EXPERT OF CRITICAL DISCOURSE ANALYSIS

CRITICAL DISCOURSE ANALYSIS

PROFESSOR RUTH WODAK

Assalamualaikum wr. wb

Hy guys I will introduce you to professors inspired me, he is a professor of Critical Discourse Analysis is the name of Ruth Wodak. Ruth is a Distinguished Professor Emerita at Lancaster University. He is also affiliated with the University of Vienna where he is currently on the PI 3-year research project on "Construction of National Identity discursive - Austria 2015". He also kept an eye 6 PhD student at Lancaster University, a PhD student at the University of Leipzig, and a PhD student at the University of Vienna.

She participated in group LIP (Language, Ideology and Power) who meet each week during term time, and is also affiliated with CPERC and Dom at Lancaster University.

Current Research

Ruth major research agenda focused development of theoretical approaches in the study of discourse (combining ethnography, argumentation theory, rhetoric, linguistics and text); organizational communication; identity politics and political past; language and / in politics; racism, prejudice and discrimination. Combining several fields in the study of discourse, he continued to develop Discourse-Historical Approach CDA, a, interdisciplinary problem-oriented approach which analyzes the change of discursive practices from time to time and in a variety of genres.

Monograph titled The Politics of Fear - Right-Wing Populist Discourse Any Means (Sage, 2015) has just been published. In it, he focused on discourse, rhetoric, performance and arguments populist right-wing politicians across Europe (compared to the "tea party / ies" movement in the US) on the front and back-stage. In particular, he describes dependencies (inter) between politics and media in several case studies. The recontextualisation and Glocalization pictures and posters in several European right-wing political parties also formed a relevant focus of this book. Currently, he is also preparing Handbook of Discourse and Politics (with Bernhardt Forchtner, Routledge) and a new edition of Critical Discourse Analysis Methods (with Michael Meyer, Sage, to be published in October 2015).

In addition, the research project Ruth, regardless of political studies at the above national identity, including the study of language change in German Austria (1970-2010), while exploring several genres in various social fields (with Mark Rheindor, Vienna). In addition, Ruth participated in interdisciplinary team historian / journalist, psychiarist and linguists are investigating the dynamics of discursive and psychologically from a unique network consisting of child victims of the Holocaust and a fighter in Vienna.

 In 2012, Ruth edited Critical Discourse Analysis (Sage), a four-volume comprehensive (readers) of the CDA, and Advances in Critical Discourse Studies (with John Richardson, Michal Krzyzanowski, and David Machin; Routledge). In 2013, he co-edited two volumes about the right-wing populist discourse, Analyzing European fascism: Fascism in Text and Talk (co-edited with John Richardson, Routledge), and right-wing populism across Europe: Discourse and Politics (co- edited by Majid KhosraviNik and Brigitte Mral; Bloomsbury). Three articles related to this last volume was also published in openDemocracy. Another more Ruth newest monograph The political discourse in action: politics as usual, was published in June 2011 in paperback (second revised edition, by Palgrave). Co-editor of the book Migration, Identity and Belonging (with Gerard Delanty and Paul Jones) is also published as a paperback in March 2011 (Liverpool University Press). In 2010, Ruth comprehensive new edited (with Paul Kerswill and Barbara Johnstone, Sage), which was published as a novel in 2013.

Current Teaching

Ruth is currently supervising 8 PhD students in the areas of Identity Politics, Language Policy Studies, Political Communication, Comics and Discrimination, and Media Studies. While in Lancaster, she has supervised 17 PhD students to completion (since 2004). As she is retired now, she is not accepting any new PhD students.

Additional Information

In the past, Ruth was involved with several major research project funded. Between 2005 and 2007, he was part of a project on asylum seekers and refugees in the British press, which is funded by the Economic and Social Research Council. Between 2006 and 2011, he was chairman of the Lancaster team of DYLAN: Language Dynamics and Management of Diversity, an interdisciplinary project, part of the EU Framework 6. Between 2004 and 2007, he worked in EMEDIATEproject, part of the EU Framework 5. earlier, he is the head of Discourse, Politics, identity Research Centre, funded by the Austrian Academy of Sciences as part of the Wittgenstein Award, where he coordinated the project Austria and European identity, racism and discrimination, and the historical memory.

