This document discusses discourse modes and syntax. It describes dichotomies in language such as oral versus written, unplanned versus planned, informal versus formal, contextualized versus decontextualized, and BICS versus CALP. It analyzes features that distinguish planned and unplanned language, such as clausal organization, topic-comment structures, parallelism, and repair. The document also covers identifying involvement versus detachment in speech and writing and distinguishing BICS and CALP in language learners.

1. I 1c
Air Mail
DISCOURSE
Par Avion
DISCOURSE MODE AND SYNTAX
Presented by:
Ahmad Ahlan, S.Pd.
Kuntum Trilestari, S.Pd.
Discourse Analysis
Prof. Dr. Indawan Syahri, M.Pd.
Drs. Akhyar Burhan, M.Pd.

2. Introduction
 Describing language in terms of
dichotomies
 Oral versus Written
 Unplanned versus Planned
 Informal versus Formal
 Contextualized versus Decontextualized
 BICS versus CALP

3. Oral versus Written 01
WINTER
 Language for academic life
Template
 Oral  Written
e.q.
Student – Teacher
Speaking Writing
Listening Reading

4. Unplanned versus
Planned 02
 Spontaneous language
unplanned – revised – polished – planned

5. Contextualized versus
Decontextualized 03
 Contextualized  Decontextualized
 Oral  Written
 Context  Lexicon and
syntax
 Based on shared  Information is not
necessarily
share

6. Informal versus Formal 04
 Informal  Formal
 Oral  Written
 Unplanned  Planned

7. BICS versus CALP 05
 BICS  CALP
(Basic Interpersonal (Cognitive Academic
Communication Skills) Language Proficiency)
 Differs in some respects
from the others.
 All have the same goal
 Each serves as a
heuristic

8. Features of Planned and
unplanned language
 Ochs (1979) identified six features:
1. Clausal or phrasal versus sentential
organization
2. Left dislocation and topic-comment structures
3. Nextness
4. Parallelism
5. Repair
6. Conjoined versus embedded clauses

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1. Clausal or phrasal versus sentential organization
Unplanned Planned
P: take a tape recorder an+that y’just To solve writer’s block use a tape
punch+an:: y’work on the tape recorder as a partner. Tell the tape
recorder+an:: y’talk to the tape recorder what you want to write. Then
recorder. play back this messag. As you listen,
type out your message. Continue this
C: mmhmm
process until the block disappear.
P: and the other thing you you+when
y’wanna+when y’wanna
ask+that++just play a little of the
tape+n listen to yerself talk+an talk
back to it the second time+on the
typewriter

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2. Left dislocation and topic-comment structures
Unplanned Planned
1. Uh, about money, uh he has a darn 1. As for money, we don’t have
good job+makes good money. to worry because he has a
2. ...y’know, things with the kids, they good job.
need this, they need that. 2. ...and then there are the
3. OK, let’s say like vacation++well, children who need so many
y’know+I haven’t taken a things.
vacation+I can’t tell you how many 3. A vacation is one example of
years. what I would like to have..
4. John he’s like about twice my age. 4. John is about twice my age

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3. Nextness
Unplanned Planned
C: As I said+I can’t discuss-very C: There are very few things I can
few things can I discuss with discuss with him. When I try,
him++”I don’t want to talk he says that he doesn’t want to
about it”+he walks outta the talk about it and leaves the
room. room.
P: All you do when you trap P: Animals, when you try to trap
y’know an animal+they fight them, fight back. If you try to
back+that you lie+get angry+ trap a man, he will become
whatever. angry, say that you lie, and so
forth.

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4. Parallelism: phonological, lexical, and
syntactic
Poetry is the ultimate example of effective parallelism
(rhythm, rhyme, alliteration, and lexical, phrasal, and
syntactic parallelism).

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5. Repair
 In oral, repeating words or phrases is
one way to give some correction
(repair) for what the speaker has said.
 In written text such repairs are edited.

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6. Conjoined versus embedded clauses
 In some oral data, it is difficult to tell whether “and”
actually connects text or whether it serves some
other system need, such as holding a turn againts
interruption or continuing a turn when the
addresses does not pick up his or her turn.
 A planned written version would need to capture
5. REPAIR
these functions in some other way: The “and”
would probably be deleted, and subordinate or
embedded clause constructions would be used to
connect the clauses.

15. Features of involvement and detachment
Speech Writing
 Overlap, or  Literature shares
 Simultaneous  The goal

16. Features of involvement and
detachment
Involvement Detachment
Ritual side of communication: Types of complex structures
1. Concreteness and imageability 1. Relative clauses
2. Personal quality 2. Complement clauses
3. Relationships highlighted 3. Sequences of prepositional
4. Actions and agents phrases
emphasized 4. Nominalizations
5. Feelings and thoughts 5. Attributive adjectives
6. Hedge and aggravated signal 6. Passive voice
used 7. Subordinate conjunctions
7. Feedback signals checked and 8. Complex morphosyntax
repairs used where needed

17. Identifying BICS versus CALP
 BICS shows the learner’s basic
interpersonal communication skills
 CALP reflects the learner’s cognitive
academic language proficiency

18. Conclusion
 This chapter discuss about the use of language in term of
dichotomies of how to produce (speaking and writing) and accept
(listening and reading) language unplanned or planned.
 The terms of researchers, educators and sociolinguists, used in
describing language, actually have the same goal but there is
slightly difference based on the user understanding.
 In oral language, the context is being concerned rather than the
lexicon and syntax. While in written language, it shares literature
comprehensibly and certain goal to be caught by the reader.

19. Reference
Hatch, Evelyn. (1992). Discourse and
language education. Los Angeles:
Cambridge University Press