Power In Discourse Includes Powerful Participants English Language Essay

Power In Discourse Includes Powerful Participants English Language Essay Introduction: Norman Fairclough, observes that there is a correlation between unequal power relations and the way language is used. In this essay, Im going to comment on language and power in analyzing discourse. Ill discuss different encounters that display power in discourse. Therefore, I categorize areas of constraints enacted through discourse and Provide examples of language indicators of power in the quoted discourse. Power in discourse includes powerful participants who control contributions of non-powerful participants. Constraints of speakers contributions have three types; Content: what is said or done. Relations: Social relations involved in discourse. Subjects: Subject positions which people can occupy. Ive chosen an encounter which displays power in discourse as a conversation between members of a family about buying a new house in Kuwait; 1.Husband: I think about buying a new house.Thus,I d like to ask about your opinions. 2.Wife: A good idea but you should think about which are and location rather than size of the housev or number of rooms. 3.Husband: Which area do you prefer? 4.Wife: internal areas such as Shweikh or Abdallah AL-Salm. 5.Husband:(angrily)Are you crazy?Dont you know that the house costs one million dinar in this area but we have got only one hundred fortyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ 6.Wife: What about other areas such as AL-Rawda,AL Sora,AL-Odyleyaà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. 7.Husband:I told you that we dont have price of one house in these areas as the smallest one costs about one hundred seventy but we need a large house containg three rooms at least. 9.Sarah:(the oldest daughter) I need a private room as Im a university student and cant study with my little daughters.Thus,we need gour rooms at least. 10.Ahmed(the oldest son): I also need a private room. 11.Abdallah and Abdalaziz(twins):we alsop need a private room and dont like to change our school where we have all our friends.What about buying in this area? 12.Wife:(angirly) you will go to a better school and make new friendships. 13.Husband:What s your opinion,my parents? 14.Grandfather: what can I say as you decided to desert us? 15.Father:No,father,you will come with us. 16.Grandfather: I wont leave my house. 17.Grandmother: I wont leave my house.how vabout staying with us as the house is very large. 18.Wife: What about selling your house inorder to be able to buy a large house in luxurious areasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 19.Husband: I dont admit that as it is unfair to my brothers so Ill buy a house at our expenses only. 20.Ahmed:Dewanya is the most important place inh the house where all men meet,isnt it? 21.Father:Yes,it is very important. 22.Wife:(angirly)Where willyou build a house? 23.Husband: May be,in Said Al-Abdalah 24.Wife:(exclaiming),in Al-jahra.Ive never visited it.What can I say to all friends and relatives. 25.Husband: It have decided to do that. 26.Grandfather: You can stay with us after we reconstructed our house as we cant live without you. 27.Grandmother:It is good.Then,you can stay here , wont change your schools and have your private rooms. 28.Wife:It is agood idea.Then,we can do business to get more money and buy the house which we like,cant we? 29.Daughters and Sons:It is great father,we will stay with gramndparents and wont change our school. 30.Husband: Ill think about this idea. Father, as a power holder, exercises control over contributions of all family members in conversation as follows; In the opening turn,father,as a power holder in the house, announced to other members of the family what he is thinking about and identify their contributions in this subject Id like to ask about your opinions..In turn(1)He told them that he needs to know their opinions about buying a new house so he allows them indirectly to start talking and participate in such a conversation. Again in turn(13),father practices control of power over discourse when he asks his parents to tell their opinions What s your opinion,my parents?.However,he gives equal instructions to all participants to tell their opinions explicitly about buying a new house but when he notices that grandparents are silent, he asserts his desire to know their own opinions in turn(13).Father evaluated a lot of contribution from other members of the family in turns(21) explicitly when he asserted the importance of Dewanya Yes, its very important as his son suggested and in turn (30) implicitly when he decided to think about this idea. Father used positive evaluations in order to encourage other participants to continue their contributions in conversation. These are considered as arrogant if father address equal partners or more powerful ones. Wife made series of questions in turns(6),(18),and (22) which indicates that wife fails to master power in discourse. This is an appropriate tactic to maintain a lot of control on conversation as he asks most questions which all members of the family answer and express their disagreement on some suggestions or ideas concerning a new house. Family members answers show that they adhere to rights of conversation.However,some people cant imagine that father as a power holder can be asked and answer questions in turns(7),(15) and (19).Thats because father provides some space to other members of the family to make conversation continue on longer term. Obligations of family members to contribute in conversation are emphasized in turns (14),(23) and (26) by a pause(marked by a space dot) where there is a brief silence in which all eyes are on this participant who are responsible to tell his opinion. In turn(5),father uses a negative question Dont you know that the house costs one million dinar in this area but we have got only one hundred fortyà ¢Ã¢â€š ¬Ã‚ ¦which may be dependent on intonation or other circumstances of discourse. This question as if father suggested something before and wife contrasts this suggestion so his negative question makes his wife to look silly.Finally,in turns(25) and (30),father uses short sentences which seems to be hardly spoken as if he would like to end conversation as a power holder because he reaches his final decision concerning buying a new house or not. Question tags are used in (20)isnt it? and (28)cant we? which refers to the speakers suggestion but others may seem to disagree these suggestions. Question tags are used depending on intonation and other factors which affect conversation stream. Interruptions and overlaps occur in turns (6),(7) and (14) as constraints on content, relations and subjects arent well adopted. Wife and husband interrupted each others in these turns as if father fails to master power in discourse. Relations and subjects of the conversation are closely related as all these interruptions occur in the conversation. We have all