Integrative CDA Approach (Modo de Compatibilidad) PDF

UMA
SESSION 2 (15/03/2018)
An integrative approach for the

critical study of discourse and its
application to a persuasive text:
Lincoln’s The Gettysburg Address
Mercedes Díez Prados

mercedes.diez@uah.es
Rationale for the integration of DA approaches
Convenience of an integration of approaches

(Hatch 1992, Georgakopoulou & Goutsos
1997).
It combines formal (i.e. linguistic) and
functional (i.e. socio-cultural) perspectives in
the analysis (Schiffrin 1994).
Analysis as the main concern of the discipline
(Georgakopoulou & Goutsos 1997).
The goal for the future (Hatch 1992).
Profª Dr. Mercedes Díez Prados (UA)- Session

2 1
An integrative approach
Layers of analysis:
Non critical discursive layers:
1. Analyzing the contextual parameters of the
text.
2. Analyzing the text structure.
3. Analyzing the discourse type.
Towards a critical analysis of the text.
CIRCULAR APPROACH
Contextual parameters Text structure
Critical analysis Discourse type

2 2
Integration of approaches
Analysis of the contextual parameters of the text by means of:

Identifying the register components (field, tenor and mode
(Halliday’s SFL).
Identifying other contextual variables not present in the register
model, complementing it with Hymes’s SPEAKING Model.
Analysis of the textual structure to discover:
Cohesion and coherence (text-centred notions in B&D 1981)
Rhetorical and interactional patterns.
Analysis of the discourse type:
Identifying genre
Identifying text type
Integration of approaches
From the acritical phases to the critical one:

Critical analysis of the text: identifying social
significance of discourse in terms of ideology
and value judgments (implicit and explicit).
Approach adopted: closely follows
Fairclough (1989) critical: connections
between language, power and ideology that
may be hidden for the addressees of a text.
Makes use of acritical ling. approaches based
on DA but goes beyond that.

2 3
Fairclough’s (1989) Stages of CDA
Description of a text
Interpretation of the relationship between
text and interaction
Explanation of the relationship between
interaction and social context
Description of the formal properties
What experiential, relational and expressive

values do words and grammar have?
What metaphors are use?
How are (simple) sentences linked together?
What interactional conventions are used?
What larger-scale structures does the text
have?

2 4
The text: The Gettysburg Address
Reasons for choosing the text

Authentic text (Georgakopoulou & Goutsos 1997)
Well-formed text (Grimes 1982)
Brief but complex (Grimes 1982)
Historically significant (particularly in the USA
context)
Perpetuated in time: extensive audience and wide
influence (intertextuality)
Suitable for a critical analysis
Google search: 7.930,000 results.
The Gettysburg Address
(1) Four score and seven

years ago our fathers
brought forth, on this
continent, a new
nation, conceived in
Liberty, and dedicated
to the proposition that
all men are created
equal*.

2 5
The Gettysburg Address (cont.)
(2) Now we are engaged in a great

civil war, testing whether that
nation, or any nation so
conceived, and so dedicated,
can long endure. (3) We are
met on a great battle-field of
that war. (4) We have come to
dedicate a portion of that
field, as a final resting-place
for those who here gave their
lives, that that nation might
live. (5) It is altogether fitting
and proper that we should do
this.
(6) But, in a larger sense, we can

not dedicate -- we can not
consecrate -- we can not
hallow -- this ground. (7)
The brave men, living and
dead, who struggled here,
have consecrated it far
above our poor power to
add or detract. *(8) The
world will little note, nor
long remember what we say
here, but it can never forget
what they did here.

2 6
* (9) It is for us the living, rather,

to be dedicated here to the
unfinished work which they
who fought here have thus
far so nobly advanced.*
(10a) It is rather for us to be
here dedicated to the great
task remaining before us
(10b)-- that from these
honored dead we take
increased devotion to that
cause for which they gave
the last full measure of
devotion (10c)-- that we here
highly resolve that these
dead shall not have died in
vain *
(10d)-- that this nation,

under God, shall have
a new birth of freedom
(10e)-- and that
government of the
people, by the people,
for the people, shall
not perish from the
earth.*

2 7
Contextual parameters
Register components (field, tenor and
mode (Halliday’s SFL).
Other contextual variables: Hymes’s
SPEAKING Model.
Analysis of the contextual parameters of the

