EDG 7931:

Discourse Analysis
in Education
T 5-7:45pm EDU 402; 1-4 credit hours
Dr. Michael Sherry
mbsherry@usf.edu
(734)255-3241
Office hours (EDU 302X):
T&W 2-4 and by appointment

The College of Education CAREs

The College of Education is dedicated to the ideals of Collaboration,
Academic Excellence, Research, and Ethics/Diversity. These are key
tenets in the Conceptual Framework of the College of
Education. Competence in these ideals will provide candidates in
educator preparation programs with skills, knowledge, and
dispositions to be successful in the schools of today and tomorrow.
For more information on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/
ncate_visit_info_materials.html
Course Description: Course Goals/Assignments:
EDG 7931 is a doctoral research methodology course

Transcription and
that will prepare you to be a consumer, producer, and Analysis Practice
teacher of discourse analytic research. Discourse (10%X2 = 20%)

analysis includes both quantitative and qualitative Article Analysis
methodologies and is applied by education researchers Assignment
of all disciplines. This course will survey concepts and (10%X2 = 20%)

approaches and apply them to reading discourse
Book Group Lesson
analytic studies, to transcribing and analyzing discourse (20%)
data, and to teaching discourse analytic methods.

Research Proposal
Course Objectives: (40%)
1. Transcribe and analyze discourse data using
concepts/approaches from course readings (Please see
2. Evaluate discourse analytic research articles using assignment handouts
concepts/approaches from course readings for full descriptions)
3. Design and present a lesson on discourse analytic
concepts and approaches Grades in this course are based on a percent +/- scale.
4. Propose a research project that uses discourse Grading Scale Assignments not completed will
analytic concepts/approaches 94-100 A
receive an “F” unless you notify me in

90-93 A-

87-89 B+
advance and we agree upon a plan for
Course Outline: an “incomplete” or “I” grade. If you
84-86 B
Participants will apply weekly readings to transcription
80-83 B- would like to discuss your grade on an
and analysis of discourse data, to evaluation of
77-79 C+ assignment, please see me during
discourse research, to teaching of discourse 74-76 C
concepts/approaches, and to a research project office hours; some assignments can be
70-73 C-
proposal. 67-69 D+ revised for partial credit. No grade
64-66 D below C- will be accepted toward a
60-63 D- graduate degree.
0 - 59 F
Course Resources: Writing Studio
Texts (Required) The USF Writing Studio (2nd floor of the library) is an
• Discourse Theory and Practice (Wetherell et al., 2001) is excellent resource for writing assistance for writers of
available at the University Bookstore. any ability level at any stage of the writing process. As
Texts (Optional) you know, even good writers can benefit from peer
• Discourse Analysis (Gee, 1999/2005) review, and you might be interested simply in seeing
• Critical Discourse Analysis (Rogers, 2004) how they do it. I encourage you to make appointments
• Creating Conversations (Sawyer, 2001) at the Writing Studio early. The schedule often becomes
• Talking Voices (Tannen, 1989) very busy during the semester--making appointments
• Discourse Analysis Beyond the Speech Event (Wortham & early will assure that you get assistance and will give
Reyes, 2015) you deadlines for drafts.
NOTE: Other readings will be made available
electronically. You will also be expected to use the Attendance/Tardy policy:
university’s library databases (or others) to find
additional sources for your own research proposal. Our work together is important to me: it depends on us
being present in order to support and challenge each

Journals
The following is a selection of education research other as a community. As such, I ask that you respect
journals that publish discourse analyses: the following guidelines:


