Ana Jasso

September 13,2018
Rws 1301

RUNNING HEAD : Discourse Community

Discourse community-Ethnography

Using Swales, this RWS 1301 class is a discourse community. Swales recognized the
existence of specialized communities or groups within society. These discourse communities,
which differ to speech communities, had never been defined. Many people might not understand
swales when discourse community is defined. According to Swales he believes that we will
either understand what discourse community is or not. Swales argues with an academic
with nature language what discourse community is. Until it is understood how his definition
works, there will be no difference between the communities, which would make the RWS 1301
class no different than a discourse community is within an academic disciplines and social
groups. Academic English use an notion of discourse community to use an language with in a
group is a social behavior. Which is maintaining the groups knowledge what discourse
community is. Applying Swale’s characteristics to the RWS 1301 proves that it is a discourse
community. Discourse community is within are English environment it is an language and even
items we use every day with
Literature Review
According to Swales...( 1990 ) public common goals is a whenever you become an
writer every writer must have a certain technique or tool to use when you write a research paper
perhaps. In the reading that John Swales wrote it was based off on a genre analysts. It is useful
because it teaches writers to become an even better writer than what they already are. Swales
has written many other books which have an ongoing academic argument. He basically explains
the difference between discourse and speech community. It finally explains how he uses
rhetorical and other useful tools for his writing. He writes a clear statement about the two which
shows us how he was able to express them.
According to Porter (2017), his claim is characterized by authorship, originality
and plagiarism, these do not account for how texts work and how writers write. Porter believes
that there cannot be a piece of information that does not use another text as a source of
information. Porter also thinks that even when we as writers don’t think about being
intertextuality end up being intertextual. In the reading it explains that if porter is correct than the
author would have to construct different. The reading explains how porter uses constraints which
is also what students are using in class.

Krain and Wardle (2016) claims that In the excerpt about writing about witting it shows
that the authors claim was to teach students the threshold concept the chapter
was emphasizes. The materiel they were covering on was about activity writing. The problem
they were addressing was that they believed that activity theory was helpful for but it wasn’t so
helpful for undergraduate students. Activity theory was basically just teach you how to view text,
language or even discourse in a new way.
 Therefore in RWS 1301 students may want to add our sources into are discussion area.
It does not matter who the author of the source was what matters is that they talk about discourse
community and their opinion of what a discourse community is. Krain and wraddle agree with
the definition that swales gives to us about discourse community. They believe that a discourse
community is a concept of which groups share ideas and learn among each other.

Discussion
This RWS 1301 class exhibits common public goals. According to Swales, common
public goals is when humans join together for a purpose (p. 220). Swales also says how public
common goals may be formally documents for example like a diploma. Usually, public common
goals are a goal that students all share with the school is a degree. Swales shares an example of
how even a senate and members of senate mare share a goal for wanting to improve the
government. The RWS 130 community share the goal of a degree because as of right know that
is the direction students are all heading towards. Public common goals are shared within a work
place as well each one of the employees have a common goal of wanting to get higher raise.
The RWS 1301 class demonstrates feedback. According to Swales (1), feedback
is when someone professionally gives you informational opportunities (p. 221). Swales informed
us that informational feedback may be different. Swales gave us an example with in a football
team or orchestra that if they will have a common goal of having a way to earn
money (p. 221). Feedback is usually when even a professor may explain to you what to work on
or how you may improve on somethings. Asking an professor for help on what you may improve
on is feedback as well.

The RWS 1301 class displays intercommunication within the class. According to swales
(221) suggested that intercommunication may be meetings, newsletters, as long as you receive
answers. Swale also informed us that how a café has owner working long hours and does not
communicate with their employs but communicates fine with the customers. Swales went on by
adding that this was problem even though it may receive negative comments from the
newsletters it still falls under intercommunication. definition of intercommunication is emails
because we can professionally communicate with emails.
The RWS 1301 class reveals genre. According to Swales he did not want to explain so
much what genre was because he knew that more than Shure he’s readers know what genre is
(p. 216). But, he explained that genre is text that is recognizable to readers and writers. Genre is
used in our RWS 1301 class by having a textbook that we use in class. Even our composition
notebook is genre because, it has written text inside it when we apply information. In RWS 1301
you can incorporate one of the ideas of discourse community in to your paper by either adding a
bit more examples into your artifacts or you may even want to give more details and add it under
your discussion or even your introduction paragraph. Just to give off a bit more of revision
students may add this paragraph of revision and etc. into are genre section because genre as we
said before genre is a type of notes and writing that gives off information.

The class RWS 1301 unveils specialized vocabulary. According to swales

(222) he explains to us that specialized vocabulary is used in rhetorical settings. Swales later
explains how how his texts and book have rhetorical words. In our RWS class 1301 always use
rhetorical words like specialized vocabulary. Students use these words in class and what makes
that special is because we do not use it outside of class but only in class.
The presents hierarchy. According to swales (222) he explains how hierarchy may be
used for someone who’s the boss of you like some who is upper than you. In our RWS class
1301 hierarchy is used with in the professor because he is upper than us and lets us know what
we have to get done.
Conclusion
This RWS 1301 class is a discourse community. According to
swales he proves that discourse community is a group that express knowledge and share new
ideas. Swales explains that discourse community has different definitions from other
authors. Some of us may or may not understand the concept of a discourse
community. Swale expresses how a discourse community has
six characteristics. These characteristic are use among are English environment.
Page Break
References
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proposal. College English48:527–42.
Fennell, Barbara, Carl Herndl, and Carolyn-Miller. 1987. Mapping discourse
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Fish, Stanley. 1980. Is there a text in this class? Harvard, Mass: Harvard
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introduction. Rowley, Mass: Newbury House. Foucault, Michel. 1972. The archaeology
of knowledge. New York: Harper & Row.
Freed, Richard C. and Glenn J. Broadhead. 1987. Discourse communities, sacred texts,
and insti-tutional norms. College Composition and Communication 38:154–65.
Geertz, Clifford. 1983. Local knowledge: Further essays in interpretive
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Basic Books.
Harris, Joseph. 1989. The idea of community in the study of writing. College
Composition and Communication 40:11–22.