written form.

It is through this that one communicates with the social world one lives in. When a person is in a discourse community he must first of all be aware of what type of language they use, how it is used, what knowledge it gives us and how it generally motivates the community. Most often one does not use language to communicate, but the group gathers together for analysis and discussion. To achieve their goals they will communicate with each other.

The discourse community will have same interest but their goal will be different. For example, if one goes through the works of different poets who are rightly regarded as nature poets, their themes, ideas, use of languages and their concept will be the same but the net result will differ, meaning that the entire work will not be same. When it comes to analyzing literary discourse, the different factors like style, grammar, figures of speech involving irregularities and regularities, cohesion and context are to be taken into account. The excellence of literary artist must be evident ultimately from his choice of language.

Literary samples from great masters of literature can be taken up and analyzed in this way so as to find out the excellence that lies in their work. Tenor has to do with the relationship between a speaker and addressee in a given situation and is often characterized by greater or less formality.

To illustrate this, if the relationship between the speaker and the addressee is distant and official, as in a legal document the tenor will be formal, but if it is close and intimate as in a conversation between husband and wife the tenor will be informal.. Domain has to do with how language varies according to the activity in which it plays a part. In other words language varies according to the function it is fulfilling. Language can be used to convey information, express feelings and persuade some one to do some thing like writing poetry or talking about language itself.

The concept of discourse community developed from the speech community and interpretive community. “Swales described a discourse community that was united only by written communication.” (Borg, 399). The members of speech community bind together by their choice. They usually concentrated on the use of written communication and analysis.

One of the best examples of the Discourse Community that exerts a predominant influence in social service is Red Cross. Their main aim is to give a helping hand to the needy and poor without any discrimination. When there is a heat attack, a need for blood and a call for emergency help there come the Red Cross. Red Cross is a private agency which is based on giving their time, blood and money. They focused on helping the disaster victims by giving them shelter, food and water and so on. As it is an international organization, one can find different Discourse Communities working under it.

The discourse community including Red Cross agencies were blood donating services, which collect enough blood to give those who are the victims of accident, cancer and blood disorder; The Emergency Communication Services which offers a helping hand to the military members and their families; next is the International Services which gives priority on disease preventions, disaster management and also helps to reunite the family links.

The remarkable service rendered by the Red Cross has mostly cantered on war and its disasters. Red Cross’s service among the victims of Sep.11 American World Trade Centre attack was praiseworthy. One gets proof of it from the words of Lincoln Anderson when he rightly remarks about the service of the Red Cross. He remarks: “Chinatown civic and business group and Community Board 3 both got some first aid last Thursday. Each has been awarded a Sept. 11 Recovery Grant by the American Red Cross Liberty Disaster Relief Fund to help improve the community.” (Anderson).

One can see it as their program to help those who suffer from the terrorist attacks. Red Cross has published various texts and online journals warning people of the different disasters and also revealing its aims. The online article entitled ‘A Sure Presence , The American Red Cross Response to Hurricanes’ in 2008, is the one that warns people of the hurricanes which are quite common in America. Another web article ‘American Red Cross Guide to Services’ throws light on Red Cross and its activities as a social service organization. To conclude, one can infer that Discourse Community assumes a major role in promoting group activities which are capable of achieving great things in life.

Works Cited

Anderson, Lincoln. The Red Cross provides aid to Chinatown and L.E.S. The Villager 75. 21 (2005): 12-18. Web.

Borg, Erik. Key Concepts in ELT: Discourse Community. 2003. Web.

Jordens, Christopher F C., and Sayers, Emma-Jane. Discourse Communities and the Discourse of Experience. Health: An Interdisciplinary Journal for the social Study of Health, Illness, and Medicine 7 . 1 (2003): 73-86. Sage Journals Online. Web.

Mascle, Deanna. Writing Tips – Understanding Discourse Community and Its Importance: So why is it important for writers to consider discourse community? Isnare. 2009. Web.

Ovens, Alan. Discourse Communities and the Social Construction of Reflection in Teacher Education: Discourse Communities. Herdsa. 2002. Web.

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7 Understanding Discourse Communities

This chapter uses John Swales’ definition of discourse community to explain to students why this concept is important for college writing and beyond. The chapter explains how genres operate within discourse communities, why different discourse communities have different expectations for writing, and how to understand what qualifies as a discourse community. The article relates the concept of discourse community to a personal example from the author (an acoustic guitar jam group) and an example of the academic discipline of history. The article takes a critical stance regarding the concept of discourse community, discussing both the benefits and constraints of communicating within discourse communities. The article concludes with writerly questions students can ask themselves as they enter new discourse communities in order to be more effective communicators.