Gettysburg Address
Field (R)/Setting (SM):

Place: cemetery (battle-field of the war)
Social act: consecration of cemetery
Time: November 19, 1863 (battle: July)
Field (R)/Purpose (SM):
Will’s:
To make appropriate remarks to clean up the battle aftermath
Lincoln’s:
To honor the dead
To establish freedom for all people under the law

2 8
Gettysburg Address
Incite people to keep fighting:

(6) But [...
(9) It is for us the living, rather, to be dedicated here to the unfinished
work which they who fought here have thus far so nobly
advanced.* (10a) It is rather for us to be here dedicated to the
great task remaining before us (10b) -- that from these honored
dead we take increased devotion to that cause for which they
here gave the last full measure of devotion (10c) -- that we here
highly resolve that these dead shall not have died in vain (10c)--
that this nation, under God, shall have a new birth of freedom --
and that government of the people, by the people, for the people,
shall not perish from the earth.*

Gettysburg Address
Key (SM): serious and solemn

Personal Tenor (R)/Participants (SM):
President Lincoln and people (power)
President’s role: govern his people
People’s role: obey their President
Personal Tenor: Use of pronouns
Personal Tenor: Formality

2 9
Personal Tenor: Use of we
our fathers (S.1) we can not dedicate/

we are engaged (S.2) consecrate/hallow
we are met (S.3) (S.6)
we have come to what we say here
dedicate (S.4) (obviously I, S.8)
we should do this for us the living (S.9)
(S.5) we take (...) devotion
(S.10a)
we (...) resolve (S.10c)
Personal Tenor: Formality
endure (instead of “last”)

a portion (instead of “a piece”)
consecrate, hallow (both formal synonyms of
“dedicate”, used is a religious register)
advanced (instead of “started”)
remaining (instead of “still left”)
increased (instead or “greater” or just “more”)
resolve (instead of “decide”)

2 10
Types of mode (Gregory and Carroll)
writing
to be spoken

Gettysburg Address
Mode (R)/Instrumentalities (SM):

Written to be spoken
o Repetition
o American standard
o Non-verbal language (gestures)
Norms of interaction (SM)
Speaker: holds the floor or the turn
Audience: provides backchannel

2 11
Gettysburg Address: Backchannel
(1) Four score and seven years ago our fathers

brought forth, on this continent, a new nation,
conceived in Liberty, and dedicated to the
proposition that all men are created equal*.
(7) The brave men, living and dead, who struggled
here, have consecrated it far above our poor power
to add or detract.*
(8) The world will little note, nor longer remember
what we say here, but it can never forget what they
did here.*
Gettysburg Address: Backchannel
(9) It is for us the living, rather, to be dedicated

here to the unfinished work which they who
fought here have thus far so nobly
advanced.*
(10c)-- that we here highly resolve that these
dead shall not have died in vain*
(10e)-- and that government of the people, by
the people, for the people, shall not perish
from the earth.*

2 12
Analyzing Text Structure (text-centred
notions)
Cohesion: Coherence (Downing

Beaugrande and 1998):
Dressler’s (1981) Macrostructure and
model. superstructure (van
Halliday and Hasan’s Dijk’s model)
model (1976 and later Schemata
modifications). Topic
Analysis of the textual

features
Cohesion and coherence (text-centred
notions in B&D 1981)
Rhetorical and interactional patterns.

2 13
Gettysburg Address: Cohesion
(1) Four score and seven years ago our fathers brought forth, on this continent, a new nation,
conceived in Liberty, and dedicated to the proposition that all men are created equal*.
(2) Now we are engaged in a great civil war, testing whether that nation, or any nation so
conceived, and so dedicated, can long endure. (3) We are met on a great battle-field of that
war. (4) We have come to dedicate a portion of that field, as a final resting-place for those
who here gave their lives, that that nation might live. (5) It is altogether fitting and proper
that we should do this.
(6) But, in a larger sense, we can not dedicate -- we can not consecrate -- we cannot hallow --
this ground. (7) The brave men, living and dead, who struggled here, have consecrated it far
above our poor power to add or detract.* (8) The world will little note, nor longer remember
what we say here, but it can never forget what they did here.* (9) It is for us the living,
rather, to be dedicated here to the unfinished work which they who fought here have thus far
so nobly advanced.* (10a) It is rather for us to be here dedicated to the great task remaining
before us (10b)-- that from these honored dead we take increased devotion to that cause for
which they here gave the last full measure of devotion (10c)-- that we here highly resolve
that these dead shall not have died in vain (10d)-- that this nation, under God, shall have a
new birth of freedom (10e)-- and that government of the people, by the people, for the
people, shall not perish from the earth.*
Ideological representations of the world coded in

language: cohesive devices
Experiential values The experiential value of language

