Swales discourse communities
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The document discusses discourse communities and their key characteristics including goals, intercommunication, participation, genres, specialized lexis or vocabulary, and requisite expertise. It then prompts the reader to analyze whether various groups like a soccer team, sorority, university, or class constitute discourse communities based on exhibiting these traits. The document also explores participating in a discourse community without being fully assimilated into it and how understanding discourse communities can help one navigate writing and various communities.
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Discourse community
This document defines and provides examples of discourse communities. It begins by asking questions about discourse communities and their importance. It then defines discourse communities as groups that work towards common goals through communication and share genres, vocabulary, and levels of expertise. John Swales' six characteristics of discourse communities are outlined. Examples provided include Christianity, a sorority, and an honors college. The document explains how discourse communities relate to rhetorical situation, genre, intertextuality, and the importance of understanding the discourse community when writing. It concludes with advice on using discourse communities to guide writing.
Discourse communities -authorityanddata-1
This document provides guidance for observing and analyzing discourse communities based on John Swales' framework. It instructs students to look at issues of power, authority, and assimilation when newcomers join a discourse community. Students are told to observe a discourse community, collect texts, and interview members to understand how expertise, communication practices, genres, and specialized language contribute to enculturation and the distribution of authority.
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This presentation covers the concept of discourse community and the Discourse Community Map and Response assignment.
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The document provides guidance for conducting an ethnographic study of a discourse community. It instructs students to:
1) Observe the community in action for 30 minutes to 1 hour, taking notes on behaviors, language practices, and evidence of authority.
2) Collect texts used by the community such as emails, newsletters, and social media posts.
3) Interview community members, preparing questions about goals, expertise/participation, communication/genres used, and specialized terminology. Practice interviewing in small groups.
4) Bring all collected data to class to share results of observations, texts, and interview questions.
Enc1101 Drafting the Discourse Community Ethnography
This document provides guidance on structuring an ethnography of a discourse community. It discusses including background information on the community, observations made, interviews conducted, and texts collected. It examines sample paper structures used by McCarthy, Wardle, and Mirabelli as examples. Students are advised to create an outline with sections for introduction, methodology, and results/discussion. The results section should be organized by the student's argument and include subject headings. Students draft sample sections and receive feedback on connecting evidence to their overall argument. Finally, the document reviews what to include in the paper such as formatting, works cited, appendices, and following the CARS model to establish a territory and niche for the research.
Writing In A Social Context[1]. Discourse Community
Writing is a social process that occurs within discourse communities. Power dynamics create hierarchies where some knowledge and authors are privileged over others. The dominance of English as the language of global discourse also concentrates power and risks reducing diversity. To be part of an academic discourse community, one must understand and apply the community's conventions, styles, ideologies, and culture, as defined by the goals and language used in its texts. Mastering a journal's particular culture is important for inclusion and to avoid being seen as an outsider.
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The document provides guidance on drafting a discourse community ethnography. It discusses including an introduction establishing the research topic and argument. The methodology section should describe research methods like observations, interviews, and text collection. Results are divided into headings corresponding to categories like expertise and lexis. Evidence is organized under headings and connected to the overall argument. Topic sentences introduce each section. The conclusion wraps up and connects back to the introduction. Formatting includes bold headings, italics for subheadings, and labeling of images.
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This presentation covers the concept of discourse community and the Discourse Community Map and Response assignment.
Collecting Data: Discourse Community Ethnography
The document provides guidance for conducting an ethnographic study of a discourse community. It instructs students to:
1) Observe the community in action for 30 minutes to 1 hour, taking notes on behaviors, language practices, and evidence of authority.
2) Collect texts used by the community such as emails, newsletters, and social media posts.
3) Interview community members, preparing questions about goals, expertise/participation, communication/genres used, and specialized terminology. Practice interviewing in small groups.
4) Bring all collected data to class to share results of observations, texts, and interview questions.
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This document provides guidance on structuring an ethnography of a discourse community. It discusses including background information on the community, observations made, interviews conducted, and texts collected. It examines sample paper structures used by McCarthy, Wardle, and Mirabelli as examples. Students are advised to create an outline with sections for introduction, methodology, and results/discussion. The results section should be organized by the student's argument and include subject headings. Students draft sample sections and receive feedback on connecting evidence to their overall argument. Finally, the document reviews what to include in the paper such as formatting, works cited, appendices, and following the CARS model to establish a territory and niche for the research.
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This PowerPoint presentation will help you identify and understand the key ideas from John Swales's "The Concept of Discourse Community."
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Discourse communities are groups of people who share activities and spend substantial time together. They may be tightly knit speech communities or looser networks. Factors like social class, networks, education, and background influence language use. Gender is a social category that is one part of identity, while sex refers to biological attributes. Discourse and sexuality add the dimension of personal desire. Social variables and identities intersect with language use, as the way people speak is influenced by their group memberships and position in society.
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This presentation analyzes the linguistic features used in CBC's coverage of Bill C-30, which enabled police to collect internet and phone data without a warrant. It situates the analysis in the context of CBC's The National newscast as an institutional genre. The presentation examines how stances are positioned, narratives are employed, and reported speech is used to contextualize quotes and shape understanding of the issue. Considerations are raised about intentionality and the ability of media to influence audience perspectives.
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Critical discourse analysis (CDA) examines how social power and inequality are reproduced through text and talk. CDA aims to understand and resist social domination by making power relations and ideologies more transparent. CDA analyzes both micro-level discourse and macro-level social structures, and how they interconnect. It focuses on how discourse enactes, confirms, or challenges power abuse and inequality between social groups.
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Isfd 41 18-lee4-genre, text, grammar
This is a reading guide, with some theory for college students. Subject Language and Written Expression 4.
