My English 1101 Digital Porfolio



Kripa ShahSchleyAnnotated BibliographyWardle’s ArticleWardle, Elizabeth. “Identity, Authority, and Learning to Write in New Workplaces.Enculturation 5.2 (2004): n. pag. Web. 18 Feb. 2010SummarizeIdentity: Engagement, Imagination, AlignmentAuthority: apprentice vs. neophyteAlan’s perception of his authority vs. the faculty’s perception of his authorityAlan’s way of communicating through email (not appropriate to the faculty)AssessWardle refers to engagement, imagination, and alignment in order to better describe Identity within a discourse community (workplace). Based off of Wardle’s story about Alan, we can conquer that his engagement at the new workplace was not successful due to the “different understandings of the devious of labor in the department. As a newcomer, Alan had no sense of imagination; therefore, he was not locating his engagement in a broader system. Alan also had no sense of alignment; he never emailed the faculty in a way that was accepted by them (there was no “negotiation”). ReflectWardle’s example story about Alan will help me figure out why there are certain conflicts going on within the discourse community I chose (if there are any conflicts with identity and authority). Her organized description of identity helps me better understand the identity of a member and the expert within my chosen discourse community. Wardle mentions when given authority, one must “learn the appreciate speech conventions of her new community of practice.” This statement will help me when I begin writing about players who are new to the varsity tennis team. This article will also help me describe the relationship between newcomers and old timers. Mirabelli’s EssayMirabelli, Tony. “Learning to Serve: The Language and Literacy of Food ServiceWorkers.” What They Don’t Learn in School. Ed. Jabari Mahiri. New York: PeterLang, 2004. 143-62. Print. SummarizeMultiliteracies Importance of language within a discourse communityThe Menu at Lou’s Restaurant AssessMirabelli’s essays brings up many important points, especially when it comes to understanding the literacy within the discourse community. He talks about how specific genres must be understood in order for the restaurant to function properly. His example of the menu at Lou’s Restaurant shows how big of an impact there can be on a business if certain genres of the discourse community are not understood. ReflectMirabelli’s essay will help me write my paper as I begin to write about different genres within the varsity tennis team. The way Coach Calvin talks to the members are a specific genre that all the players should understand otherwise the community will never achieve its common goal. Branick’s Football EthnographyBranick, Sean. “Coaches Can Read, Too: An Ethnographic Study of a Football Coaching Discourse Community” Writing About Writing. Elizabeth Wardle, Doug Downs. Boston: Bedford/St. Martin’s, 2011. 557-573. Print.SummarizeImportance of a coachLexis within discourse communityTextual, Situational, and Interpersonal LiteraciesAssessBranick focuses on the importance of a coach for any sports team. He chose a football team as his discourse community and writes about the lexis they have within the community. Common football phrases and terms are examples of lexis within the discourse community (terms and phrases that non-members would not understand). He shows the importance of understanding this lexis, because without learning it, the common goal cannot be achieved. Branick emphasizes on the importance of a coach and the genre of engagement he communicates to the members. He also talks about interpersonal literacies, which shows the level of knowledge of the coach (referring to him knowing how “ready” his players are). ReflectThis essay will help me the most out of all the other sources for my paper because I have chose a varsity tennis team as my discourse community. The members’ well-experienced coach effectively communicates to them, which will lead them to achieving their goals. Branick’s interpersonal literacies will also help me better understand the coach has for his tennis team. SwalesSwales, John. “The Concept of Discourse Community.” Genre Analysis: English in AcademicAnd Research Settings. Boston: Cambridge UP, 1990. 21-32. Print. SummarizeSix characteristics of a discourse communityDifference between a discourse community and a speech communityClarification of the description of a discourse communityAssessSwales demonstrates the fact that discourse communities differ from speech communities because discourse communities have a common goal. He breaks down the meaning of a discourse community by describing six characteristics. These characteristics are needed in order for a group of individuals to be described as a discourse community. ReflectThis excerpt from Swales’ book helps me better understand discourse communities. The six characteristics he explains broadened my mind when thinking about different things that go on within a discourse community. This source causes me to pay attention to lexis, genres, “threshold level of members”, “participatory mechanisms”, “intercommunication”, and of course a set of common goals. ................
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