In Paragraph 13, Gee Argues That Members Of The Dominant Di ✓ Solved

In paragraph 13 Gee argues that members of the dominant Discourse apply constant tests to people whose primary Discourse is not the dominant one

In paragraph 13 , Gee argues that members of the dominant Discourse apply "constant 'tests'" to people whose primary Discourse is not the dominant one.

Read The Attached File And Write A 150 250 Wordforeach Of The Question

Read the attached file and w rite a word for each of the questions below. The question are based on Gee's "Literacy, Discourse, and Linguistics ." Please use plenty of textual evidence to support your answers when applicable. Since some of you are using different versions of the textbook, please cite using paragraph number instead of the page number, like this: (par. 7). Prompt: In paragraph 13 , Gee argues that members of the dominant Discourse apply "constant 'tests'" to people whose primary Discourse is not the dominant one.

Later, he explains that members of the dominant Discourses often pay close attention to how mechanically "correct" others' language is because these features are the " best test as to whether one was apprenticed in the 'right' place, at the 'right' time, with the 'right' people." 1. Consider a Discourse to which you do not belong but want to belong--a group in which you are or would like to be what Gee calls an apprentice . What is hardest about learning to belong to that Discourse? In other words, what gates do you have to make your way through: Who or what act as gatekeepers? Who or what aids you the most in getting through those gates?

2. Why do you think dominant Discourse "tests" happen? What is the benefit to the members of the dominant Discourse? What are the limitations? (Hint: you may want to re-read and contemplate the Oscar Wilde quote Gee ends his article within paragraph 47.)

Sample Paper For Above instruction

Answer to Question 1：

One discourse I aspire to belong to is the academic professional community in my field. The hardest part about learning to belong to this discourse is mastering the specialized language and social norms that define academia. Academic discourse emphasizes precise language, critical thinking, and adherence to certain rhetorical conventions. The gatekeepers include professors, senior researchers, and peer reviewers who scrutinize our writing, presentation style, and ideas to assess our readiness. These gatekeepers evaluate whether we possess the requisite knowledge, communication skills, and scholarly attitude. The most significant aid in overcoming these gates is mentorship from experienced academics, who provide guidance, feedback, and access to professional networks. Their support not only helps in developing the necessary skills but also in understanding the unspoken norms of academic discourse, facilitating entry into this elite community.

Answer to Question 2：

Dominant Discourse "tests" serve to maintain and uphold the standards of the group, ensuring that members align with its values, language, and practices. According to Gee, these tests act as a way to verify if newcomers have been properly socialized into the Discourse, confirming their legitimacy as members. The benefit for members is that these tests preserve the integrity, exclusivity, and quality of the Discourse, fostering a sense of identity and cohesion among members. However, these tests also have limitations; they can reinforce social barriers and hinder diversity by excluding those who do not immediately meet the criteria, such as individuals from different cultural backgrounds or those who learn differently. The Wilde quote underscores that such strict standards can sometimes be exclusionary, emphasizing that adherence to rules can obscure the underlying purpose of genuine understanding and communication.

References

  • Gee, J. P. (2004). Literacy, Discourse, and Linguistics: An Introduction. (Par. 13, 47)
  • Gee, J. P. (2004). An Introduction to Discourse Analysis. Routledge.
  • Bourdieu, P. (1991). Language and Symbolic Power. Harvard University Press.
  • Fairclough, N. (1995). Critical Discourse Analysis. Longman.
  • Wilde, O. (1891). The Critic as Artist. The Critic, and Other Writings.
  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
  • Holland, D., & Lave, J. (2001). History in Person: Enduring Views and Changing Conceptions. In Everyday Knowledge, Education, and Society.
  • Morgan, J. (2012). Discourse and Power. Routledge.
  • Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
  • Horner, B. (2000). Critical Discourse Analysis and Language Education. Routledge.

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