During his career, Ruth has received numerous awards and honors. In 2013, he became a member of the British Academy of Social Sciences. In September 2013, he was also honored by the invitation to speak at Brucknerfest, an international music festival held in Linz, Austria, which is dedicated to the music and artists were persecuted by the Nazis (see the speech in German). On December 19, 2011 Ruth was awarded the Grand Decoration of Honour in Silver for Services to the Republic of Austria (grosses Silbernes Ehrenzeichen Verdienste um die für Österreich Republic). On February 6, 2010, he was awarded an honorary doctorate by Örebro University (Sweden). In September 2010, Ruth became a member of Academia Europaea. In October 2006, he was awarded the State Prize Women Vienna and in 1996 Wittgenstein Award for elite researchers who made a six-year interdisciplinary research team continuously as possible

Ruth has held visiting professorships in Uppsala, Stanford University, University of Minnesota, and Georgetown University, Washington, D.C. In the spring 2004, she had a Leverhulme Visiting Professorship at the University of East Anglia, Norwich, UK. 2007, she was awarded the Kerstin Hesselgren Chair of the Swedish Parliament and stayed at University of Örebro, Sweden, from March to June 2008. In 2012 and 2015, she spent 10 days at the University of Malaysia, Kuala Lumpur, as an “Academic Icon”. In 2012, she was also invited as Distinguished Visiting Professor at Carleton University in Ottawa, Canada.

Contact Details
If you want to know about Ruth Wodak books, you must search in google there are so many in their and I could not write all she books.

Critical Discourse Analysis (CDA) has become well established in the field of social sciences. However, in contrast to some branches of linguistics, CDA is not discrete academic discipline in the traditional sense, with a fixed set of rexearc methods.

CDA manifold roots lie in a range of discipline including rhetoric, anthropology, philosophy and cognitive science, to name a few. Set of four volumes brings together seminar article on the subject from a variety of sources, creating an invaluable roadmap for scholars who wish to consolidate their knowledge of the CDA. And its development continues. Sculpted and edited by a leading voice in he field, this work includes interdisciplinary roots, the most important approaches and methodologies of the CDA, as well as applications in other disciplines in an update and comprehensive manner.

So that I can convey in this simple blog, if there is a shortage please apologize. Because the wrong comes from me and that really belongs to Allah. Truth belongs only to Allah.
wassalam

AREAS IN DISCOURSE ANALYSIS

Ethnography is the systematic study of people and cultures. It is designed to explore culture phenomena where the researcher observes society from the point of view of the subject of the study. An ethnography is a means to represent graphically and in writing the culture of a group. The word can thus be said to have a "double meaning", which partly depends on whether it is used as a count noun or uncountably. The resulting field study or a case report reflects the knowledge and the system of meanings in the lives of a cultural group.

Ethnography, as the presentation ofempirical data on human societes and cultures, was pioneered in the biological, social, and cultural branches ofanthoprologhy, but it has also become popular in the social in general— sociology, communication studies, history—wherever people study ethnic groups, formations, compositions, resettlements, social welfare characteristics, materiality, spirituality, and a people's ethnogenesis. The typical ethnography is a holistic study and so includes a brief history, and an analysis of the terrain, the climate, and the habitat In all cases it should be reflexive, make a substantial contribution toward the understanding of the social life of humans, have an aesthetic impact on the reader, and express a credible reality. An ethnography records all observed behavior and describes all symbol-meaning relations, using concepts that avoid causal explanations

CRITICAL DISCOURSE

Critical Discourse Analysis (CDA) is a branch of linguistics that seeks to understand how and why certain texts affect readers and hearers. Through the analysis of grammar, it aims to uncover the 'hidden ideologies' that can influence a reader or hearer's view of the world. Analysts have looked at a wide variety of spoken and written texts – political manifestos, advertising, rules and regulations – in an attempt to demonstrate how text producers use language (wittingly or not) in a way that could be ideologically significant.

CDA is not a monolithic method or field of study but rather a loose agglomeration

of approaches to the study of discourse, all of which are located broadly within the

of critical social research that has its roots in the work of the Frankfurt

School (Wodak and Meyer 2001). Though having developed, at least initially, largely

independently of each other, these approaches are united by a concern to understand

how social power, its use and abuse, is related to spoken and written language.

DISCOURSE ANALYSIS

Discourse Analysis

Written By juli iskandar

1.   Discourse is a continuous stretch of (especially spoken) language larger than a sentence, often constituting a coherent unit such as a sermon, argument, joke, or narrative.

2.   Discourse is  ways of constituting knowledge, together with the social practices, forms of subjectivity and power relations which inhere in such knowledges and relations between them. Discourses are more than ways of thinking and producing meaning. They constitute the 'nature' of the body, unconscious and conscious mind and emotional life of the subjects they seek to govern (Weedon, 1987, p. 108).