Critical Discourse Studies Linguistics & Education Except in emergencies, more than one
Discourse & Society Language in Education absence from this course will result in a
Journal of Linguistic Text & Talk lowering of your grade; more than two
Anthropology
absences will require you to repeat the
Language & Communication Written Communication

course. Arriving more than 10 minutes late
If you are interested in will be considered an absence, even if you
Discourse Analysis, please remain for the rest of the class (unless you
consider joining the Student have notified me ahead of time).
Organization for Qualitative
Methodologies (SOQM). Please contact Dr. Julie Dell- Please remember to turn off cell phones and other
Jones or faculty advisor Dr. Jenni Wolgemuth electronic devices that might make it harder for you or
(jrwolgemuth@usf.edu) for details. your classmates to be “present” during class; failure to
do this may result in a lowering of your grade.
Department/University Policies: Observing a Major Religious Holiday:
Students who anticipate the necessity of being absent from class
Academic Integrity: due to the observation of a major religious observance must
Academic dishonesty is defined in this course as: provide notice of the date(s) to the instructor, in writing, by the
• Cheating - using or attempting to use materials, information, second class meeting.
notes, study aids, or other assistance in any type of
examination or evaluation which have not been authorized by Sexual Misconduct/Sexual Harassment Reporting
the instructor USF is committed to providing an environment free from sex
• Plagiarism - intentionally or carelessly presenting the work of discrimination, including sexual harassment and sexual violence
another as one’s own. It includes submitting an assignment (USF System Policy 0-004). The USF Center for Victim Advocacy
purporting to be the student’s original work which has wholly and Violence Prevention is a confidential resource where you can
or in part been created by another person. talk about incidents of sexual harassment and gender-based
• Fabrication - the use of invented, counterfeited, altered or crimes including sexual assault, stalking, and
forged information in assignments of any type including those domestic/relationship violence. This confidential resource can
activities done in conjunction with academic courses that help you without having to report your situation to either the
require students to be involved in out-of-classroom Office of Student Rights and Responsibilities (OSSR) or the Office
experiences. of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you
• Violations of Professional/Ethical Standards - Students who request that they make a report. Please be aware that in
participate in programs that include clinical practice or field- compliance with Title IX and under the USF System Policy,
based experiences are required to adhere to the ethical educators must report incidents of sexual harassment and
standards and/or code of conduct of the profession. gender-based crimes including sexual assault, stalking, and
Violations of the ethical standards and/or professional code domestic/relationship violence. If you disclose any of these
of conduct may be grounds for academic dismissal and/or situations in class, in papers, or to me personally, I am required to
termination from the program. report it to OSSR or DIEO for investigation. Contact the USF
Students who commit an act of academic dishonesty will receive Center for Victim Advocacy and Violence Prevention: (813) 974-
a 0.0 on the assignment or in the course. 5757.