Last year, I decided that if I was ever going to achieve my lifelong fantasy of being the first college writing teacher to transform into an international rock star, I should probably graduate from playing the video game Guitar Hero to actually learning to play guitar. [1] I bought an acoustic guitar and started watching every beginning guitar instructional video on YouTube. At first, the vocabulary the online guitar teachers used was like a foreign language to me—terms like major and minor chords, open G tuning, and circle of fifths. I was overwhelmed by how complicated it all was, and the fingertips on my left hand felt like they were going to fall off from pressing on the steel strings on the neck of my guitar to form chords. I felt like I was making incredibly slow progress, and at the rate I was going, I wouldn’t be a guitar god until I was 87. I was also getting tired of playing alone in my living room. I wanted to find a community of people who shared my goal of learning songs and playing guitar together for fun.

I needed a way to find other beginning and intermediate guitar players, and I decided to try a social media website called “Meetup.com.” It only took a few clicks to find the right community for me—an “acoustic jam” group that welcomed beginners and met once a month at a music store near my city of Sacramento, California. On the Meetup.com site, it said that everyone who showed up for the jam should bring a few songs to share, but I wasn’t sure what kind of music they played, so I just showed up at the next meet-up with my guitar and the basic look you need to become a guitar legend: two days of facial hair stubble, black t-shirt, ripped jeans, and a gravelly voice (luckily my throat was sore from shouting the lyrics to the Twenty One Pilots song “Heathens” while playing guitar in my living room the night before).

The first time I played with the group, I felt more like a junior high school band camp dropout then the next Jimi Hendrix. I had trouble keeping up with the chord changes, and I didn’t know any scales (groups of related notes in the same key that work well together) to solo on lead guitar when it was my turn. I had trouble figuring out the patterns for my strumming hand since no one took the time to explain them before we started playing a new song. The group had some beginners, but I was the least experienced player.

perienced player. It took a few more meet-ups, but pretty soon I figured out how to fit into the group. I learned that they played all kinds of songs, from country to blues to folk to rock music. I learned that they chose songs with simple chords so beginners like me could play along. I learned that they brought print copies of the chords and lyrics of songs to share, and if there were any difficult chords in a song, they included a visual of the chord shape in the handout of chords and lyrics. I started to learn the musician’s vocabulary I needed to be familiar with to function in the group, like beats per measure and octaves and the minor pentatonic scale . I learned that if I was having trouble figuring out the chord changes, I could watch the better guitarists and copy what they were doing. I also got good advice from experienced players, like soaking your fingers in rubbing alcohol every day for ninety seconds to toughen them up so the steel strings wouldn’t hurt as much. I even realized that although I was an inexperienced player, I could contribute to the community by bringing in new songs they hadn’t played before.

Okay, at this point you may be saying to yourself that all of this will make a great biographical movie someday when I become a rock icon (or maybe not), but what does it have to do with becoming a better writer?

You can write in a journal alone in your room, just like you can play guitar just for yourself alone in your room. But most writers, like most musicians, learn their craft from studying experts and becoming part of a community. And most writers, like most musicians, want to be a part of community and communicate with other people who share their goals and interests. Writing teachers and scholars have come up with the concept of “discourse community” to describe a community of people who share the same goals, the same methods of communicating, the same genres, and the same lexis (specialized language).

What Exactly Is a Discourse Community?

John Swales, a scholar in linguistics, says that discourse communities have the following features (which I’m paraphrasing):

• A broadly agreed upon set of common public goals
• Mechanisms of intercommunication among members
• Use of these communication mechanisms to provide information and feedback
• One or more genres that help further the goals of the discourse community
• A specific lexis (specialized language)
• A threshold level of expert members (24-26)

I’ll use my example of the monthly guitar jam group I joined to explain these six aspects of a discourse community.

A Broadly Agreed Set of Common Public Goals

The guitar jam group had shared goals that we all agreed on. In the Meetup.com description of the site, the organizer of the group emphasized that these monthly gatherings were for having fun, enjoying the music, and learning new songs. “Guitar players” or “people who like music” or even “guitarists in Sacramento, California” are not discourse communities. They don’t share the same goals, and they don’t all interact with each other to meet the same goals.

