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Analysing Power in Language: A practical guide (Hardback)
  • Analysing Power in Language: A practical guide (Hardback)

Analysing Power in Language: A practical guide (Hardback)

Hardback 212 Pages / Published: 15/01/2014
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Analysing Power in Language introduces students to a range of analytical techniques for the critical study of texts.Each section of the book provides an in-depth presentation of a different method of analysis with worked examples and texts for students to analyse and discuss. Answer keys are also provided for the analyses.
Taking text analysis as the first step in discourse analysis, Analysing Power in Language:

Explores the relationship between the goals of discourse, the social positions of the speakers, the contexts in which they are produced, the audience for which they are intended and the language features chosen Presents a powerful approach to text analysis that reveals the links between language usage and a community's assumptions, convictions, and understandingsIdentifies a range of power types, appropriate to different contexts Explains and illustrates a social approach to text analysis with important linguistic concepts woven in seamlessly with examples of discourseOffers concrete guidance in text and discourse analysis with carefully crafted examples and fully illustrated explanations.

Incisive and thought-provoking yet also accessible, Analysing Power in Language will be essential reading for advanced undergraduate, postgraduate and research students studying discourse analysis.

Publisher: Taylor & Francis Ltd
ISBN: 9780415666312
Number of pages: 212
Weight: 476 g
Dimensions: 235 x 159 x 20 mm


"A rare gem indeed: an accessible introduction to Systemic Functional Linguistics, built on solid theoretical foundations, and yet giving hands-on advice on practical text analysis. Written in a clear and engaging style, the book builds a bridge from text to discourse, and shows readers how to cross it."
Gerlinde Mautner, Vienna University of Economics and Business, Austria

""Tom Bartlett's book is a terrific new 'how-to' guide for apprentice discourse analysts. While ambitious in its coverage of linguistic concepts, it remains grounded through diverse and useful exercises for students needing to move from text analysis to the interpretation of the 'magical properties' of language in social context."
Annabelle Lukin, Macquarie University, Australia

"Through an exploration of the contexts and wordings of the speeches of contemporary political, religious and cultural figures, and others, Bartlett presents an accessible framework for text analysis that leads to a critical analysis of discourses of power. His explanations and exercises are engaging and thought-provoking with helpful suggestions for exploring the background of the texts analysed and further reading."
Sheena Gardner, Coventry University, UK

"This book is an engaging, comprehensive and much-needed bridge between the analysis of the specific language used in texts and an understanding of their effects within the historical, cultural and social contexts in which they were produced. Tom Bartlett uses his well-practiced expertise in analysing text as 'gateways' to discourse to breathe life into linguistic analysis, drawing on many examples of real texts and incorporating exercises to scaffold readers into in-depth methods of text and discourse analysis. It is certain to become a treasured textbook for anyone teaching courses in rhetoric, discourse analysis, language studies or communication, and a highly welcome read for those wanting a greater understanding of the relationship between language and power."
Anne McCabe, Saint Louis University, Madrid, Spain

"This book will appeal to both novice and experienced discourse analysts in the academy. Whether learning or teaching discourse analysis, readers will appreciate the pedagogical features of the text. Readers are likely to be inspired by Bartlett's call to provide examples of minority voices making their voices heard by those who have power and control over their lives."
Rebecca Rogers and Kathryn O'Brien, College of Education, University of Missouri-St. Louis, USA in Discourse & Society 26(5)

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