Discourse Analysis a Resource Book for Students Wr
Discourse Analysis a Resource Book for Students Wr
Jones, Rodney H. (2012). Discourse Analysis: A Resource Book for Students. London &
New York: Routledge. 229 pages
and applied linguists Henry Widdowson and James Paul Gee. A section from
Halliday and Hasan’s Cohesion in English and one from psychologist David Ru-
melhart on story schema are included. Other classics in this section are from
John Swales and Vijay K. Bhatia (genre analysis), Norman Fairclough (intertex-
tuality), James Paul Gee (ideology), John Austin (speech acts), Emanuel Sche-
gloff and Harvey Sacks (conversation analysis), Deborah Tannen and Cynthia
Wallat (frame analysis), Dell Hymes and Muriel Saville-Troike (ethnography
of communication), Ron Scollon (nexis analysis), Gunther Kress and Theo
van Leeuwen (visual design), Sigrid Norris (multimodality) and Paul Baker
and Tony McEnery (corpus-assisted discourse analysis) Students are guided
through these short excerpts of original works with commentary from Jones
and discussion questions after each piece.
The book also contains a list of further readings for each of the ten strands
in addition to an extensive list of references. There are both an “Author Index”
and a “Glossarial Index,” but they appear to have been completed in haste and
are not as thorough as one might desire. The book has a very useful companion
website with extra resources for teachers and students. https://routledgetext
books.com/textbooks/_author/9780415610001-jones/.
This book has many strengths, especially when used in the hands of an in-
structor conversant in the many approaches to the analysis of discourse who
can guide students from the introductory section to the extended readings in
the last section. The author’s preferences for mediated discourse and espe-
cially for Scollon and Scollon’s nexis analysis is apparent, though of all of the
approaches covered in the book, this one is the least transparent. The unusual
cyclical format allows the possibility to use the book in a non-linear fashion,
and indeed, given the uneven coverage of the various strands, the sometimes
unexpected ordering of strands within sections and the occasional lack of
transitions between strands, the instructor may well choose to do so.