Patterns and Meanings in Discourse : Theory and Practice in Corpus-assisted Discourse Studies (CADS).

Patterns and Meanings in Discourse -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Introduction -- 0.1 Discourse and discourse analysis -- 0.2 Corpus linguistics -- 0.2.1 What it is and what it does -- 0.2.2 Quantity, frequency, comparison and recurrence (or patterning) -- 0.2.3 Serendipity -- 0.3 Corpus-assisted discourse studies or CADS -- 0.3.1 Definition and aims -- 0.3.2 A comparison between traditional corpus linguistics and CADS -- 0.4 The corpora and tools for analysing corpora -- 0.4.1 The corpora -- 0.4.2 Corpus annotation -- 0.4.3 Tools for analysing corpora -- 0.5 Guide to the contents of this book -- The two principles of discourse organisation -- 1.1 Introduction -- 1.2 Grammatical organisation -- 1.2.1 Open choice -- 1.2.2 The idiom principle and coselection -- 1.2.3 Issues with idioms -- 1.3 Script theory -- 1.3.1 Learning and memory -- 1.3.2 Understanding discourse -- 1.4 Inductive knowledge-driven reasoning -- 1.4.1 Needs, goals and plans -- 1.5 Parallels -- 1.5.1 Open choice and logical induction: Rule-driven behaviour -- 1.5.2 The idiom and the script principles: Lexical priming -- 1.6 Conclusion -- Evaluation in discourse communication -- 2.1 For good and for bad, for better and for worse -- 2.2 Point of view -- 2.3 Evaluation working in discourse -- 2.4 Categories of evaluative lexis -- 2.5 Note: The evaluator and evaluative voices -- 2.6 Evaluation and cohesion -- evaluative consistency or harmony -- 2.7 Evaluative prosody -- 2.8 Embedding and nesting -- 2.9 Conclusion -- Suggestions for further Research -- Evaluation and control -- 3.1 Control: The linguistic unit -- 3.2 Control and power relations -- 3.3 The control feature and evaluative prosody: Examples -- 3.3.1 Set in -- 3.3.2 Sit through -- 3.3.3 Undergo -- 3.3.4 Budge -- 3.3.5 Persistence/Persistent -- 3.3.6 Break out.

3.3.7 Outbreak -- 3.3.8 End up -- 3.3.9 Cause -- 3.3.10 Fuel -- 3.3.11 Fickle and flexible -- 3.3.12 Orchestrate -- 3.3.13 True feelings -- 3.4 Conclusions -- Investigating Rhetoric in Discourse 1 -- Utterance irony -- 4.1 Irony explicit and implicit -- 4.2 Suitability of data -- 4.3 Case study 1: Explicit irony -- 4.3.1 What is irony? Ask the people -- 4.3.2 The evaluator -- 4.3.3 Reversal of evaluation -- 4.4 Case study 2: Implicit irony -- 4.4.1 Using corpus techniques to find episodes of implicit irony -- 4.4.2 Reversal of evaluation in implicit irony -- 4.4.3 Verisimilar ironies: Litotes -- 4.4.4 Irony in questions -- 4.5 Conclusions on explicit and implicit irony -- Phrasal irony -- 4.6 Case study 3: The form, function and exploitation of phrasal irony -- 4.7 Evaluative clash with the phrase -- 4.8 Evaluative oxymoron -- 4.9 Substitution by evaluative opposite in well-known phrases -- 4.10 The "popularisation" of the ironic usage of a phrase -- 4.11 Replacing an expected negative element of the template with something positive -- 4.12 Replacing an expected positive element of the template with something negative -- 4.13 How such ironic uses become popular -- 4.14 A final twist: When is evaluative reversal ironic clash and when simply a counter-instance? -- 4.15 Ratio, inherent hyperbole, critical intent -- 4.16 Conclusions on phrasal irony -- Suggestions for further research -- Explicit irony -- Implicit irony -- Phrasal irony -- Investigating rhetoric in discourse 2 -- 5.1 Corpus linguistics and metaphor: Methodologies -- 5.2 Corpus linguistics and metaphor: Challenges and potential pitfalls -- 5.3 Case study 1: Metaphors of anti-Americanism -- 5.3.1 Why analyse metaphor in this context? -- 5.3.2 Corpora and Methodology -- 5.3.3 Results -- Anti-Americanism is a sea -- Anti-Americanism is disease -- Anti-Americanism is Flammable.