types of constraints in this example. Concerning content, family members are required to tell their opinions about buying a new house. Relations are social between father and other family members. Subject positions include an aspirant father and other members of the family including grandparents. These constraints lead to particular forms of language. All constraints on discourse, whether content, subject or relation, dont appear to have direct control of power in discourse on other family members who participate in this conversation. When we examine conversation continum,we notice that father is the only responsible for giving all directive acts of speech particularly questions to other members of the family who are obliged to answer or at least give their opinions to father as a power holder over discourse. Family members play the role of fathers subordinate who must contribute by their views about topic of discussion which is buying a new house. Father doesnt control the discourse directly but family members are already constrained by conventions of discourse type which is previously identified. Although, father is a power holder who determines which discourse can be admitted, other powerful participants, such as a wife, can produce directive speech acts particularly making questions as what occurs in turns (6),(18) and (22) so wife as a powerful participant can indirectly constrain the participants by selecting the discourse type. The most important constraint is self-constraint as all participants adhere to conventions of discourse whether powerful or non powerful participants.However,father as the most powerful participant manages to master discourse very skillfully and provides space for other non-powerful participants to make their contributions or even interruptions in different degrees and distances. In turn(6),wife interrupts father not because she would like to do all the talking or control discourse but because she would like to relieve fathers anger from her previous contribution in conversation.However,in turn (7),father interrupts wife in order to control her co ntribution in the conversation as a power holder who has the right to practice power in discourse over other family members particularly his wife who should give correct participation as he expects. Power in discourse or behind discourse isnt always attributed to a particular person or social groupings. On the other hand, power may be lost or won in the discourse according to social struggle.People,who dont hold power usually look forward to gaining sources of power. This applied to0 the speakers at different levels whether situational, social or institutional. Let us begin with a text where struggle is clear in an interview between a student(S) who is accused of making trouble at school and a teacher(T); 1.T: Why didnt you leave school at 2 p.m? 2.S: I didnt use to leave school immediately at 2.p.m. 3.T: Why is that? 4.S: That is clear, isnt it?I,m waiting for may classmates to go together. 5.T: Well. There arent any students at school at that time, are there? 6.S: No, none of students are there at that time, are they? what about .students who were collecting there? 7.T: That was last year.However,Iamnt convinced that you are innocent as you said.Hence,did you go to the court instead of going straight home? 8.S: I thought that my classmates might come to the court.Anyway,we usually meet at the court. In this conversation, the teacher exercises control over students contributions. They both adhere to rights and obligations of discourse which readers or listeners can expect in such an interview.However,I dont expect that a student asks a question and a teacher answers. Audience may expect that teacher exercises more control over discourse than all people expect. He tends to exceed his discourse rights and doesnt adhere to his obligations.Firstly,the student challenges teachers questions in two occasions(turn 2 and 4),instead of answering teachers questions directly.However,the student provides an answer to a question implicitly in (2) and introduced it after he challenges the teachers question in (4).In addition in (6),the student asks a question which the teacher answers as all listeners or readers dont expect. On the other hand, a student gives an answer in turns (6) and (8) which is irrelevant to what the teacher wants to know.However,all expect that the teacher can force the st udent to requirement of an interview or which should have a relatively formal setting but he deals with a teacher as a peer. It is evident in a students vocabulraystudents,collecting,the court,meet.Audience thinks that a student who uses these vocabulary Must be influenced by the interviews setting,occasion,power and distance which separates him from the teacher. The teacher maintains a lot of control on an interview as he asks most questions which the student answers fairly with some complaint. The students answers indicate some adherence to rights and obligations of conversation., The teacher, as a power holder, yields some ground to the student in order to pursue a strategy of a long term. This may be an interpretation of the teachers failure to immediate challenge to the students questions but he answers them and let his challenge pass as he accepts it. This example shows how a social struggle of power between a student who shows that he isnt affected by school authority as he challenges conventional constraints of discourse in such situations. There are three levels of social organisation;situational,institutional and societal. We have described what is going on a situational level.However,we havent a adopted a social pattern to which a student belongs to the same class of society as all young people so the teacher uses appropriate tactics which are standard for dealing with all individuals of his class. At institutional level, law and the family are similar institutions which shows the same struggle between young people as a social struggle at an institutional level as the school can be considered as a social institution. Power in discourse or behind discourse isnt always attributed to a particular person or social groupings. On the other hand, power may be lost or won in the discourse according to social struggle.People,who dont hold power usually look forward to gaining sources of power. This applied to0 the speakers at different levels whether situational, social or institutional. Conclusion: In conclusion, some speakers have power in discourse as they exercise control on other participants of discourse. discourse is seen as a place where speakers exercise relations of power. On the other hand, power behind discourse is related to how relations of power constitute discourse order in society. Power cant be held by definite persons for ever but it is won and lost through social struggle. In my opinion, there is continuous inequalities between people, there is always power in discourse, power behind discourse and social struggle in discourse.