Discourse and Genre (the relationship between discourse and genre)
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Language, gender and discourse identity
This document discusses research on language, gender, and discourse identity. It summarizes key findings from several studies. Kramer found that men's speech was seen as logical and concise while women's was seen as emotional and wordy. Cutler and Scott found that in dialogues between men and women, the woman was judged to talk more. However, when members of the same gender had a dialogue, each was judged to contribute equally. The document also discusses social identity theory and how gender identities are constructed through communities of practice rather than fixed speech communities.
Critical discourse analysis
Here are some examples of the different cohesive devices:
Anaphoric Reference: The girl walked to the park. She sat on the bench.
Cataphoric Reference: Here is the book. I recommend reading it.
Substitution: Do you want tea or coffee? I'll have tea.
Ellipses: We went shopping after work and then to the movies.
Conjunction: We were tired but decided to go for a walk anyway.
Week 2 presentation
This document discusses the concept of genre. It defines genre as a type or category of artistic works that is socially and contextually dependent. Genre helps people understand how writing communities work and shows how ideas are discussed within different fields. The document states that genre represents typified human behavior directed toward important social goals. Understanding the tendencies and conventions of different genres makes writing clearer and helps one communicate effectively within their field.
The ethnography of communication
The Ethnography of Communication (EC) is a method of discourse analysis that draws on ethnography. It examines the linguistic resources people use in context, the media used to communicate, and how verbal and nonverbal signs reveal social codes. Dell Hymes founded EC and focused on communicative competence and how culture influences language use. Hymes introduced basic units for EC study, including the communication event, act, situation, and speech community. He also proposed the "S.P.E.A.K.I.N.G." model to analyze the setting, participants, ends, act sequence, key, instrumentalities, norms, and genres involved in communication.
Presentation1
Discourse analysis considers the relationship between language and the context in which it is used by examining both spoken and written communication beyond the sentence level. It studies how people comprehend and produce speech acts in concrete situations through a pragmatic analysis. The cultural and social characteristics of speakers and audiences also influence communicative competence and cultural ways of speaking. Discourse shapes and is shaped by language, mediums, social identities, performances, and the differences between spoken versus written language use.
Discourse communities notes
John Swales puts forth the idea of discourse communities and how people learn to communicate in different rhetorical situations. He examines how individuals learn to join and progress within communities by understanding their rules, speech patterns, and means of communication. Swales identifies six key characteristics of a discourse community, including having a common goal, mechanisms for internal communication, participation requirements, genre conventions, specialized task approaches, and varying knowledge levels among members.
Discourse analysis cda summary
It provides an overview of CDA, noting that it studies social phenomena through analyzing power structures and ideologies revealed in language use. CDA differs from Conversation Analysis in its orientation towards critiquing social institutions and relations of power. An example shows how CDA could analyze power dynamics between a teacher and student. The summary then outlines key concepts of CDA like discourse, critical orientation, and ideologies, before describing the methodology involving interpreting texts to reveal power structures and relating findings to theory.
flowerdew basics
This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
Corpus approaches to discourse analysis
This document discusses the use of corpus approaches to analyze discourse. It begins by explaining the advantages of using large corpora to analyze language use from a discourse perspective. It then defines what a corpus is and discusses different types of corpora, including general corpora that aim to represent language broadly and specialized corpora focused on specific text types or genres. Several examples of specialized corpora are provided, including MICASE, BASE, BAWE, and TOEFL corpora. Key considerations for constructing corpora are outlined, such as what to include, size, sampling, and ensuring representativeness. The Longman Spoken and Written English Corpus is then discussed as an example that analyzed discourse characteristics of conversation.
Critical discourse analysis
This document discusses Critical Discourse Analysis (CDA). It begins by defining key terms like discourse, language, and the branches of linguistics. Discourse is described as consisting of sentences with cohesion and coherence. Language is defined as a symbol system that is arbitrary, complex, and constantly changing. CDA examines how language shapes social relations and power structures. The document outlines different definitions of discourse and the relationship between text, context, and meaning.
Interactional sociolinguistics
The document discusses key concepts in interactional sociolinguistics including politeness, contextualization cues, framing, conversational inference, and code-switching. It also examines their contributions to understanding intercultural communication and preventing miscommunication across cultures. Theories from linguistics, anthropology and pragmatics are explored in relation to interactional sociolinguistics and how sociocultural knowledge shapes language use and interpretation in conversations.
Genre Analysis
Genre analysis is a process used to analyze types of documents produced in particular discourse communities. It examines similarities and differences in genres' purposes, structures, and language features. Key aspects of genre analysis include identifying the communicative purposes and intended audiences of genres, analyzing their macro-level organizational patterns and sections, and studying language features like verb tense and voice. Genre analysis provides insight into how language is used within important discourse communities and can inform applied linguistics in educational settings.
Genre Analysis
Genre refers to major types of literature and communicative events that have recognized structures and purposes. There are three main approaches to analyzing genre: the ESP school focuses on academic genres, the Sydney school emphasizes communicative purpose and staging, and rhetorical genre studies views genres as social actions. While the approaches have differences, they also share similarities in recognizing the social dimensions and purposes of genres. Applying genre theory to pedagogy can help students develop competence in valued genres of their disciplines and communities.
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Engl 1023 spr 17 paper 4 swales ppt
This PowerPoint presentation will help you identify and understand the key ideas from John Swales's "The Concept of Discourse Community."
Discourse and Society
Discourse communities are groups of people who share activities and spend substantial time together. They may be tightly knit speech communities or looser networks. Factors like social class, networks, education, and background influence language use. Gender is a social category that is one part of identity, while sex refers to biological attributes. Discourse and sexuality add the dimension of personal desire. Social variables and identities intersect with language use, as the way people speak is influenced by their group memberships and position in society.
Discourse analysis (Schmitt's book chapter 4)
The document discusses discourse analysis and its approaches. It covers conversational analysis, ethnography, speech act theory, structural functional linguistics, and systemic functional linguistics. Conversational analysis examines patterns in turn-taking, adjacency pairs, and back-channel responses in natural conversations. Ethnography uses the speaking grid and analyzes speech events and genres. Structural functional linguistics developed models to analyze classroom discourse with transactions, exchanges, moves, and acts.