3.   Discourse is  a form of power that circulates in the social field and can attach to strategies of domination as well as those of resistance ( Diamond and Quinby, 1988, p. 185).

4.   Crystal (1992:25)  discourse is a continuous stretch of (especially spoken) language larger than a sentence, often constituting a coherent unit such as a sermon, argument, joke, or narrative.

5.   Frances Henry and Carol Tator Discourse is the way in which language is used socially to convey broad historical meanings. Itis  language identified by the social conditions of its use, by who is using it and under what conditions. Language can never be 'neutral' because it bridges our personal and social worlds.

7.   The definition of analysis is the process of breaking down a something into its parts to learn what they do and how they relate to one another.

8.  Analysis is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it

9.  Analysis is this process as a method of studying the nature of something or of determining its essential features and their relations the grammatical analysis of a sentence.

10.  Discourse analysis is one way to engage in a very important human task. The task is this: to think more deeply about the meanings we give people's words so as to make ourselves better, more humane people and the world a better, more humane place" (J. P. Gee, An Introduction to Discourse Analysis, 2005).  (blackred/Getty Images)

11.  Discourse is generally used to designate the forms of representation, codes, conventions and habits of language that produce specific fields of culturally and historically located meanings.

12.   Discourse analysis, as an approach to studying psychological phenomena, developed out of the ‘turn to language’ in social psychology in the 1970s and 1980s and the emergence of social constructionism.

13.  Discourse analysis is a broad and diverse field, including a variety of approaches to the study of language, which derive from different scientific disciplines and utilize various analytical practices

Source : (Wetherell, Taylor, & Yates, 2001ab).

14.  Discourse is the creation and organization of the segments of a language above as well as below the sentence. It is segments of language which may be bigger or smaller than a single sentence but the adduced meaning is always beyond the sentence. The term discourse applies to both spoken and written language, in fact to any sample of language used for any purpose.

14.  Discourse analysis involves the study of both text and context. (according to schiffrin)

Source : (Laura Alba-Juez, perspective on Discourse Analysis: Theory and practice, 2009:8)

15.  Discourse analysis is the study of how language is actually used and its effects on the speakers.

Source : (Lidia Tanaka, Gender, language, and Culture: A Study of Japanise Television Interview Discourse, 2004:3)

Final Project Semantic course

IDIOM

IDIOM
idioms have some notion of them as follows ;

Idiom : a form of expression peculiar to a language ( satu bentuk ekspresi khas bagi suatu bahasa).

Idiom : a variety or from of language: a dialect (satu keragaman bahasa : sebuah dialek).

Idiom : the language a peculiar to a people ( bahasa yang khas bagi satu bangsa)

Idiom : the peculiar character or genius of a language ( watak atau keluarbiasaan khas suatu bangsa)

Idiom : a distinct style or character , as in music,art, etc. (gaya atau watak, istimewa seperti dalam musik , seni dan sebagainya).

Idiom berasal dari kata idioma berasal dari bahasa Yunani yang mempunyai arti keistimewaan. Dalam bahasa Inggris yang dimaksud dengan idiom pada umumnya adalah menurut definisi pertama yaitu “ aform ofexpression pecular to a languange( satu bentuk ekspresi khas bagi suatu bahasa). Jadi dapat disimpulkan bahwa idiom merupakan suatu bentuk dugaan atau susunan kata yang mempunyai makna khusus.

The importance of using idioms in learning English because the English language is full of modern idioms so often misunderstood the writings containing idioms . In addition to note is the accuracy in the use of the idiom will change the meaning expressed .

idiom examples

·                     The cut the gordioan knot yang artinya mengambil jalan pintas.

·                     Ti learn by heart yang artinya menghafal.

Jumlah idiom dalam bahasa Inggris lebih dari 100.000 dan yang wajib dihafal adalah 4000 saja. Dalam idiom muncul istilah yang disebut dengan idiomatic expression yang merupakan ungkapan idiomatis atau ungkapan yang sejalan dengan kekhususan suatu bahasa, Contohnya :

·                     To have a swim = to swim = berenang.

·                     To take a walk = to walk = berjalan.

Contoh idiom dalam kalimat lengkap adalah sebagai berikut:

·                     She is a bag bones (dia sekarung tulang = dia kurus kering).

·                     This house is just $10.000 (rumah ini murah sekali).

·                     It goes without saying that islam is of universal character (jelaslah bahwa islam bersifat   universal).

How to learn the idiom is best idioms to memorize it and use it in speaking and writting, thanks and I hope useful. So later I can still give more useful knowledge for the readers.

