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ENGL 2300: Interpreting Discourse: Home

This guide will help you locate background information and conduct discourse analysis.

Discourse Analysis

Several tools exist for analyzing text for trends and themes. Below are just a few examples.

Note: these will not do a discourse analysis for you! These merely provide ways to look for trends in a text to aide you in your own analysis.

Citation Help

Finding Corpora

For more information on how to find particular transcripts, video, and audio, reach out to me! You can also visit the guide below and click on the Transcripts & Video tab in the navigation pane for tips on best use of these resources.

Some other strategies for building a corpus include going through a specific Twitter tag, going through YouTube comments, etc.

You can search the Libraries' catalog for ebooks to look for literature to analyze.

Many of our primary source databases also allow for content analysis through full-text, machine-readable scans of archival material. Below are just a few examples, but if you want other suggestions or tips on how to use them, please let me know!

Humanities & Social Sciences Librarian

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Brittany O'Neill
she/her/Ms.
Contact:
141 LSU Library
578-6380

Evaluating Information


Evaluating Information with the ACT UP Method

In order to be responsible cultural producers of information (as opposed to being cultural consumers), we need to think critically about the resources we are using and citing in our projects. It is no longer enough to just say a resource is peer-reviewed or scholarly. We are now aware of the institutionalized oppressions that exist in the publication and dissemination of information. By definition, ACT UP means to act in a way that is different from normal. We know that normal usually means the patriarchy and the systemic oppression of people of color and other marginalized groups' contributions to the conversation. To ACT UP, means to actively engage in dismantling oppressions and acting upwards to create a more socially just system.


Author

Who wrote it?

  • What do you know about the author(s)?
  • Is the author qualified to speak on the topic?
  • What are their credentials?
  • Can you Google the author?
  • Find a LinkedIn page?
  • Anything else they wrote?
  • If you're looking at a website, is there an "About Us" section of the website?

Domain name?

  • .edu, .org, .gov are sometimes more reliable than .com and .net

  • Be wary of domain names that have the word 'blogger' or 'wordpress' in the address as they indicate personal blogs. 

  • Pay attention to ".com.co". This usually indicates it is a fake site pretending to be a legitimate news site of the same name.

  • But, remember some domain names might be country specific like .ca for Canada.

Currency

How current is this resource?

  • When was this resource written?
  • When was it published?
  • Does this resource fit into the currency of your topic? Do you need up-to-date current information?

Truth

How accurate/true is this information?

  • Does the language of the source contain words to evoke an emotional response?
  • Are there typos and spelling mistakes?
  • Can you verify any of the claims in other sources?
  • Dig deep! Verify the claims in multiple sources.
  • Here's some truth: just because you found something from a reputable site, doesn't mean the resource cannot contain shoddy research, misinformation, or false claims.

 

Unbiased

Is the information presented to sway the audience to a particular point of view?

  • Resources unless otherwise stated should be impartial.
  • Remember, bias is not always a bad thing as long as the source is explicit about their bias and agenda.
  • Keep in mind that Google's "personalization" can bias your results. Keep filter bubbles in mind!
  • Is there a conflict of interest? See if you can find out who funded the research. The funders might have a vested interest in the outcome of the research.
  • What about confirmation bias? Does this affect the way you search and choose resources?

 

Privilege

Check the privilege of the author(s).

  • There is privilege in publishing whereby mostly white men have the opportunity to publish their research.
  • Why is this research present in the database?
  • Are they the only folks that might write or publish on this topic?
  • Who is missing in this conversation?
  • Critically evaluate the subject terms associated with each resource you found. How are they described?
  • What are the inherent biases of the publishing industry and library classification systems?
  • The more you investigate, the more power you have to dismantle systems of oppression.

 

The ACT UP Method was developed by Dawn Stahura at Simmons College.

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