“permits us to encode both
(Fairclough 1989: semantically and syntactically, our
mental picture of the physical world
112-116) of words. and the worlds of our imagination”
Overwording (Downing and Locke 1992: 110)
Rewording
Synonymy COHESIVE DEVICES
Antonymy
Hyponymy

2 14
Experiential values: overwording
dedication (6) + devotion (2) + consecrate + hallow

(10 = 3.69%) we; that (4.8%) and the (4.06%)
Type/token ratio: 50.92% (271 words/138 types
half the words repeated: overwording.
In parallel expressions (2 cohesive devices):
we cannot dedicate, we cannot consecrate, we cannot
hallow
a new nation, conceived in liberty and dedicated to […]
any nation so conceived and so dedicated
take increased devotion […] gave the last full measure of
devotion
It is for us the living, rather, to be dedicated here to the
unfinished work which they who fought here thus far so
nobly advanced […] It is rather for us to be here
dedicated to the great task remaining before us.
Experiential values: rewording
conceived in liberty ≡ a new birth of freedom Latin vs. Anglo-

Saxon.
Ideological meaning:
Approximate his discourse to the people (not an authoritative leader but
his representative, one among them).
‘Belonging to the people’, ‘one’s root’/aboriginal vs. ‘foreign’, ‘loaned’.
Use of parallel expressions:
To compare/contrast the founders of the country’s deeds vs. future task
past/remoteness vs. contemporariness/proximity/newness (constant
contraposition of ideas & terms in Wills, 1992).
Rewording in paraphrases:
those who here gave their lives ≡ they here gave the last full measure of
devotion ≈ these honored dead (sacrifice by soldiers to save the nation
conceived in liberty) what has been done.
the unfinished work ≡ the task remaining before us (emphasizes that this
sacrifice has advanced but not concluded their mission) what is still to
do.

2 15
Experiential values: synonymy & antonymy
Synonyms Antonyms
conceive ≡ create add ≠detract
liberty ≡ freedom remember ≠forget
ground ≡ field the living ≠these
dedicate ≡ consecrate honored dead
≡ hallow
brought forth/
struggled ≡ fought
conceive/create/
the earth ≡ the world
birth ≠died/ perish
nation ≡ government
all men ≡ people
(have) died ≡ perish
Experiential values: hyponymy
world
earth
continent
nation
battlefield
portion of this ground

2 16
Repetition and reference
(S.1) a new nation, conceived (S.8) they

[…] and dedicated (S.9) dedicated […] they who
(S.2) a great civil war […] that fought
nation […] so conceived, (S.10a) dedicated
and so dedicated, can long (S.10b) these honored dead
endure […] that (cause)
(S.3) battle-field of that war (S.10c) these dead
(S.4) to dedicate […] that field (S.10d) this nation
(S.5) this (S. 4) (S.10e) that (government of
(S.6) dedicate […] consecrate the people, by the people,
[…] this (ground) for the people)
(S.7) who struggled here, have
consecrated it
Asyndeton (lack of connectors)
we cannot dedicate, we cannot

consecrate, we cannot hallow
We are engaged […] We are met […]
We have come […]
that from these honored dead […] that
we here highly resolve […] that this
nation, under God […]
government of the people, by the
people, for the people

2 17
Connectors: that clauses
(I suggest…):
(10b)-- that from these honored dead we take increased devotion
to that cause for which they here gave the last full measure
of devotion
(10c)-- that we here highly resolve [[that these dead shall not
have died in vain]
(I promise)
(10d)-- that this nation, under God, shall have a new birth of
freedom
(10e)-- and that government of the people, by the people, for the
people, shall not perish from the earth.
Analyzing Coherence &

Rhetorical pattern
For coherence:
• Macrostructure and superstructure.
• Schemata
• Topic progression
Rhetorical pattern: Problem-Solution.