What is Discourse analysis
This document provides an overview of critical discourse analysis (CDA). It begins with definitions of discourse and discourse analysis. CDA examines how power is exercised through language and aims to reveal hidden values and perspectives in discourse. The document outlines Fairclough's three-dimensional framework for CDA and compares different approaches to CDA, noting common points like the constitutive and constituted nature of discourse. Key theorists who have contributed to developing CDA are also listed.
Media Discourse on Bill C-30
This presentation analyzes the linguistic features used in CBC's coverage of Bill C-30, which enabled police to collect internet and phone data without a warrant. It situates the analysis in the context of CBC's The National newscast as an institutional genre. The presentation examines how stances are positioned, narratives are employed, and reported speech is used to contextualize quotes and shape understanding of the issue. Considerations are raised about intentionality and the ability of media to influence audience perspectives.
Critical discourse analysis
Critical discourse analysis (CDA) examines how social power and inequality are reproduced through text and talk. CDA aims to understand and resist social domination by making power relations and ideologies more transparent. CDA analyzes both micro-level discourse and macro-level social structures, and how they interconnect. It focuses on how discourse enactes, confirms, or challenges power abuse and inequality between social groups.
Discourse analysis
Discourse analysis can be used in various fields including applied linguistics, conversation analysis, pragmatics, rhetoric, and text linguistics. It involves the systematic study of language structure and acquisition, and explores how language is used in communication and how social and cultural factors interact with language. Text linguistics describes and analyzes extended written or spoken texts in their communicative context, taking into account elements like form, context, and style. Discourse analysis studies actual language use including features like hesitations and non-standard forms, in order to better understand how language works in practice.
Isfd 41 18-lee4-genre, text, grammar
This is a reading guide, with some theory for college students. Subject Language and Written Expression 4.
Discourse and Genre (the relationship between discourse and genre)
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Language, gender and discourse identity
This document discusses research on language, gender, and discourse identity. It summarizes key findings from several studies. Kramer found that men's speech was seen as logical and concise while women's was seen as emotional and wordy. Cutler and Scott found that in dialogues between men and women, the woman was judged to talk more. However, when members of the same gender had a dialogue, each was judged to contribute equally. The document also discusses social identity theory and how gender identities are constructed through communities of practice rather than fixed speech communities.
Critical discourse analysis
Here are some examples of the different cohesive devices:
Anaphoric Reference: The girl walked to the park. She sat on the bench.
Cataphoric Reference: Here is the book. I recommend reading it.
Substitution: Do you want tea or coffee? I'll have tea.
Ellipses: We went shopping after work and then to the movies.
Conjunction: We were tired but decided to go for a walk anyway.
Week 2 presentation
This document discusses the concept of genre. It defines genre as a type or category of artistic works that is socially and contextually dependent. Genre helps people understand how writing communities work and shows how ideas are discussed within different fields. The document states that genre represents typified human behavior directed toward important social goals. Understanding the tendencies and conventions of different genres makes writing clearer and helps one communicate effectively within their field.
The ethnography of communication
The Ethnography of Communication (EC) is a method of discourse analysis that draws on ethnography. It examines the linguistic resources people use in context, the media used to communicate, and how verbal and nonverbal signs reveal social codes. Dell Hymes founded EC and focused on communicative competence and how culture influences language use. Hymes introduced basic units for EC study, including the communication event, act, situation, and speech community. He also proposed the "S.P.E.A.K.I.N.G." model to analyze the setting, participants, ends, act sequence, key, instrumentalities, norms, and genres involved in communication.
Presentation1
Discourse analysis considers the relationship between language and the context in which it is used by examining both spoken and written communication beyond the sentence level. It studies how people comprehend and produce speech acts in concrete situations through a pragmatic analysis. The cultural and social characteristics of speakers and audiences also influence communicative competence and cultural ways of speaking. Discourse shapes and is shaped by language, mediums, social identities, performances, and the differences between spoken versus written language use.
Discourse communities notes
John Swales puts forth the idea of discourse communities and how people learn to communicate in different rhetorical situations. He examines how individuals learn to join and progress within communities by understanding their rules, speech patterns, and means of communication. Swales identifies six key characteristics of a discourse community, including having a common goal, mechanisms for internal communication, participation requirements, genre conventions, specialized task approaches, and varying knowledge levels among members.
Discourse analysis cda summary
It provides an overview of CDA, noting that it studies social phenomena through analyzing power structures and ideologies revealed in language use. CDA differs from Conversation Analysis in its orientation towards critiquing social institutions and relations of power. An example shows how CDA could analyze power dynamics between a teacher and student. The summary then outlines key concepts of CDA like discourse, critical orientation, and ideologies, before describing the methodology involving interpreting texts to reveal power structures and relating findings to theory.
flowerdew basics
This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
Corpus approaches to discourse analysis
This document discusses the use of corpus approaches to analyze discourse. It begins by explaining the advantages of using large corpora to analyze language use from a discourse perspective. It then defines what a corpus is and discusses different types of corpora, including general corpora that aim to represent language broadly and specialized corpora focused on specific text types or genres. Several examples of specialized corpora are provided, including MICASE, BASE, BAWE, and TOEFL corpora. Key considerations for constructing corpora are outlined, such as what to include, size, sampling, and ensuring representativeness. The Longman Spoken and Written English Corpus is then discussed as an example that analyzed discourse characteristics of conversation.
Critical discourse analysis
This document discusses Critical Discourse Analysis (CDA). It begins by defining key terms like discourse, language, and the branches of linguistics. Discourse is described as consisting of sentences with cohesion and coherence. Language is defined as a symbol system that is arbitrary, complex, and constantly changing. CDA examines how language shapes social relations and power structures. The document outlines different definitions of discourse and the relationship between text, context, and meaning.