Mechanisms of Intercommunication among Members

The guitar jam group communicated primarily through the Meetup.com site. This is how we recruited new members, shared information about when and where we were playing, and communicated with each other outside of the night of the guitar jam. “People who use Meetup.com” are not a discourse community, because even though they’re using the same method of communication, they don’t all share the same goals and they don’t all regularly interact with each other. But a Meetup.com group like the Sacramento acoustic guitar jam focused on a specific topic with shared goals and a community of members who frequently interact can be considered a discourse community based on Swales’ definition.

Use of These Communication Mechanisms to Provide Information and Feedback

Once I found the guitar jam group on Meetup.com, I wanted information about topics like what skill levels could participate, what kind of music they played, and where and when they met. Once I was at my first guitar jam, the primary information I needed was the chords and lyrics of each song, so the handouts with chords and lyrics were a key means of providing critical information to community members. Communication mechanisms in discourse communities can be emails, text messages, social media tools, print texts, memes, oral presentations, and so on. One reason that Swales uses the term “discourse” instead of “writing” is that the term “discourse” can mean any type of communication, from talking to writing to music to images to multimedia.

One or More Genres That Help Further the Goals of the Discourse Community

One of the most common ways discourse communities share information and meet their goals is through genres. To help explain the concept of genre, I’ll use music since I’ve been talking about playing guitar and music is probably an example you can relate to. Obviously there are many types of music, from rap to country to reggae to heavy metal. Each of these types of music is considered a genre, in part because the music has shared features, from the style of the music to the subject of the lyrics to the lexis. For example, most rap has a steady bass beat, most rappers use spoken word rather singing, and rap lyrics usually draw on a lexis associated with young people. But a genre is much more than a set of features. Genres arise out of social purposes, and they’re a form of social action within discourse communities. The rap battles of today have historical roots in African oral contests, and modern rap music can only be understood in the context of hip hop culture, which includes break dancing and street art. Rap also has social purposes, including resisting social oppression and telling the truth about social conditions that aren’t always reported on by news outlets. Like all genres, rap is not just a formula but a tool for social action.

The guitar jam group used two primary genres to meet the goals of the community. The Meetup.com site was one important genre that was critical in the formation of the group and to help it recruit new members. It was also the genre that delivered information to the members about what the community was about and where and when the community would be meeting. The other important genre to the guitar jam group were the handouts with song chords and lyrics. I’m sharing an example of a song I brought to the group to show you what this genre looks like.

This genre of the chord and lyrics sheet was needed to make sure everyone could play along and follow the singer. The conventions of this genre—the “norms”—weren’t just arbitrary rules or formulas. As with all genres, the conventions developed because of the social action of the genre. The sheets included lyrics so that we could all sing along and make sure we knew when to change chords. The sheets included visuals of unusual chords, like the Em7 chord (E minor seventh) in my example, because there were some beginner guitarists who were a part of the community. If the community members were all expert guitarists, then the inclusion of chord shapes would never have become a convention. A great resource to learn more about the concept of genre is the essay “Navigating Genres” by Kerry Dirk in volume 1 of Writing Spaces .

A Specific Lexis (Specialized Language)

To anyone who wasn’t a musician, our guitar meet-ups might have sounded like we were communicating in a foreign language. We talked about the root note of scale, a 1/4/5 chord progression, putting a capo on different frets, whether to play solos in a major or minor scale, double drop D tuning, and so on. If someone couldn’t quickly identify what key their song was in or how many beats per measure the strumming pattern required, they wouldn’t be able to communicate effectively with the community members. We didn’t use this language to show off or to try to discourage outsiders from joining our group. We needed these specialized terms—this musician’s lexis—to make sure we were all playing together effectively.

A Threshold Level of Expert Members 

If everyone in the guitar jam was at my beginner level when I first joined the group, we wouldn’t have been very successful. I relied on more experienced players to figure out strumming patterns and chord changes, and I learned to improve my solos by watching other players use various techniques in their soloing. The most experienced players also helped educate everyone on the conventions of the group (the “norms” of how the group interacted). These conventions included everyone playing in the same key, everyone taking turns playing solo lead guitar, and everyone bringing songs to play. But discourse community conventions aren’t always just about maintaining group harmony. In most discourse communities, new members can also expand the knowledge and genres of the community. For example, I shared songs that no one had brought before, and that expanded the community’s base of knowledge.