2 18
Coherence: Macropropostion (discourse topic)
We must fight for a democratic nation

as our predecessors did
We will go down in history
Coherence: Superstructure
Paragraph 1:
Introduction of discourse topic: Fighting for a democratic
nation.
Paragraph 2:
Mention to the social act they are engaged in (transition for
development of discourse topic)
Paragraph 3:
(6-10c) Development of discourse topic (body of the text)
(10d-10e) Conclusion

2 19
Coherence: Schemata
Shared knowledge/values:
They are the inheritors of the pioneers
They are engaged in a Civil War
They should honor their dead
They share some kind of religious belief
They bury their dead as a cultural habit
Coherence: Topic progression

2 20
Analyzing the textual structure:
Problem-Solution Pattern
Analyzing discourse type

Genre: Funeral oration (the GA follows a
Greek model for funeral orations, or
epitaphios, (Wills 1992: 60-61)
Text type: mainly argumentative, with
narrative parts (historical events).

2 21
Analyzing the discourse type:
Rituals of dedication for cemeteries
Procession of dignitaries
Opening prayer
Ode for the occasion
Formal address
Formula of dedication
Closing prayer
Recessional
Discourse type:
Gettysburg Cemetery ceremony program
Music, by Birgfield’s Band

The
Prayer, by Rev. T. H. Stockton, D.D. meaning of
the GA for
Music, by the Marine Band the Civil
War
Oration, by Hon. Edward Everett
Music, Hymn composed by B. B. French, Esq.
Dedicatory remarks, by the President of the United
States
Dirge, sung by Choir selected for the occasion
Benediction, by Rev. H. L. Baugher, D.D.

2 22
Critical analysis of the text
Critical analysis (other features, based on

Fairclough 1989):
Experiential value of grammar:
Processes, participants and circumstances.
Obfuscation/clarity of agency.
Sentence polarity (negative vs. positive).
Mood and modality.
Experiential and relational values of words:
Positive vs. negative evaluation.
Metaphors.
Ideology (based on Fairclough 1989)
Certain types of institutional practices and

given types of discourse function to sustain
unequal power relations these practices
and discourses are functioning ideologically
(p. 33)
Ideological power is the power to project
one’s practices (usually the practices of the
dominant class or bloc) as universal and as
though they were ‘common sense’. (p. 33)

2 23
Power in discourse (based on Fairclough 1989)
Power exercised by (p. 33):

Coercion (physical violence).
Consent Ideology Language as vehicle
Simulated egalitarianism, which removes
surface markers of authority and power in
The Gettysburg Address.
Power in discourse has to do with the control
and constraints that powerful participants
exert on non-powerful participants (p. 46).
Experiential values: Material processes
‘creation’/ ‘death’ (7): ‘devotion’ (8)

brought forth dedicate
created do (= dedicate)
gave (lives) (have) consecrate(d)
live hallow
did (= fought, gave
lives) take (devotion)
have died gave (devotion)
perish ‘(un)alterability’ ‘(2)
‘fight’ (2): add
struggled detract
fought

2 24
Experiential values: Other processes
Relational processes Mental processes

are (engaged) conceived
endure dedicated
are (met) note
is (fitting & proper) remember
is (for us to be…) forget
to be (dedicated) resolve
remaining Verbal processes
have say
Experiential values: Participants involved

2 25
Experiential values: Circumstances
Place (17) here (8 times = 2.96%)

Manner (10)
Time (5)
Comparison (2)
Cause (3)
Experiential values: Obfuscation of agency
Inanimate nouns as participants

the world will little note nor longer remember
this nation, under God, shall have a new birth of
freedom
that government of/by/for the people, shall not perish
from the earth?
Processes are not what they seem
It is for us the living, rather, to be dedicated here to the
unfinished work
that from these honored dead we take increased
devotion to that cause
all men are created equal

2 26
Experiential values: Negative sentences
we can not dedicate

we can not consecrate
we can not hallow
the world will little note
(the world) nor longer remember
it can never forget
these dead shall not have died in vain
government of the people, by the people, for
the people shall not perish from the earth
Relational values of words: Euphemisms
the death of the soldiers:

gave their lives, gave their full measure of
devotion
the historical moment they are living:
we are engaged in a civil war
for the place they are consecrating:
resting-place
for the mission:
to be dedicated to the unfinished work
the great task remaining before us