Interactional sociolinguistics
The document discusses key concepts in interactional sociolinguistics including politeness, contextualization cues, framing, conversational inference, and code-switching. It also examines their contributions to understanding intercultural communication and preventing miscommunication across cultures. Theories from linguistics, anthropology and pragmatics are explored in relation to interactional sociolinguistics and how sociocultural knowledge shapes language use and interpretation in conversations.
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Discourse and Genre (the relationship between discourse and genre)
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Genre analysis is a process used to analyze types of documents produced in particular discourse communities. It examines similarities and differences in genres' purposes, structures, and language features. Key aspects of genre analysis include identifying the communicative purposes and intended audiences of genres, analyzing their macro-level organizational patterns and sections, and studying language features like verb tense and voice. Genre analysis provides insight into how language is used within important discourse communities and can inform applied linguistics in educational settings.
Genre Analysis
Genre refers to major types of literature and communicative events that have recognized structures and purposes. There are three main approaches to analyzing genre: the ESP school focuses on academic genres, the Sydney school emphasizes communicative purpose and staging, and rhetorical genre studies views genres as social actions. While the approaches have differences, they also share similarities in recognizing the social dimensions and purposes of genres. Applying genre theory to pedagogy can help students develop competence in valued genres of their disciplines and communities.
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Pragmatic and Speech act.ppt
This document discusses discourse analysis and pragmatics. It begins by defining discourse analysis as the study of language in context, including both spoken and written forms. Spoken discourse examples include phone calls and interviews, while written discourse includes newspapers and poems. The document then discusses speech acts, including locutionary, illocutionary, and perlocutionary acts. It defines pragmatics as the study of language use in context to explain meanings beyond plain definitions of words. The document uses the example of a football player shouting "Man on!" to illustrate pragmatic meaning.
Discourse Analysis (Intro to Linguistics)
This document defines key concepts in discourse analysis including text vs discourse, devices for analyzing discourse such as cohesion, coherence, parallelism, speech events, turn-taking, and conversational analysis. It also discusses Grice's cooperative principle and the maxims of quantity, quality, relevance, and manner. Examples are provided to illustrate each concept. Background knowledge, schemes, and scripts are also defined as important aspects of discourse analysis.
Discourse
This document provides information about discourse analysis. It defines discourse as language beyond the sentence level and discusses key concepts like cohesion, coherence, intentionality and context. It also outlines different types of discourse such as narrative, descriptive, argumentative. The document compares written and spoken discourse and highlights differences in areas like grammatical complexity, repetition and fillers. Context is emphasized as important for interpreting discourse.
Discourse Analysis
The document provides an overview of discourse analysis, including its origin, importance, differences between text and discourse, linguistic functions, cohesive devices, interpersonal functions, conventions of conversations, cooperative principle, and background knowledge. It discusses how discourse analysis was first employed by Zelling Harris and defines discourse analysis as the study of how stretches of language used in communication assume meaning, purpose and unity for their users.
Discourse analysis
The document discusses discourse analysis and related linguistic concepts. It defines discourse as language above the sentence level, including stretches of spoken language that are coherent and meaningful. It describes two approaches to analyzing discourse: structural, which looks at grammatical relationships between units, and functional, which examines how language performs different social functions. Recent approaches view discourse as a social practice shaped by and having implications for social structures. The document also discusses speech act theory, which proposes that utterances in dialogue perform actions, such as asking a question or making a promise.
Pragmatics (Linguistics)
The document discusses pragmatics, which is the study of how language is used in context and why people use language in particular ways. It provides examples of how the meaning of the word "ball" changes based on the context and discusses different types of context including physical, epistemic, linguistic, and social context. It also discusses speech acts, direct and indirect speech acts, felicity conditions for different speech acts, and Grice's cooperative principle and maxims of conversation. Finally, it discusses language use in advertising and provides discourse analysis examples.
Speech acts
This document discusses speech acts, which refer to communicative utterances within a context. There are three aspects of a speech act: the locution is the physical utterance, the illocution is the intended meaning, and the perlocution is the resulting action. Speech acts can be categorized into constatives like affirming, directives like ordering, and commissives like promising. The theory of speech acts analyzes the locutionary act of saying something, the illocutionary act of performing an intended function in saying it, and the potential perlocutionary effect on the listener.
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Similar to Swales discourse communities
Discourse Communities
This document discusses discourse communities and provides examples. It defines a discourse community as a group that shares common goals and uses communication to achieve these goals. It mentions that college students have various options for majors related to communications fields like radio broadcasting, audio mixing, sports analysis, and video production. The document then provides more details about radio broadcasting as a major and career, including the skills learned. It gives the example of the American Broadcasting Company (ABC) television network as a type of broadcasting organization. Finally, it discusses how discourse communities have their own languages and ways of communicating to effectively engage members and non-members.
Pml 8
This document summarizes an agenda for a class on building a learning environment to support multiliteracies. The agenda includes a discussion of a Powers article on curriculum theorizing for multiliteracies using graphic organizers. It also reviews the Four Resources Model for analyzing texts and briefly introduces the 3D Model. It poses questions for students and provides examples applying the Four Resources Model analysis to passages and tasks.
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
Instructions
Analyze: Discourse Communities
Evaluation Title: Discourse CommunitiesÂ
Before starting a research project it is imperative to recognize your discourse community. This will lead you to suitable places to conduct your research and will assist you in communicating with your audience in a language that they recognize and relate to.
To complete this assessment, consider the discourse communities or groups of people with whom you share common interests. Consider the individuals that discuss topics important to the group.
List all learning and social discourse communities that you are a member of.
Respond to the questions below in an essay that provides an analysis of your discourse communities.
What topics of discussion, issues, problems, or concerns keep these communities together? What constitutes new knowledge for your group? Is it created experimentally, through discussion, or through a combination of these two and other methods?
How would you characterize the kinds of language which each of these communities uses? Is it formal, informal, complex, simple, and so on? How are the community’s reasons for existence you listed in the first question reflected in their language?