Why the Concept of Discourse Communities Matters for College Writing

When I was an undergraduate at the University of Florida, I didn’t understand that each academic discipline I took courses in to complete the requirements of my degree (history, philosophy, biology, math, political science, sociology, English) was a different discourse community. Each of these academic fields had their own goals, their own genres, their own writing conventions, their own formats for citing sources, and their own expectations for writing style. I thought each of the teachers I encountered in my undergraduate career just had their own personal preferences that all felt pretty random to me. I didn’t understand that each teacher was trying to act as a representative of the discourse community of their field. I was a new member of their discourse communities, and they were introducing me to the genres and conventions of their disciplines. Unfortunately, teachers are so used to the conventions of their discourse communities that they sometimes don’t explain to students the reasons behind the writing conventions of their discourse communities.

It wasn’t until I studied research about college writing while I was in graduate school that I learned about genres and discourse communities, and by the time I was doing my dissertation for my PhD, I got so interested in studying college writing that I did a national study of college teachers’ writing assignments and syllabi. Believe it or not, I analyzed the genres and discourse communities of over 2,000 college writing assignments in my book Assignments Across the Curriculum . To show you why the idea of discourse community is so important to college writing, I’m going to share with you some information from one of the academic disciplines I studied: history. First I want to share with you an excerpt from a history course writing assignment from my study. As you read it over, think about what it tells you about the conventions of the discourse community of history.

Documentary Analysis

This assignment requires you to play the detective, combing textual sources for clues and evidence to form a reconstruction of past events. If you took A.P. history courses in high school, you may recall doing similar document-based questions (DBQs).

In a tight, well-argued essay of two to four pages, identify and assess the historical significance of the documents in ONE of the four sets I have given you.

You bring to this assignment a limited body of outside knowledge gained from our readings, class discussions, and videos. Make the most of this contextual knowledge when interpreting your sources: you may, for example, refer to one of the document from another set if it sheds light on the items in your own.

Questions to Consider When Planning Your Essay

• What do the documents reveal about the author and his audience?
• Why were they written?
• What can you discern about the author’s motivation and tone? Is the tone revealing?
• Does the genre make a difference in your interpretation?
• How do the documents fit into both their immediate and their greater historical contexts?
• Do your documents support or contradict what other sources (video, readings) have told you?
• Do the documents reveal a change that occurred over a period of time?
• Is there a contrast between documents within your set? If so, how do you account for it?
• Do they shed light on a historical event, problem, or period? How do they fit into the “big picture”?
• What incidental information can you glean from them by reading carefully? Such information is important for constructing a narrative of the past; our medieval authors almost always tell us more than they intended to.
• What is not said, but implied?
• What is left out? (As a historian, you should always look for what is not said, and ask yourself what the omission signifies.)
• Taken together, do the documents reveal anything significant about the period in question? (Melzer 3-4)

This assignment doesn’t just represent the specific preferences of one random teacher. It’s a common history genre (the documentary analysis) that helps introduce students to the ways of thinking and the communication conventions of the discourse community of historians. This genre reveals that historians look for textual clues to reconstruct past events and that historians bring their own knowledge to bear when they analyze texts and interpret history (historians are not entirely “objective” or “neutral”). In this documentary analysis genre, the instructor emphasizes that historians are always looking for what is not said but instead is implied. This instructor is using an important genre of history to introduce students to the ways of analyzing and thinking in the discourse community of historians.

Let’s look at another history course in my research. I’m sharing with you an excerpt from the syllabus of a history of the American West course. This part of the syllabus gives students an overview of the purpose of the writing projects in the class. As you read this overview, think about the ways this instructor is portraying the discourse community of historians.

A300: History of the American West

A300 is designed to allow students to explore the history of the American West on a personal level with an eye toward expanding their knowledge of various western themes, from exploration to the Indian Wars, to the impact of global capitalism and the emergence of the environmental movement. But students will also learn about the craft of history, including the tools used by practitioners, how to weigh competing evidence , and how to build a convincing argument about the past.

At the end of this course students should understand that history is socially interpreted, and that the past has always been used as an important means for understanding the present. Old family photos, a grandparent’s memories, even family reunions allow people to understand their lives through an appreciation of the past. These events and artifacts remind us that history is a dynamic and interpretive field of study that requires far more than rote memorization. Historians balance their knowledge of primary sources (diaries, letters, artifacts, and other documents from the period under study) with later interpretations of these people, places, and events (in the form of scholarly monographs and articles) known as secondary sources . Through the evaluation and discussion of these different interpretations historians come to a socially negotiated understanding of historical figures and events.