2 27
Experiential values of grammar: Mood
Declarative Gettysburg Address

addressor as Declarative
information giver Assertiveness
Imperative: Indirect speech act:
addressor asking an directives
action of the
addressee
Interrogative:
addressee as
information giver
Experiential values of grammar: Modality
testing whether that nation […] can long endure

those who here gave their lives that that nation might live.
It is altogether fitting and proper that we should do this
we can not dedicate/consecrate/hallow this ground
The world will little note nor longer remember what we say
here
but it can never forget
that we here highly resolve that these dead shall not have
died in vain
that this nation, under God, shall have a new birth of
freedom
that government of/by/for the people shall not perish from
the earth

2 28
Expressive values of vocabulary
POSITIVE EVALUATION NEGATIVE EVALUATION

new nation/birth of poor power
freedom
great civil war/battlefield/ little note
task nor long remember
larger sense
unfinished work
brave men
honored dead
increased devotion
last full measure of
devotion
so nobly advanced
highly resolve
fitting and proper.
Metaphors
the nation is created, conceived, dedicated

the government is subject to destruction or
disintegration: the government of/by/for
the people may perish.
efforts are made to prevent this
destruction: we are engaged in a civil war,
testing whether that nation […] can long
endure, that that nation might live.
the unfinished work as a journey: from
these honored dead [...] remaining before us

2 29
The Gettysburg Address: a conclusion
“His speech is economical, taut,

interconnected, like a machinery he tested
and developed for battle. Words were
weapons, for him, even though he meant
them to be weapons of peace in the midst of
war […] In his brief time before the crowd at
Gettysburg he wove a spell that has not, yet,
been broken –he called up a new nation out
of the blood and trauma” (Wills 1992: 174-5)

2 30

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UMA

An integrative approach for the

Mercedes Díez Prados

Rationale for the integration of DA approaches

Convenience of an integration of approaches

Profª Dr. Mercedes Díez Prados (UA)- Session

Towards a critical analysis of the text.

Contextual parameters Text structure

Critical analysis Discourse type

Profª Dr. Mercedes Díez Prados (UA)- Session

Analysis of the contextual parameters of the text by means of:

From the acritical phases to the critical one:

Profª Dr. Mercedes Díez Prados (UA)- Session

Description of the formal properties

What experiential, relational and expressive

Profª Dr. Mercedes Díez Prados (UA)- Session

Reasons for choosing the text

The Gettysburg Address

(1) Four score and seven

Profª Dr. Mercedes Díez Prados (UA)- Session

(2) Now we are engaged in a great

The Gettysburg Address (cont.)

(6) But, in a larger sense, we can

Profª Dr. Mercedes Díez Prados (UA)- Session

* (9) It is for us the living, rather,

The Gettysburg Address (cont.)

(10d)-- that this nation,

Profª Dr. Mercedes Díez Prados (UA)- Session

Analysis of the contextual parameters of the

Field (R)/Setting (SM):

Profª Dr. Mercedes Díez Prados (UA)- Session

Incite people to keep fighting:

Analysis of the contextual parameters of the

Key (SM): serious and solemn

Profª Dr. Mercedes Díez Prados (UA)- Session

our fathers (S.1) we can not dedicate/

Personal Tenor: Formality

endure (instead of “last”)

Profª Dr. Mercedes Díez Prados (UA)- Session

Analysis of the contextual parameters of the

Mode (R)/Instrumentalities (SM):

Profª Dr. Mercedes Díez Prados (UA)- Session

(1) Four score and seven years ago our fathers

Gettysburg Address: Backchannel

(9) It is for us the living, rather, to be dedicated

Profª Dr. Mercedes Díez Prados (UA)- Session

Cohesion: Coherence (Downing

Analysis of the textual

Profª Dr. Mercedes Díez Prados (UA)- Session

Ideological representations of the world coded in

Experiential values The experiential value of language

Profª Dr. Mercedes Díez Prados (UA)- Session

dedication (6) + devotion (2) + consecrate + hallow

Experiential values: rewording

conceived in liberty ≡ a new birth of freedom Latin vs. Anglo-

Profª Dr. Mercedes Díez Prados (UA)- Session

Experiential values: hyponymy

portion of this ground

Profª Dr. Mercedes Díez Prados (UA)- Session

(S.1) a new nation, conceived (S.8) they

Asyndeton (lack of connectors)

we cannot dedicate, we cannot

Profª Dr. Mercedes Díez Prados (UA)- Session