Orlick as the Dark Side of Pip in Dickens Great Expectations Essay

Orlick as the Dark Side of Pip in Dickens' Great Expectations Charles Dickens’ aptly titled novel Great Expectations focuses on the journey of the stories chief protagonist, Pip, to fulfill the expectations of his life that have been set for him by external forces. The fusing of the seemingly unattainable aspects of high society and upper class, coupled with Pip’s insatiable desire to reach such status, drives him to realize these expectations that have been prescribed for him. The encompassing desire that he feels stems from his experiences with Mrs. Havisham and the unbridled passion that he feels for Estella. Pip realizes that due to the society-imposed caste system that he is trapped in, he will never be able to acquire Estella’s love working as a lowly blacksmith at the forge. The gloomy realizations that Pip is undergoing cause him to categorically despise everything about himself, feeling ashamed for the life he is living when illuminated by the throngs of the upper class. These feelings are summed up in Pip’s utter disgust and hatred for the character of Orlick. To Pip, Orlick represents everything that he abhors about himself. When Pip sees Orlick he envisions what awaits him in the future; being ensnared in a life that he couldn’t bear. Orlick, in actualization, is Pip without his high expectations. But there is a much deeper and ominous aspect of the relationship between Pip and Orlick. Dickens uses the character of Orlick to symbolize the darkside of Pip. Pip’s innermost primal feelings and desires are represented through Orlick’s actions, which Pip is ultimately responsible for. These actions ultimately lead to the downfall of both men. In the first scene where we see Pip and Orlick together, there is ... ...eration. It’s ironic that if only Pip had followed through with the original expectations that he had set for himself instead of the supposed greater expectations that he hoped for, he would have been better off. Works Cited and Consulted Bell, Vereen. "Understanding the Characters of Great Expectations." Victorian Newsletter 27 (1965): 21-24. Dickens, Charles. Great Expectations. Ed. Janice Carlisle. Boston: Bedford, St. Martin's, 1996. Rawlins, Jack P. "Great Expectations: Dickens and the Betrayal." Studies in English Literature, 1500-1900. 23 (1983): 667-683. Millhauser, Milton. "Great Expectations: The Downfall." Dickens Studies Annual 2 (1972): 267-276. Rosenberg, Edgar. "Last Words on Great Expectations." Dickens Studies Annual 9 (1981): 87- 107. Sucksmith, Harvey Peter. The Narrative Art of Charles Dickens. Oxford: Oxford UP, 1970.