Individual Projects

More generally, your papers should:

• Empathize with the person, place, or event you are writing about. The goal here is to use your understanding of the primary and secondary sources you have read to “become” that person–i.e. to appreciate their perspectives on the time or event under study. In essence, students should demonstrate an appreciation of that time within its context.
• Second, students should be able to present the past in terms of its relevance to contemporary issues. What do their individual projects tell us about the present? For example, what does the treatment of Native Americans, Mexican Americans, and Asian Americans in the West tell us about the problem of race in the United States today?
• Third, in developing their individual and group projects, students should demonstrate that they have researched and located primary and secondary sources. Through this process they will develop the skills of a historian, and present an interpretation of the past that is credible to their peers and instructors.

Just like the history instructor who gave students the documentary analysis assignment, this history of the American West instructor emphasizes that the discourse community of historians doesn’t focus on just memorizing facts, but on analyzing and interpreting competing evidence. Both the documentary analysis assignment and the information from the history of the American West syllabus show that an important shared goal of the discourse community of historians is socially constructing the past using evidence from different types of artifacts, from texts to photos to interviews with people who have lived through important historical events. The discourse community goals and conventions of the different academic disciplines you encounter as an undergraduate shape everything about writing: which genres are most important, what counts as evidence, how arguments are constructed, and what style is most appropriate and effective.

The history of the American West course is a good example of the ways that discourse community goals and values can change over time. It wasn’t that long ago that American historians who wrote about the West operated on the philosophy of “manifest destiny.” Most early historians of the American West assumed that the American colonizers had the right to take land from indigenous tribes—that it was the white European’s “destiny” to colonize the American West. The evidence early historians used in their writing and the ways they interpreted that evidence relied on the perspectives of the “settlers,” and the perspectives of the indigenous people were ignored by historians. The concept of manifest destiny has been strongly critiqued by modern historians, and one of the primary goals of most modern historians who write about the American West is to recover the perspectives and stories of the indigenous peoples as well as to continue to work for social justice for Native Americans by showing how historical injustices continue in different forms to the present day. Native American historians are now retelling history from the perspective of indigenous people, using indigenous research methods that are often much different than the traditional research methods of historians of the American West. Discourse community norms can silence and marginalize people, but discourse communities can also be transformed by new members who challenge the goals and assumptions and research methods and genre conventions of the community.

Discourse Communities from School to Work and Beyond

Understanding what a discourse community is and the ways that genres perform social actions in discourse communities can help you better understand where your college teachers are coming from in their writing assignments and also help you understand why there are different writing expectations and genres for different classes in different fields. Researchers who study college writing have discovered that most students struggle with writing when they first enter the discourse community of their chosen major, just like I struggled when I first joined the acoustic guitar jam group. When you graduate college and start your first job, you will probably also find yourself struggling a bit with trying to learn the writing conventions of the discourse community of your workplace. Knowing how discourse communities work will not only help you as you navigate the writing assigned in different general education courses and the specialized writing of your chosen major, but it will also help you in your life after college. Whether you work as a scientist in a lab or a lawyer for a firm or a nurse in a hospital, you will need to become a member of a discourse community. You’ll need to learn to communicate effectively using the genres of the discourse community of your workplace, and this might mean asking questions of more experienced discourse community members, analyzing models of the types of genres you’re expected to use to communicate, and thinking about the most effective style, tone, format, and structure for your audience and purpose. Some workplaces have guidelines for how to write in the genres of the discourse community, and some workplaces will initiate you to their genres by trial and error. But hopefully now that you’ve read this essay, you’ll have a better idea of what kinds of questions to ask to help you become an effective communicator in a new discourse community. I’ll end this essay with a list of questions you can ask yourself whenever you’re entering a new discourse community and learning the genres of the community:

• What are the goals of the discourse community?
• What are the most important genres community members use to achieve these goals?
• Who are the most experienced communicators in the discourse community?
• Where can I find models of the kinds of genres used by the discourse community?
• Who are the different audiences the discourse community communicates with, and how can I adjust my writing for these different audiences?
• What conventions of format, organization, and style does the discourse community value?
• What specialized vocabulary (lexis) do I need to know to communicate effectively with discourse community insiders?
• How does the discourse community make arguments, and what types of evidence are valued?
• Do the conventions of the discourse community silence any members or force any members to conform to the community in ways that make them uncomfortable?
• What can I add to the discourse community?

Works Cited

Dirk, Kerry. “Navigating Genres.” Writing Spaces , vol. 1, edited by Charles Lowe and Pavel Zemliansky, Parlor Press, 2010, pp. 249–262.