SIMILE

Simile

What is simile? Simile is a figure of speech in which two essentially unlike things are compared, the word simile means “like” or “as". Therefore, it is a direct comparison. Why we used simile ?

1. To create humorous moments or tender moments.

2. To enable the reader to imagine in his mind what the writer is saying.

3. To bring something different to story and character, something that differs from straightforward narration.

Where we used simile?

1. When the association is stated either implicitly or explicitly.

2. A way that leaves the reader in no doubt of what the author is trying to convey or, in some instances, the author may prefer to use a simile which can be open to interpretation by the reader.

3. Stereotypically over the years to become part of everyday speech.

Types of simile :

1. The first type of simile simply tries to invoke some genuine quality of a real object through reference to another object.

2. The second type does the same thing, but invokes non-existent objects that people are nonetheless familiar with.

3. The third type of simile intends to reference the object or quality only vaguely or slightly to anything, and is instead a satire, or a play with language for its own sake

Metaphor

Metaphor

Definition.

Metaphor is  a figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.

In simple English, when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically. “He is the black sheep of the family” is a metaphor because he is not a sheep and is not even black. However, we can use this comparison to describe an association of a black sheep with that person. A black sheep is an unusual animal and typically stays away from the herd, and the person you are describing shares similar characteristics.

Furthermore, a metaphor develops a comparison which is different from a simile i.e. we do not use “like” or “as” to develop a comparison in a metaphor. It actually makes an implicit or hidden comparison and not an explicit one.

Common Speech Examples of Metaphors

Most of us think of a metaphor as a device used in songs or poems only, and that it has nothing to do with our everyday life. In fact, all of us in our routine life speak, write and think in metaphors. We cannot avoid them. Metaphors are sometimes constructed through our common language. They are called conventional metaphors. Calling a person a “night owl” or an “early bird” or saying “life is a journey” are common conventional metaphor examples commonly heard and understood by most of us. Below are some more conventional metaphors we often hear in our daily life:

• My brother was boiling mad. (This implies he was too angry.)
• The assignment was a breeze. (This implies that the assignment was not difficult.)
• It is going to be clear skies from now on. (This implies that clear skies are not a threat and life is going to be without hardships)
• The skies of his future began to darken. (Darkness is a threat; therefore, this implies that the coming times are going to be hard for him.)
• Her voice is music to his ears. (This implies that her voice makes him feel happy)

Literary Metaphor Examples

Metaphors are used in all type of literature but not often to the degree they are used in poetry because poems are meant to communicate complex images and feelings to the readers and metaphors often state the comparisons most emotively. Here are some examples of metaphor from famous poems.

Example #1

“She is all states, and all princes, I.”

John Donne, a metaphysical poet, was well-known for his abundant use of metaphors throughout his poetical works. In his well-known work “The Sun Rising,” the speaker scolds the sun for waking him and his beloved. Among the most evocative metaphors in literature, he explains “she is all states, and all princes, I.” This line demonstrates the speaker’s belief that he and his beloved are richer than all states, kingdoms, and rulers in the entire world because of the love that they share.

Example #2

“Shall I Compare Thee to a summer’s Day”,

William Shakespeare was the best exponent of the use of metaphors. His poetical works and dramas all make wide-ranging use of metaphors.

“Sonnet 18,”also known as “Shall I Compare Thee to a Summer’s Day,” is an extended metaphor between the love of the speaker and the fairness of the summer season. He writes that “thy eternal summer,” here taken to mean the love of the subject, “shall not fade.”

Example #3

“Before high-pil’d books, in charact’ry / Hold like rich garners the full-ripened grain,”

The great Romantic poet John Keats suffered great losses in his life – the death of his father in an accident, and of his mother and brother through tuberculosis.

When he began displaying signs of tuberculosis himself at the age of 22, he wrote “When I Have Fears,” a poem rich with metaphors concerning life and death. In the line “before high-pil’d books, in charact’ry / Hold like rich garners the full-ripened grain”, he employs a double-metaphor. Writing poetry is implicitly compared with reaping and sowing, and both these acts represent the emptiness of a life unfulfilled creatively.

Functions

From the above arguments, explanations and examples, we can easily infer the function of metaphors; both in our daily lives and in a piece of literature. Using appropriate metaphors appeals directly to the senses of listeners or readers, sharpening their imaginations to comprehend what is being communicated to them. Moreover, it gives a life-like quality to our conversations and to the characters of the fiction or poetry. Metaphors are also ways of thinking, offering the listeners and the readers fresh ways of examining ideas and viewing the world.