Zeena and Mattie, portraits of antifeminist characters in Edith Whartons Ethan Frome

When she wrote Ethan Frome, Edith Wharton used her pen rather than her fist to reflect her feminist values. In the novel, Ethan Frome written by Edith Wharton, feminist ideals, principles, and problems are demonstrated in the societal dictations that shape the lives of the characters, the pitting of a woman against a woman, and Wharton's strangely antifeminist characters. Several societal concepts such as these combined to bring Mattie into the Frome household; the idea that a woman should not be allowed to work alone to support herself, the gap left in a home when there is no female figure to fill the domestic role or the female figure is incapable of fulfilling her role, as Zeena was unable to do. There were two jobs that needed to be done in Ethan's world: the first job, the job of the man, was being the monetary receiver, while the second job, the job of woman, was the idea that she should focus her attention on the domestic needs of the household. Because Zeena cannot fulfill her roles, Mattie was brought in, creating an unbalanced, and eventually disastrous, home life. Ultimately, Ethan, Zeena, and Mattie all suffer from the entrance of Mattie into the marital life of Ethan and Zeena. This suffering is a direct result of society's pressure on Mattie to rely on her family rather than herself. In Wharton's Ethan Frome, women took the lower position they were assigned and then fought against each other, accomplishing the men's idea of inferiority and subservience. By working against one another, Mattie and Zeena are working for men's expectations: that they will simply care for the man of the house, rely on him completely, while they have nothing of their own and nothing that they do simply for themselves. In the novel, Ethan spends all day working on the farm and bringing in the money to run the household. While he is gone, Mattie cooks his meals and does other household chores but is essentially just sitting around waiting for him to return. As a character, Zeena is strangely antifeminist due to her insistence on work being done for her because she believes that she is too weak of body and mind to do it herself. Zeena spends her days in bed, contributing nothing to improve her and Ethan's life together. This means that she is not only completely dependent on Ethan, but she is effectively hurting their livelihood by only taking, not giving anything to help them both. Feminists believe that women can do whatever work men can do equally well, so by relying on Ethan to do the work she has deemed herself incapable of doing, Zeena is flouting feminist principle. By needing, not just wanting, a man to take care of her, in the main body of the novel, Zeena is an antifeminist character. The other lady of Ethan Frome, Mattie, is also not who one would consider to be a strong, feminist character. Mattie relies on the charity of others to survive, and when that charity dries up; she believes she has no resources off of which to live. Crippled, querulous, damned, she is transformed into the proper inhabitant of Starkfield. As a person, Mattie is incomplete in herself: she has earned nothing in her life except for the love of a man who can never be hers. Edith Wharton created antifeminist characters and by having those characters fail, she is able to express her message of independence leading to happiness, something that none of her characters achieved. In the feminist view, women should all be working together, helping each other out, as they are working towards the same goals. Instead of striving towards similar goals or attempting to further the position of the other, Zeena and Mattie continually beat each other down, in that quiet, manipulative way that women often do. Mattie acquires the love of Zeena's husband, which causes Zeena to expel Mattie from her house and send her away. From a feminist perspective, Mattie and Zeena are fighting over that which they should be fighting against, not only society but also a man.

