Discourse Analysis: Reading and Writing Assignment, University X

This assignment delves into the realm of discourse analysis, drawing upon the theories of Gee to explore the complexities of language, communication, and identity. The assignment examines the distinctions between primary and secondary discourses, highlighting the conflicts and tensions that can arise between them. It emphasizes the importance of understanding these dynamics to navigate social interactions effectively. The assignment also explores the role of linguistic devices and metaknowledge in conveying ideological messages and fostering social change. By analyzing the interplay between language, social practices, and individual identities, this assignment provides valuable insights into the ways in which discourses shape our understanding of the world and influence our interactions with others. The assignment also discusses how to address the conflicts and tensions that can arise between primary and secondary discourses, emphasizing the importance of critical analysis and awareness of these dynamics.

Running Head: ENGLISH 1
Discourse -Reading and Writing
Droughts
Name of University

ENGLISH 2
Introduction
Gee draws attention to conflicts and tensions between discourses as different discourses
have diverse values, beliefs, attitudes, and language use (Gee, 1989). A discourse is a kind of
identity kit, and one acquires a specific discourse thorough a second language acquisition or a
social situation. Secondary discourses develop as one grows and extends his social sphere and
interactions.
As tension and conflict can develop between the primary and secondary discourses or the
dominant and non-dominant discourses, it is essential to know how to navigate through them
successfully as they can interfere with each other. Gee points out that it is essential to focus on
the functioning of linguistics within the language in different discourses as the linguists interfere
and influence with each other. However, it is not easy, as discourses are not acquired consciously
(Gee, 1989). These discourses cannot be taught, and each one of us acquires a primary discourse
during the early socialization in our life in our native community.
In order to overcome the conflicts and tensions, there is a need to develop a method of
analyzing the nature of communication and understanding in talk and texts. Different discourses
as they filter from public to private life communicate the behaviors, the mode of interactions, and
various beliefs and thoughts that are related to particular identities. According to Gee (1989),
academic, social practices must be encouraged within the classrooms to encourage ideological
message in the literary devices and form and structure of language. As it is not possible for
accurate acquisition to take place, mushfake discourses are possible (Gee, 1989). Mushfake
resistance and metaknowledge are an excellent combination to overcome the conflicts and
tensions and bring a successful social change. Sympathetic linguistic devices and partial

ENGLISH 3
acquisition coupled with metaknowledge can work in harmony with human emotions and send
the ideological message. Incorporation of specific values and attitudes shared by dominant
discourses can be filtered from the secondary discourse to the primary one.

ENGLISH 4
References
Gee, J.P. (1989). Literacy, Discourse and Linguistics. Journal of Education, 71(1), 274 – 295