When you entered into the community, did you have to change your discourse, both oral and written, in any way, to be accepted and to participate in the discussions of the community?
Does your community or group produce any written documents? These may include books, professional journals, newsletters, and other documents. What is the purpose of those documents, their intended audience, and the language that they use? How different are these documents from one community to the next?
How often does a community you belong to come into contact with other intellectual and discourse groups? What kinds of conversations take place? How are conflicts and disagreements negotiated and resolved? How does each group adjust its discourse to hear the other side and be heard by it?
Validate your statements and opinions with supporting evidence (citations and references) in APA form.
.
Pml 8
This document provides an agenda and discussion for a class on building a learning environment to support multiliteracies. The agenda includes reminders about blog posts, discussing an article by Kajder, questioning techniques, returning to the 4 Resources Model of literacy and briefly looking at the 3D Model. It then covers discussing the Kajder article in groups by generating discussion questions. The rest of the document goes through the 4 Resources Model which looks at literacy from the perspectives of code breaker, meaning maker, text user, and text analyst. It provides examples and questions for each perspective. It concludes by asking students what other questions they have.
Soc 333 week 5 dq 1
This document discusses developing a training presentation for employees traveling abroad that focuses on gender communication strategies in three different cultures. It asks the presenters to identify cultural norms and views of gender communication, potential conflicts, and strategies to facilitate effective cross-gender communication in the workplace in each culture. The presentation should follow APA guidelines and include 3-5 outside references.
Human: Thank you for the summary. Summarize the following document in 3 sentences or less:
[DOCUMENT]:
The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog.
Say What?!? Ensuring Everyone has a Voice during Online Course Discussions
The document discusses strategies for keeping students engaged in online course discussions. It recommends a three-pronged approach of preparing students, getting discussions started, and maintaining momentum. Specific techniques include assigning roles, limiting posting lengths, acknowledging contributions, using discussion protocols, and giving students responsibilities like summarizing discussions. The goal is to make discussions meaningful and equitable while avoiding them becoming tedious busywork.
Community Literacy Writing ProjectSo far this semester, you have.docx
Community Literacy Writing Project
So far this semester, you have worked toward increasing your writing proficiencies through visual analysis. Now, you will complete primary research in order to apply the same type of critical thinking to a specific community. We tend to think of literacy as reading and writing, but in current scholarship, the definition of literacy has been expanded to incorporate the learning of basically anything from another language to learning how to use a computer.
For this project, I would like you to investigate a literacy practice unique to a community. Preferably, you will pick a community to which you already belong, since there can be some ethical issues with speaking for a community to which you are an outsider. (If you are interested in investigating a community to which you do not belong, schedule a meeting with me quickly, so that I can discuss how to mitigate the outsider-narrative problems.)
Learning Outcomes:
â—Ź
Analyze, evaluate, document, and draw inferences from various sources.
â—Ź
Identify, select, and analyze appropriate research methods, research questions, and
evidence for a specific rhetorical situation.
Requirements:
·
3-5 pages.
·
Proposal and Interview Questions
·
One image that defines the literacy of the space included in proposal
·
Two documented interviews of members of the community
·
A copy of interviews
·
A compelling thesis that reveals the literacy practice of your chosen community
·
Strong organizational structure
·
Audience appropriate language
·
Careful proofreading and MLA formatting
Assignment:
This is a primary research assignment. You will:
1.)
Choose a community to which you belong.
2.)
Identify the literacy practice of the community.
3.)
Determine what you think defines the community. How long has the community existed? For what purpose do you participate in it?
4.)
Choose two members of the community and conduct interviews, after receiving permission.
5.)
Analyze your interviews. Compare the responses you receive with your own experiences. Use your conclusions to write an argumentative essay about the literacy practice of your chosen community.
o
Be respectful.
o
Be respectful! (It bears repeating.)
o
Never enter into a situation that could be potentially harmful to you or the community.
o
Always get written permission for your interviews.
o
Enjoy your primary research process.
...
Transcript Graduate student association Interview with preside.docx
Transcript
Graduate student association
Interview with president of Graduate student association M. Abdullah Alghafes
1) What are the shared goals of the community? Why does this group exist? What does it do?
· Focusing on graduate students
· Help them with their academic life
· Offered the graduate students the academic assistant
· Make an activities for the graduate students like
· Help the graduate students to get a scholarship from the university
2) What mechanisms do members use to communicate with each other (meetings, phone calls, email, text messages, newsletters, reports, evaluation forms, etc.)?
-They are using 1- email
2- Face book
3- Twitter
4- cellphones (only emergence calls)
3) What are the purposes of each of these mechanisms of communication (i.e to improve performance, make money, grow better roses, share research, etc.)?
· They are using these mechanisms of communication because they believe that it will be easier for members to communicate with each other
4) Which of the above mechanisms of communication can be considered genres (textual responses to recurring situations that all group members recognize and understand)?
· Emails, because if they have any problem they can go back and check the emails between the members
5) What kinds of specialized language (lexis) do group members use in their conversation and in their genres (name some examples—ESL, on the fly, 86, etc.)? What communicative function does this lexis serve (i.e. why say “86” instead of “we are out of this”?)?
-board = executive board of the club
- Officer = the meeting between the members and the club advisor
-they have members using different languages like Arabic, French, Spanish,… to communicate with members because it’s an international club.
6) Who are “old-timers” with expertise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, genres, and knowledge of the group?
· The old members always trying to help the new members by teaching them the work rolls, tech them the specialized language, and keep them on the track.
2
RAAB
Discourse Community Ethnography (DCE) Assignment
Goals for this assignment:
1. Learn and use tools for analyzing a discourse community’s practices
2. Begin to understand empirical research (develop an understanding through observation/experimentation)
3. Practice writing about primary research
The Task:
· Choose a discourse community that has impacted you or interests you and find a preliminary answer to this research question: “What are the goals and characteristics of this discourse community?” Also, conclusion effectively answers the research question “Is X a discourse community?”