Accommodations for Disabilities: Emergency Closures
Please come and talk to me during the first week of class—I want In the event of an emergency, it may be necessary for USF to
to accommodate you. Students in need of academic suspend normal operations. During this time, USF may opt to
accommodations for a disability may consult with Students with continue delivery of instruction through methods that include but
Disabilities Services (SVC 1133, 813.974.4309 or email sa-sds- are not limited to: Blackboard, Skype, and email messaging
information@usf.edu) to arrange appropriate accommodations. and/or an alternate schedule. It’s the responsibility of the student
Students are required to give reasonable notice prior to to monitor Blackboard site for each class for course specific
requesting an accommodation. communication, and the main USF, College, and department
websites, emails, and MoBull messages for important general
information.
 W Date Lesson Assignments
Schedule: (subject to change; for more see CANVAS)
5 09/18 Discuss Read Discourse Theory & Practice (DTP):
W Date Lesson Assignments readings; • PART THREE: MINDS, SELVES AND
1 08/21 Syllabus; Read Discourse Theory & Practice (DTP): Transcriptio SENSE MAKING Editor's Introduction
assignments; • Introduction n & Analysis (Wetherell)
What is • PART ONE: Foundations and Building Practice • Unfolding Discourse Analysis Jonathan Potter
discourse? Blocks (Wetherell) (TAP)2 and (Wetherell)
What is • From Saussure to Critical Sociolinguistics: • Discursive, Rhetorical and Ideological
discourse The Turn Towards a Social View of Language Messages (Billig)
analysis? (Kress) • The Multivoicedness of Meaning (Wertsch)
• Wittgenstein and Austin (Potter)
• Goffman, Garfinkel and Conversation Prepare Book Group Lesson (BGL)2 for 09/25
Analysis (Heritage) 6 09/25 Discuss Read Discourse Theory & Practice (DTP):
2 08/28 Discuss Read Discourse Theory & Practice (DTP): readings; • Emotion (Edwards)
readings; • The Ethnography of Speaking: Sapir/Whorf, Book Group • Self-Narration in Social Life (Gergen)
Transcrip- Hymes and Moerman (Fitch) Lesson • Positioning: The Discursive Production of
tion & • Language, Struggle and Voice: The (BGL)2 Selves (Davies & Harre)
Analysis Bakhtin/Volosinov Writings (Maybin) • Gender Difference and the Production of
Models • Foucault: Power, Knowledge and Discourse Subjectivity (Hollway)
(Hall)
Write Article Analysis Assignment (AAA)1 for
Write Transcription & Analysis Practice (TAP)1 10/02
for 09/04
3 09/04 Discuss Read Discourse Theory & Practice (DTP): 7 10/02 Discuss Read Discourse Theory & Practice (DTP):
readings; • PART TWO: SOCIAL INTERACTION readings; • PART FOUR: CULTURE AND SOCIAL
Transcrip- Editor's Introduction (Yates) Article RELATIONS Editor's Introduction
tion & • Footing (Goffman) Analysis (Wetherell)
Analysis • Lecture 1: Rules of Conversational Sequence Assignment • Social Semiotics (Hodge & Kress)
Practice (Sacks) (AAA)1 • Principles of Critical Discourse Analysis (Van
(TAP)1 • The Construction of 'Delicate' Objects in Dijk)
Counselling (Silverman) • Textualizing Global Politics (Shapiro)
Prepare Book Group Lesson (BGL)1 for 09/11 Prepare Book Group Lesson (BGL)3 for 10/09
4 09/11 Discuss Read Discourse Theory & Practice (DTP): 8 10/09 Discuss Read Discourse Theory & Practice (DTP):
readings; • Interethnic Communication (Gumperz) readings; • The Spectacle of the Other (Hall)
Book Group • The Relativity of Linguistic Strategies: Book Group • The Construction of an LD Student: A Case
Lesson Rethinking Power and Solidarity in Gender Lesson Study in the Politics of Representation
(BGL)1 and Dominance (Tannen) (BGL)3 (Mehan)
• Just Say No? The Use of Conversation • The Tavistock Programme: The Government
Analysis in Developing a Feminist of Subjectivity and Social Life (Miller &
Perspective on Sexual Refusal (Kitzinger & Rose)
Frith)
Write Article Analysis Assignment (AAA)2 for
Write Transcription & Analysis Practice (TAP)2 10/18
for 09/18
9 10/16 Discuss Read “Three Heuristics for Writing and Revising
readings; Qualitative Research Articles” (Lawrence, 2014)
Article
Analysis Prepare Book Group Lesson (BGL)4 for 10/23
Assignment
(AAA)2
10 10/23 Book Group Write Proposal Problem Statement & Literature
Lesson Review
(BGL)4

Writing
Problem/
Statement
& Literature
Review
11 10/30 Writing Write Proposal Theoretical Framework
Theoretical
Framework
12 11/06 Writing Write Proposal Methodology
Methodology Bring three copies of full proposal draft for peer
review
13 11/13 Proposal Peer Revise proposal draft and post to CANVAS for
review instructor feedback
14 11/20 No class – Revise proposal draft and post final version to
Reading Day CANVAS for 11/27
15 11/27 Share final Have a great winter break!
proposals;
Course
evaluations