Guitar Hero . Harmonics, 2005.

Meetup.com . WeWork Companies Inc., 2019. www.meetup.com.

Melzer, Daniel. Assignments Across the Curriculum: A National Study of College Writing . Logan, UT: Utah State UP, 2014.

Swales, John. Genre Analysis: English in Academic and Research Settings . Boston: Cambridge UP, 1990.

Twenty One Pilots. “Heathens.” Suicide Squad: The Album , Atlantic Records, 2016.

Young, Neil. “Heart of Gold.” Harvest , Reprise Records, 1972.

Teacher Resources for Understanding Discourse Communities by Dan Melzer

Overview and teaching strategies.

This essay can be taught in conjunction with teaching students about the concept of genre and could be paired with Kerry Dirk’s essay “Navigating Genres” in Writing Spaces , volume 1. I find that it works best to scaffold the concept of discourse community by moving students from reflecting on the formulaic writing they have learned in the past, like the five-paragraph theme or the Shaffer method, to introducing them to the concept of genre and how genres are not formulas or formats but forms of social action, and then to helping students understand that genres usually operate within discourse communities. Most of my students are unfamiliar with the concept of discourse community, and I find that it is helpful to relate this concept to discourse communities students are already members of, like online gaming groups, college clubs, or jobs students are working or have worked. I sometimes teach the concept of discourse community as part of a research project where students investigate the genres and communication conventions of a discourse community they want to join or are already a member of. In this project students conduct primary and secondary research and rhetorically analyze examples of the primary genres of the discourse community. The primary research might involve doing an interview or interviews with discourse community members, conducting a survey of discourse community members, or reflecting on participant-observer research.

Inevitably, some students have trouble differentiating between a discourse community and a group of people who share similar characteristics. Students may assert that “college students” or “Facebook users” or “teenage women” are a discourse community. It is useful to apply Swales’ criteria to broader groups that students imagine are discourse communities and then try to narrow down these groups until students have hit upon an actual discourse community (for example, narrowing from “Facebook users” to the Black Lives Matter Sacramento Facebook group). In the essay, I tried to address this issue with specific examples of groups that Swales would not classify as a discourse community.

Teaching students about academic discourse communities is a challenging task. Researchers have found that there are broad expectations for writing that seem to hold true across academic discourse communities, such as the ability to make logical arguments and support those arguments with credible evidence, the ability to use academic vocabulary and write in a formal style, and the ability to carefully edit for grammar, syntax, and citation format. But research has also shown that not only do different academic fields have vastly different definitions of how arguments are made, what counts as evidence, and what genres, styles, and formats are valued, but even similar types of courses within the same discipline may have very different discourse community expectations depending on the instructor, department, and institution. In teaching students about the concept of discourse community, I want students to leave my class understanding that: a) there is no such thing as a formula or set of rules for “academic discourse”; b) each course in each field of study they take in college will require them to write in the context of a different set of discourse community expectations; and c) discourse communities can both pass down community knowledge to new members and sometimes marginalize or silence members. What I hope students take away from reading this essay is a more rhetorically sophisticated and flexible sense of the community contexts of the writing they do both in and outside of school.

• The author begins the essay discussing a discourse community he has recently become a member of. Think of a discourse community that you recently joined and describe how it meets Swales’ criteria for a discourse community.
• Choose a college class you’ve taken or are taking and describe the goals and expectations for writing of the discourse community the class represents. In small groups, compare the class discourse community you described with two of your peers’ courses. What are some of the differences in the goals and expectations for writing?
• Using Swales’ criteria for a discourse community, consider whether the following are discourse communities and why or why not: a) students at your college; b) a fraternity or sorority; c) fans of soccer; d) a high school debate team.
• The author of this essay argues that discourse communities use genres for social actions. Consider your major or a field you would like to work in after you graduate. What are some of the most important genres of that discourse community? In what ways do these genres perform social actions for members of the discourse community?

The following are activities that can provide scaffolding for a discourse community analysis project. To view example student discourse community analysis projects from the first-year composition program that I direct at the University of California, Davis, see our online student writing journal at fycjournal.ucdavis.edu .

Introducing the Concept of Discourse Community

To introduce students to the concept of discourse community, I like to start with discourse communities they can relate to or that they themselves are members of. A favorite example for my students is the This American Life podcast episode that explores the Instagram habits of teenage girls, which can be found at https://www.thisamericanlife.org/573/status-update . Other examples students can personally connect to include Facebook groups, groups on the popular social media site Reddit, fan clubs of musical artists or sports teams, and campus student special interest groups. Once we’ve discussed a few examples of discourse communities they can relate to on a personal level, I ask them to list some of the discourse communities they belong to and we apply Swales’ criteria to a few of these examples as a class.