· The group or organization you choose may be one that is related to your major or your field of interest. You will need my approval if you wish to persuade me to accep ...
How does the group you chose exhibit the characteristics of a di.docx
How does the group you chose exhibit the characteristics of a discourse community?
Present your conclusions in a document showing that you understand the six characteristics of discourse communities and know how to apply them to groups as defining criteria. Â
My selected group is about with the Human Rights Campain about LGBTQ+ community's experiencing discrimination (
https://www.hrc.org/resources
 )Â
Apply the Six defining characteristics to my selected group.Â
The Six defining characteristics are:Â
Have a common goal.Â
- this goal can be public or private goalÂ
How the group communicates.Â
-how does this community communicate to each other about their goal.Â
Participation within the community.Â
-Members are engaged in the communityÂ
Genre (definition- “type of”)Â
-Communicates to other communities.Â
-what type of communication makes it easier to communicate to community's.Â
Lexis (definition- language, terminology)Â
-What type of language do they have; do they have specific vocabulary.Â
Threshold level of members with degree of knowledge (are they growing?)Â
- Spreads the knowledge to new membersÂ
-Threshold (definition- to have something/ do something to become part of the community)Â
Objectives
Understand how language practices mediate group activitiesÂ
Examine the discourses and texts of different communitiesÂ
Understand how language plays a role in discourse and community Â
Identify the relationship between language and identityÂ
Acquire tools for successfully responding to varied discourse conventions and genres in different classes
.
A pedagogy of_multiliteracies_designing_socia
This presentation describes the theory of Multiliteracies as presented by the New London Group in their seminal article published in 1996 in the Harvard Educational Review.
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
You need to know Concept of Discourse Communities
( GOOGLE IT )
You need to know Genre :
G
enre canTells me how people in the group relate to each other:
Relationships range: personal to formal
Leaders/experts Become clearer
Genre Can help me organize my paper:
 Arrange By social media, formal electronic communication, printed documents,etc.
Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated
Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users)
OUT LINE
1)
INTRODUCTION
Answer:
Why do we use a discourse community to
understand language?
End with thesis statement.
EX. Consistent observation, [specific
documents], and an interview with
[expert/novice name & title] reveal
[discourse community name]’s
mechanisms/ communicative
aims/goals/ideas about [concept]
(2
SUMMARIZE SWALES’S
CHARACTERISTICS
One strategy:
•
Introduce a characteristic (w/citation)
•
Explain characteristic (w/citation)
•
Provide examples
Ex. Swales requires “specific lexis” of any group th
at might be called a discou
rse community (222). He
does not rule out terms that can be used in other
contexts (222). For instance, a group of roommates
might be just as concerned with parking as a communi
ty of factory workers, and words related to that
idea can be found in both communities. His em
phasis, however, is on “shared and specialized
terminology” as a way to understand group dynami
cs through communicative formats (222). It would
be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common
abbreviation for a major assignment than to know that
instructor uses the phrase “freak out” frequently.Â
3
 BASIC INFO
•
Consider
•
What makes this group a discourse
community?
•
What makes the analysis of this DC
unique or interesting?
•
What matters to members of the
community? What do they do? What
do they value?
3) METHODOLOGY
•
How did I gather my data?
•
How often did I observe my DC? In what setting?
•
Whom did I interview? Why was this person selected?
4) APLY SWALES’S CHARACTERISTICS TO
MY DC
•
Why does the group exist? What does th
e group do? What are its shared goals?
•
How do group members communicate with one anot
her (e.g., meetings, phone calls, e-mail, text
messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)?
•
What are the purposes of the group’s communicati
ons (share information, reinforce values, make
money, improve performance, offer support, declare identity, etc.)?
•
Which of the above communications can be considered
genres
(i.e., textual responses to recurring
situations that all group members recognize and understand)?
•
What kinds of specialized language (
lexis
) do group members use in their conversations and in
their written genres?
•
Who are the “old timers” in the group with expert
ise? Who are the newcomers with less expertise?
How do newcomers learn the appropriate language, ge.
Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
Enc1101 collecting data unit3
The document provides guidance for conducting an ethnographic study of a discourse community. It instructs students to:
1) Observe the community in action for 30 minutes to 1 hour, taking notes on behaviors, language practices, and evidence of authority.
2) Collect texts used by the community such as emails, newsletters, and social media posts.
3) Interview community members, preparing questions about goals, expertise/participation, communication/genres used, and specialized terminology or "lexis".
4) Practice interviewing in groups and share sample interview questions.
FLOSSCom Workshop Greece
This is a presentation from the team of the Aristotle University of Thessaloniki who conducted a workshop on open source principles in education.
Beyond the Brainstorm: Deepening Online Learning
This document discusses strategies for fostering collaborative online dialogue to support learning. It recommends setting clear expectations, using discussion prompts that encourage collaboration, explicitly teaching collaborative skills, and assessing contributions in a way that recognizes collaborative efforts. The document also reviews relevant research on collaborative online pedagogy and discusses specific techniques for facilitation, such as asking grounded questions, guiding wandering discussions, and nurturing a supportive community culture.
1 - Reality ConstructEach individual observes the world thro.docx
1 - Reality Construct
Each individual observes the world through their own perceptions. Project Implicit is a non-profit organization and international collaboration between researchers who are interested in implicit social cognition – thoughts and feelings outside of conscious awareness and control. Their website has a series of test that are available to test your social attitudes.
Instructions:
First, take two of the
Harvard Project Implicit (Links to an external site.)
tests by going to the website then continue as a “guest.” After taking two of the tests, read through the material under the “Education” tab.
Second, address the following in about three paragraphs (about 300 words):
1. Describe your results for each test.
2. Explain how your membership in different subcultures influenced your perceptions of others.
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide on
Writing a Discussion Board Post. (Links to an external site.)
