Questão 3045193

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Text VI.

                            Critical Discourse Analysis

      We have seen that among many other resources that define the power base of a group or institution, access to or control over public discourse and communication is an important "symbolic" resource, as is the case for knowledge and information (van Dijk 1996). Most people have active control only over everyday talk with family members, friends, or colleagues, and passive control over, e.g. media usage. In many situations, ordinary people are more or less passive targets of text and talk, e.g. of their bosses or teachers, or of the authorities, such as police officers, judges, welfare bureaucrats, or tax inspectors, who may simply tell them what (not) to believe or what to do.

      On the other hand, members of more powerful social groups and institutions, and especially their leaders (the elites), have more or less exclusive access to, and control over, one or more types of public discourse. Thus, professors control scholarly discourse, teachers educational discourse, journalists media discourse, lawyers legal discourse, and politicians policy and other public political discourse. Those who have more control over more ‒ and more influential ‒  discourse (and more properties) are by that definition also more powerful.

      These notions of discourse access and control are very general, and it is one of the tasks of CDA to spell out these forms of power. Thus, if discourse is defined in terms of complex communicative events, access and control may be defined both for the context and for the structures of text and talk themselves.

(van DIJK, T. A. Critical Discourse Analysis. In: SCHIFFRIN, D.; TANNEN, D.; HAMILTON, H. (eds.).   The Handbook of Discourse Analysis, Wiley‐Blackwell, 2003. pp. 352‐371.)

A cohesive text is created in many different ways. Halliday and Hasan (1976) identify five general categories of cohesive devices that create coherence in texts. The sentence below introduces prominently one of those categories. Which is it?

“[…] professors control scholarly discourse, teachers educational discourse, journalists media discourse, and politicians policy and other public political discourse.” (§ 2)

• A. ellipsis
• B. reference
• C. substitution
• D. lexical cohesion

Gabarito: A

Comentários

• a-

  Cohesive device or types of cohesion consist of five such as reference, conjunction, substitution, ellipsis, and lexical cohesion.

  1-Referencing- There are two referential devices that can create cohesion:

  a- Anaphoric reference - when the writer refers back to someone or something that has been previously identified

  b- Cataphoric reference - a reference forward rather than backward in the discourse. Something is introduced before it is defined

  2- Conjunction is a part of speech that connects words, phrases, or clauses that are called the conjuncts of the conjunctions.

  3- Ellipsis - word omission when the phrase must be repeated.

  4- Substitution - A word is replaced by another, more general word. e.g.: "Which ice-cream would you like?" – "I would like the pink one,"

  5- lexical cohesion - Lexical cohesion refers to the way related words are chosen to link elements of a text. There are two forms: repetition and collocation. Repetition uses the same word, or synonyms, antonyms, etc. For example, "Which dress are you going to wear?" – "I will wear my green frock," uses the synonyms "dress" and "frock" for lexical cohesion. Collocation uses related words that typically go together or tend to repeat the same meaning. An example is the phrase "once upon a time".

  https://en.wikipedia.org/wiki/Cohesion_(linguistics)