Genre Analysis

One goal of my discourse community analysis project is to help students see the relationships between genres and the broader community contexts that genres operate in. However, thinking of writing in terms of genre and discourse community is a new approach for most of my students, and I provide them with heuristic questions they can use to analyze the primary genres of the discourse community they are focusing on in their projects. These questions include:

• Who is the audience(s) for the genre, and how does audience shape the genre?
• What social actions does the genre achieve for the discourse community?
• What are the conventions of the genre?
• How much flexibility do authors have to vary the conventions of the genre?
• Have the conventions of the genre changed over time? In what ways and why?
• To what extent does the genre empower members of the discourse community to speak, and to what extent does the genre marginalize or silence members of the discourse community?
• Where can a new discourse community member find models of the genre?

Research Questions about the Discourse Community

You could choose to have the focus of students’ discourse community projects be as simple as arguing that the discourse community they chose meets Swales’ criteria and explaining why. If you want students to dig a little deeper, you can ask them to come up with research questions about the discourse community they are analyzing. For example, students can ask questions about how the genres of the discourse community achieve the goals of the community, or how the writing conventions of the discourse community have changed over time and why they have changed, or how new members are initiated to the discourse community and the extent to which that initiation is effective. Some of my students are used to being assigned research papers in school that ask them to take a side on a pro/ con issue and develop a simplistic thesis statement that argues for that position. In the discourse community analysis project, I push them to think of research as more sophisticated than just taking a position and forming a simplistic thesis statement. I want them to use primary and secondary research to explore complex research questions and decide which aspects of their data and their analysis are the most interesting and useful to report on in their projects.

• This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0) and are subject to the Writing Spaces Terms of Use. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ , email [email protected] , or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. To view the Writing Spaces Terms of Use, visit http://writingspaces.org/terms-of-use . ↵

Understanding Discourse Communities Copyright © 2020 by Dan Melzer is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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English Composition 2089: Researching Discourse

• Get Help Here!

What Is Discourse?

Discourse analysis, discourse communities, examples of discourse communities, tips on choosing a discourse community to analyze.

• Discourse Community Analysis/Ethnography
• Analyzing Multiple Discourses
• Research Refresher--Finding articles, books, and more!
• How Do I Find Different Genres?
• How Do I Find Images and Media?
• Popular Music Criticism
• Citing Your Sources
• Recast Content in a Different Genre

Essentially, discourse is an act of communication between a composer and audience for a particular purpose.  This communication can take a variety of forms. 

Here are some common forms of discourse:

• newspaper article
• scholarly journal article
• radio or TV broadcast
• published report

However, also think beyond textual discourses, for example:

• advertisement
• emojis or memes
• architecture or design, e.g. 9/11 Memorial
• clothing styles

You are encouraged to think expansively about what counts as a discourse so that your work in English 2089 reflects the diversity and richness of 21st century discourses and communication practices.

When considering any form of discourse, in addition to understanding WHAT is being said, also focus on WHO is creating the text, WHY they are doing so, and HOW the resulting discourse impacts or has impacted the issue.

Ask yourself the following questions to ANALYZE discourse:

• Who is the intended audience?
• What is the purpose of the information presented? (inform, persuade, entertain)
• What types of evidence are used to support the claims of the information?
• How is information shaped by a particular genre? (Consider the audience, layout, space, style, conventions, etc).
• How literate, biased, and/or credible are those producing this discourse?
• To what degree is the discourse mainstream (understood by the broad audience) or considered non-traditional or even avant-garde?

Analyzing the discourse on an issue is different from arguing a position on an issue.  See the chart below for an example of these differences:

A discourse community is a "social group that communicates at least in part via written texts and shares common goals, values, and writing standards, a specialized vocabulary, and specialized genres." Anne Beaufort, College Writing and Beyond .

Different discourse communities will often discuss the same topic in very different ways. The concept map below shows some discourse communities involved in conversations related to obesity.  

Professional:

• emergency room nurses
• prison guards
• political aides

Be careful to sufficiently narrow your focus so you are not trying to analyze a community with millions of members who have vastly different discourse practices (i.e. “scientists” or “business people”)

• activist organizations (PETA, NRA, Sierra Club)
• a specific ethnic group (Amish, Native Americans living on reservations, Cajun)
• a campus club or organization
• charity organizations

Be sensitive to stereotypes if you analyze a community associated with race, religion, etc.