Free Essays on Accounting

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Because a financial accountant is employed by an individual company, she is considered a private accountant. Another type of accountant is a tax accountant. A tax accountant prepares yearly tax returns for individual clients. The accountants have to use constant data such as rates of pay and other information to determine the proper amount of taxes to be paid. These accountants have to take a class once a year to catch up on yearly changes in tax laws and regulations. If a tax accountant has met state experience requirements, she may want to take exams to become a Certified Public Accountant (CPA). A third type of accountant is an internal auditor. Auditors are sponsored by the Institute of Internal Auditors and work within an individual firm. The auditor reviews accounting and operating procedures used by a firm to make sure everything is being run properly. If things aren't being run properly, it is the auditor's job to find the problem and to try to rectify it. 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The destination i will be creating an advertisemen Essays

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An evaluation of the child protection frame work in England and Wales Essay

An evaluation of the child protection frame work in England and Wales from 2000 2014 - Essay Example This essay discusses that various developments have been achieved with regards to the child protection in England and Wales, a factor that has been attributed to the increased scrutiny of the child protection systems after the incident of Victoria Climbie, Baby P namely Peter Connelly and Daniel Pelka. Developments that have been undertaken regarding child protection in England and Wales include the 2010 initiative, in which the Secretary of State for Education in England asked Professor Eileen Munro to undertake an objective and independent review regarding the state of child protection in England. The Social Work Task force preceded the Munro review, which was mandated with the task of advising the Government on the best strategies that could be adopted in order to effectively reform the entire social work profession in England. The Munro review concluded that the child protection system in England was characterized with high levels of direction and bureaucracy and that there was a dire need to create a balance between professional judgment and prescription. Moreover, the report findings were biased towards the development of framework that could enable professionals working with children protection to remain focussed. The above analysis portrays a major gap and shortcomings regarding the various problems that needed to be addressed in order to enhance effective child protection framework. The limitations depicted in child protection range from inadequacies in legal policies to protect children as well as the policy regulation on how Child Professional, Doctors and Parents can help reduce the level of child abuse and deaths in England and Wales.

What is Liberal Essay Example | Topics and Well Written Essays - 1000 words

What is Liberal - Essay Example The distinction between conservative and liberal economics is, at the most basic level, the distinction between a belief in the advantageousness of government involvement and a belief in the advantageousness of free market capitalism. Friedman, of course, was one of the most vociferous advocates for a free market, as he showed in Capitalism and Freedom. However, the essence of Friedman’s Capitalism and Freedom was advocacy of capitalism in a liberal society, where a liberal society refers to a society that does not restrict individual liberties. In contrast, the conservative society is one that does limit individual liberties based on tradition and social values. With that, Friedman cannot be accurately called â€Å"conservative†, since his profoundly libertarian political viewpoints contradict the essence of the conservative establishment. When Friedman called himself a â€Å"liberal† in the John Stuart Mill sense of the term, what he was referring to was a tradition known today as â€Å"classical liberalism†. The use of the word â€Å"classical† before the term refers to a commitment to individual freedoms both in the economic and social sense. Classical liberals believed in laissez faire capitalism and the liberal ideology. John Stewart Mill, as an ethicist and political philosopher, was liberal in his ethics and conservative in his economic views, which today meant he was a â€Å"classical liberal† and a libertarian. Mill believed the government should not be allowed to restrict the freedoms of its citizens under any circumstance, and this is the sense in which Friedman refers to Mill and places himself in his tradition. In Capitalism and Freedom, Friedman writes, â€Å"Political freedom means the absence of coercion of a man by his fellow men. The fundamental threat to freedom is power to coerce, be it in the hands of a monarch, a dictator, an oligarchy, or a momentary