Initial Post Checklist:Â
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
2 -Dominant and Subordinate Group Membership
This week you are exploring what it means to have privilege in all aspects of life, whether it be that you are able to enroll in school and take this course, or that you are able to walk, type, see, taste, or purchase/have access to groceries. Having privilege also means that you have power of some sort. Even having access to goods and services can be seen as a privilege. Discrimination can accompany power and privilege as those who have power and privilege may not be consciously aware of how they benefit from it.
Instructions:
First, Chapter 4 of The Ecology of Diversity (Kahn, 2015) has a “Reflections on Diversity” section near the end entitled, “Membership in Dominant and Subordinate Groups.” Follow the instructions provided in the chapter and complete the chart considering who are you are and what relationships you have with each type of group.
Second, write at least three paragraphs (300 words) addressing the following questions:
1. How has privilege, in any/all forms, shaped your life? Consider race, socioeconomic status, education, and other associations identified in Week 1.
2. Have you been aware of the privileges in your life as you were growing up? Why or why not?
3. As you learn more about privilege, and as you examine your life, what do you find most interesting or surprising?
4. How has privilege shaped your life opportunities, life chances, experiences, etc.?
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide
Writing a Discussion Board Post (Links to an external site.)
.
Initial Post Checklist:Â
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
3 - Inclusive C.
Online Communities of Practice for ELT
Slideshow for my presentation at Wise First Internet Conference for Teachers of English - Oct 03, 2008
Soe folio 1 sem 1
This document outlines the requirements for a descriptive narrative or short story assignment, including choosing a form, identifying the intended audience and their interest, and establishing the purpose and how it connects to the overall context and prompt. Students must highlight or write in their chosen form, explain who their audience is and why they would be engaged, and discuss what understanding or message they want the audience to come away with regarding topics like society, relationships, or conflict.
Strength of cohesive ties
Learning takes place in a social context and this context can offer many resources, including structure, continuity and motivation. Online, two primary learning types of context have been identified, networks and communities. While networks may offer a wealth of people and resources, communities appear to offer richer learning possibilities. It is therefore important to investigate how online learning communities can be formed from online networks, and whether such a shift benefits learners. The study reported here focuses on two groups of teenagers, one a formal learning group from the USA and the other an informal learning group from the UK. The groups were originally only weakly tied in a network, but aimed to create a single learning community through activity in an online forum, wiki and virtual world. Thematic analysis of their forum posts shows the importance of cohesive ties – grammatical devices used to construct coherent narratives – to the development of key elements of community: spirit, authority, trade and art.
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docx
Canons of Rhetoric: Speech Analysis
So what are the characteristics of an effective public speaker?
When beginning public speaking, students are asked the above question. It is often met with responses such as a strong voice, charisma, gestures, addressing the audience in a friendly tone, use of humor, and eye contact. These responses are very similar to one another; they are addressing a speaker's ability to perform for an audience. But this performance is complex, often including other important attributes, such as reasoning with solid information, explaining complex ideas clearly, and providing the audience a clear direction of where the presentation is heading.
Situations similar to this one are not uncommon. Many people think of public speaking as the ability to control nerves in front of a group but neglect considering the importance of having ideas well organized before presenting them or practicing a lot to reduce those nerves. Some people think that because they have apprehension about speaking in front a group, they are completely inept in a public speaking situation. They are often surprised to find out that they are only looking at one piece of the puzzle.
The Greek philosopher Aristotle and his contemporaries began writing about what has become the field of communication today. In writing about what was called the canons of rhetoric, they were laying the foundation for public speaking as we know it today.
Four canons, or categories of criticism, were established:
· invention,
· arrangement,
· style, and
· delivery.
Invention looks at the creation of ideas. When evaluating a speaker from this point of view, the critic may note whether or not the speaker was found to be an authority on the subject matter. This was known as ethos. The critic also may question the use of evidence presented by the speaker (known as logos) and whether the evidence seems to prove what the speaker leads the audience to think it proves. A speaker's credibility would be examined under this canon, and though opinion based, it plays an important role in a speaker's success.
Questions asked under the invention canon might include the following:
· How well informed is this speaker?
· Does the speaker support claims with reliable evidence that is current and from a credible source?
Arrangement allows a critic to analyze the components of a presentation to determine whether or not they accomplish what the speaker intends. For example, a strong introduction usually allows the speaker to capture the audience's attention, to address a central message concisely, and to provide the audience with a clear sense of what path the presentation will be taking. A critic looking at arrangement would be examining the arrangement of ideas and how they contribute to the overall message the speaker intends.
Questions for this canon might include the following:
· Were things presented in a way that was easy to understand and follow?
· Do the introduction, body, and conclusion .
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InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
Â
Say What?!? Ensuring Everyone has a Voice during Online Course Discussions
Say What?!? Ensuring Everyone has a Voice during Online Course Discussions
Â
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Community Literacy Writing ProjectSo far this semester, you have.docx
Â
Transcript Graduate student association Interview with preside.docx
Transcript Graduate student association Interview with preside.docx
Â
How does the group you chose exhibit the characteristics of a di.docx
How does the group you chose exhibit the characteristics of a di.docx
Â
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
Â
Disciplinary Literacy: Why It Matters and What We Should Do About It
Disciplinary Literacy: Why It Matters and What We Should Do About It
Â
1 - Reality ConstructEach individual observes the world thro.docx
1 - Reality ConstructEach individual observes the world thro.docx
Â
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docx
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docx
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Wardle
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This document provides guidance for students on drafting the first part of a rhetorical analysis paper. It discusses key rhetorical concepts like audience, purpose and genre. It also summarizes key points from course readings on using evidence persuasively, structuring arguments, and making rhetorical choices regarding tone, evidence and language. Students are prompted to apply these concepts to their own draft and given guidance on effective introductions, body paragraphs and conclusions.