• the PTA or similar school groups
• political action groups
• fan groups (Trekkies, Potterites, the BeyHive)
• Civil War re-enactors
• game clubs (Dungeons & Dragons, Magic Cards, etc.)
• Choose communities that are in conversation on a particular topic or problem.
• Select key communities that represent various perspectives on a topic.
• Choose an organized or connected community that has a common purpose; for example, the animal rights group PETA.
• Be specific: instead of Cincinnati Reds fans, choose members of the RedsZone or the Rosie Reds.
• Focus on the discourse of an entire community, not on a specific person.
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Discourse Community Essay Examples

Discourse community essay is an essential part of academic writing that requires students to explore a specific group’s communication methods and practices. To write a successful discourse community essay, you need to understand the group’s language, values, and beliefs. Here are some tips on how to write a discourse community essay that stands out.

Firstly, before writing, conduct thorough research on the discourse community you wish to write about. Understanding the group’s communication methods, practices, and language is essential. Take time to observe the community’s communication methods and the roles of its members. Conduct interviews with members of the group to gain insights into their communication practices and understand their perspectives.

Next, brainstorm discourse community essay topic ideas that align with your research. This should help you identify the unique aspects of the discourse community that you would like to focus on in your essay. Ensure that your essay is well-structured and well-researched to make it informative and easy to read. You can also use the research to draw comparisons and contrasts between the discourse community you are writing about and other groups.

To make your essay stand out, include relevant discourse community essay examples to illustrate the communication methods and practices you are discussing. This will give your readers a better understanding of the group you are writing about and make your essay more engaging. You can also include personal experiences or stories that relate to the discourse community to make your essay more relatable.

In conclusion, writing a discourse community essay requires a lot of research and attention to detail. However, with the right approach and techniques, you can produce a well-structured and informative essay that highlights the unique communication practices of the group. Always remember to include relevant examples and personal experiences to make your essay more engaging.

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Best topics on Discourse Community

1. The Soccer Discourse Community: Passion, Identity, and Global Connection

2. The Nursing Discourse Community: Shared Knowledge and Collaboration

3. Highly Resistant Hegemonic Discourses in the Sport

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Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

• The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
• The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

• Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
• This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
• For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
• This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
• Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
• Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs).  These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets.  Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.  

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

• The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
• There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
• The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
• The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.  

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

• Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
• Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
• Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

Do you need to write an argumentative essay as well? Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school. We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Home / Essay Samples / Sociology / Communication / Discourse Community

Discourse Community Essay Examples

Personal high school’s girls soccer discourse community.

In the years before I took English 1010, I did not know that a discourse community was a thing, let alone a widely known thing. After I read the information that my professor gave to me and researched a little bit about them I now...

The Research of the Discourse Community of Being a Gamer

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Discourse Community: Definition and Examples

A discourse community is a group of people that share common goals, values and have a specific language amongst. The aim of discourse community essay examples is to show the last one. One of those discourse communities could be fans of a musical band. For...

An Overview of a Discourse Community of Firefighters

Every career, club, and organization has its own type of community that defines it. A discourse community is defined as, “the focus of texts and languages, genres and lexis that enable members throughout the world to maintain their goals, regulate their membership, and communicate efficiently...

My Fitness Community as a Part of the Discourse Community

John Swales a well-recognized linguistic wrote a paper some decades ago titled 'The Concept of a Discoursed Community' in this paper he described the characteristics of a discourse community by having a broadly set of goals; having set ways of communication, enabling to provide information...

My Involvement in Academic Discourse Communities

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An Application of Support States from Speech Emotions in Consensus Building

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About Discourse Community

The term was first used by sociolinguist Martin Nystrand in 1982

Some examples of a discourse community might be those who read and/or contribute to a particular academic journal, or members of an email list for Madonna fans. People working together in a particular company, athletes playing a particular team sport, Musical performers or actors.

A discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about those goals. Linguist John Swales defined discourse communities as "groups that have goals or purposes, and use communication to achieve these goals.

The defining characteristics of a discourse community might be 1) commonality of interest, 2) mechanisms for intercommunication between members, 3) survival by providing information and feedback, 4) development of genre-specific discoursal expectations, 5) possession of an embedded dynamic towards an increasingly shared and specialized terminology 6) a critical mass of members with a suitable degree of relevant discoursal and content expertise.

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