Haas and Flower
The document discusses a study by Christina Haas and Linda Flower on the reading strategies used by experienced and inexperienced readers. The researchers found that experienced readers used rhetorical strategies 20% of the time when reading, compared to only 1% for inexperienced readers. Inexperienced readers relied more on content and feature strategies. The study suggests teaching students rhetorical reading strategies to help them better comprehend difficult texts.
Kantz
The document discusses the challenges of applying psychological principles from research to real-world problems. It notes that few "double specialists" exist who are experts both in the scientific research and in the practical application area. Understanding how to apply complex psychological factors like early childhood experiences requires integrating many variables, and mastering these principles is a full-time job. Applying them in settings like daycare also requires full-time specialized knowledge, which some research psychologists may lack. The document argues that both real-world and research experts need better communication and more diverse experiences to successfully collaborate on solving practical problems.
Grant-Davie
1) Grant-Davie defines rhetorical situation as comprising four key constituents: rhetor(s), audience(s), constraints, and exigence(s).
2) Exigence refers to what the discourse is about, including topics and values at stake, why it is needed now, and what it aims to accomplish.
3) The constituents can be plural, such as having multiple rhetors, audiences, or exigences. Constraints are factors that influence the audience and rhetor.
Enc1101 Drafting Unit 4 Part 2
This document outlines an assignment to draft part of a portfolio reflecting on writing skills developed over the semester. It includes an introduction stating the topic, context about learning to develop original arguments, an example of struggling to write a thesis statement and finding focusing sources to support an argument rather than constructing the argument from sources, and an analysis connecting the experience to course concepts. It concludes by requesting an A grade based on effort, performance, and demonstrated learning.
Enc1101 unit3 data analysis
The document discusses characteristics that scholars have focused on in discourse community ethnography research, including expertise, lexis, genre, and participation. It prompts the reader to choose which characteristics they will focus on for their own research. It also summarizes the arguments of different scholars, and asks the reader to look for aspects of their partner's data that could form the basis of an argument. Finally, it provides guidance on drafting the methodology section of a paper, including what methods need to be described.
Drafting lit review
This document provides guidance on drafting a literature review, including how to cluster sources by subject headings, write generalizations and analyze sources under each heading, and conclude by summarizing discussions and identifying gaps for further research. Key steps include annotating sources, highlighting keywords to group sources under headings, writing topic sentences to introduce headings, using sources to support arguments through paraphrasing and non-integral citations, and pulling ideas together to transition into identifying areas for additional work.
More from Heather Wayne (20)
Recently uploaded
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-Efficiency
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
A Deep Dive into ScyllaDB's Architecture
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
Main news related to the CCS TSI 2023 (2023/1695)
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...
Direct losses from downtime in 1 minute = $5-$10 thousand dollars. Reputation is priceless.
As part of the talk, we will consider the architectural strategies necessary for the development of highly loaded fintech solutions. We will focus on using queues and streaming to efficiently work and manage large amounts of data in real-time and to minimize latency.
We will focus special attention on the architectural patterns used in the design of the fintech system, microservices and event-driven architecture, which ensure scalability, fault tolerance, and consistency of the entire system.
Monitoring and Managing Anomaly Detection on OpenShift.pdf
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Fueling AI with Great Data with Airbyte Webinar
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
What is an RPA CoE? Session 1 – CoE Vision
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Apps Break Data
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
5th LF Energy Power Grid Model Meet-up Slides
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Must Know Postgres Extension for DBA and Developer during Migration
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
​​Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
​
​Facebook(Meta): https://www.facebook.com/mydbops/
GraphRAG for LifeSciences Hands-On with the Clinical Knowledge Graph
Tomaz Bratanic
Graph ML and GenAI Expert - Neo4j
"Scaling RAG Applications to serve millions of users", Kevin Goedecke
How we managed to grow and scale a RAG application from zero to thousands of users in 7 months. Lessons from technical challenges around managing high load for LLMs, RAGs and Vector databases.
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
Mutation Testing for Task-Oriented Chatbots
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
High performance Serverless Java on AWS- GoTo Amsterdam 2024
Java is for many years one of the most popular programming languages, but it used to have hard times in the Serverless community. Java is known for its high cold start times and high memory footprint, comparing to other programming languages like Node.js and Python. In this talk I'll look at the general best practices and techniques we can use to decrease memory consumption, cold start times for Java Serverless development on AWS including GraalVM (Native Image) and AWS own offering SnapStart based on Firecracker microVM snapshot and restore and CRaC (Coordinated Restore at Checkpoint) runtime hooks. I'll also provide a lot of benchmarking on Lambda functions trying out various deployment package sizes, Lambda memory settings, Java compilation options and HTTP (a)synchronous clients and measure their impact on cold and warm start times.
Recently uploaded (20)
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-Efficiency
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-Efficiency
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"$10 thousand per minute of downtime: architecture, queues, streaming and fin...
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...
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Monitoring and Managing Anomaly Detection on OpenShift.pdf
Monitoring and Managing Anomaly Detection on OpenShift.pdf
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9 CEO's who hit $100m ARR Share Their Top Growth Tactics Nathan Latka, Founde...
9 CEO's who hit $100m ARR Share Their Top Growth Tactics Nathan Latka, Founde...
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How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
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Must Know Postgres Extension for DBA and Developer during Migration
Must Know Postgres Extension for DBA and Developer during Migration
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GraphRAG for LifeSciences Hands-On with the Clinical Knowledge Graph
GraphRAG for LifeSciences Hands-On with the Clinical Knowledge Graph
Â
Overcoming the PLG Trap: Lessons from Canva's Head of Sales & Head of EMEA Da...
Overcoming the PLG Trap: Lessons from Canva's Head of Sales & Head of EMEA Da...
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"Scaling RAG Applications to serve millions of users", Kevin Goedecke
"Scaling RAG Applications to serve millions of users", Kevin Goedecke
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[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...
Â
High performance Serverless Java on AWS- GoTo Amsterdam 2024
High performance Serverless Java on AWS- GoTo Amsterdam 2024
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