Anti-Americanism is crime -- Other metaphors of anti-Americanism -- 5.3.4 Conclusions to case-study 1 -- 5.4 Case study 2: Metaphor and humour in review articles -- 5.4.1 Metaphors and meaning potential -- 5.4.2 Humour and metaphor resources -- 5.4.3 Figurative language as part of the humorous style -- 5.4.4 Incongruous comparison -- 5.4.5 Intensification and hyperbole -- 5.5 Conclusions -- Suggestions for further reading -- Suggestions for further research -- Corpus-assisted stylistics -- 6.1 The comic prose of P.G. Wodehouse -- 6.2 The corpora -- 6.3 Formality - informality -- 6.4 Hyperbole and litotes -- 6.5 Playing with degrees of precision -- 6.6 Colourful imagery -- 6.7 Playing with co-occurrence -- 6.8 Conclusion -- Appendix: The contents of the three literary corpora -- PGW -- Anchor 83 -- Humour -- Cross-linguistic discourse analysis -- 7.1 Cross-cultural/cross-linguistic CADS -- 7.1.1 Previous research -- 7.1.2 What methodological challenges might the researcher face? -- 7.2 Representation of migrants in the Italian and UK press -- 7.3 Corpora -- 7.4 Racism and xenophobia -- 7.4.1 Racism -- 7.4.2 Xenophobia -- 7.5 RASIM and ICES geographical identities: Frequencies -- 7.5.1 UK data -- 7.5.2 Italian data -- 7.6 Conclusions -- Suggestions for further research -- Interactive spoken discourse 1 -- 8.1 Introduction and review -- 8.2 The grammar of spoken discourse: Is it distinct from most forms of writing? -- 8.3 Studying institutional adversarial talk -- 8.4 White House press briefings -- 8.5 The Hutton Inquiry -- 8.6 Similarities and differences between the two discourse types -- 8.7 Asserting the administration's message, imposing primings in briefings -- 8.8 Repeated messages and forced primings in Hutton respondents' discourse -- 8.8.1 Impersonal constructions -- 8.8.2 Key nouns: Vagueness in reference -- Suggestions for further research.

Interactive spoken discourse 2 -- 9.1 Overview of corpus linguistics and (im)politeness -- 9.2 A case study: When "politeness" is not being polite -- 9.2.1 Introduction -- 9.2.2 Negative politeness -- 9.2.3 The discourse context -- 9.2.4 The corpora and corpus interrogation tools -- 9.2.5 Identifying impoliteness -- 9.2.6 Looking for meta-pragmatic comment -- 9.2.7 Looking for shifts from transactional to interactional mode -- 9.2.8 Two illustrative markers of negative politeness -- 9.2.8.1 With (*) respect -- 9.2.8.2 Vocatives -- 9.2.9 Mock politeness -- 9.3 Conclusions -- Suggestions for further research -- Modern diachronic corpus-assisted discourse studies (MD-CADS) 1 -- 10.1 Comparing the 1993, 2005 and 2010 corpora: Corpus wordlists and keywords -- 10.2 The methodology of set identification: Evaluative lexical keywords -- 10.3 Language in the press: Patterns in the keywords list -- 10.4 Informalisation -- 10.5 Language in the press: Hyperbolic evaluation -- 10.6 The keyword sets -- 10.6.1 Hyperbole and extremes in evaluation in the keywords -- 10.6.1.1 Size and ranking and relative importance -- 10.6.1.2 Positive and amplified evaluation -- 10.6.1.3 Intensification and emphasis -- 10.6.2 Vagueness -- 10.6.3 Vague and informal evaluative lexis -- 10.7 Evaluative meanings in the keywords and diachronic conclusions -- Modern diachronic corpus-assisted discourse studies (MD-CADS) 2 -- 11.1 Antisemitism: The longest hatred -- 11.1.1 The statistical consistency of discourses around antisemitism -- 11.1.2 A working definition of antisemitism -- 11.1.3 Averral and attribution -- 11.1.4 Methodology -- 11.1.5 Blending stretches containing duplicated text -- 11.1.6 When not to remove duplicated text -- 11.1.7 The procedure we adopted -- 11.1.8 Looking for similarities across the datasets -- 11.1.9 Discourses on antisemitism in AS93.

11.1.10 Discourses on antisemitism in 2005, 2009 and 2010 -- 11.1.11 The pe rpetrators -- 11.1.12 "The global Jewish conspiracy" -- 11.1.13 Differences in focus of the three newspapers -- 11.1.14 Discussion and conclusions on antisemitism -- 11.2 Case study 2: Girls and boys in the UK press -- 11.2.1 Why search for similarity? -- 11.2.2 Classic ways of searching for difference in corpus linguistics -- 11.2.3 Ways of searching for similarity -- 11.2.3.1 Word comparison -- 11.3.2.2 Consistency analysis -- 11.3.2.3 Key keywords -- 11.2.3.4 Consistent (or wide-distribution) collocates -- 11.2.3.5 Lockwords -- 11.2.3.6 Alternative keyword calculations -- 11.2.4 Previous research into the use of gender terms -- 11.2.5 Data analysis -- 11.2.5.1 C-collocates -- 11.2.5.2 Word Sketches -- 11.2.5.3 Thesaurus -- 11.2.5.4 C-clusters/c-ngrams -- 11.2.6 Discussion and conclusions on girl/s and boy/s -- 11.3 Conclusion -- Suggestions for further research -- Conclusion -- 12.1 CADS and discourse theories -- 12.1.1 Discourse organisation and the idiom/open choice principles -- 12.1.2 Lexical priming -- 12.1.3 Evaluation -- 12.2 The eclecticism of CADS research -- 12.3 Corpus-assisted discourse studies: More than the sum of discourse analysis + computing -- 12.3.1 Adding value to discourse analysis: Keeping us honest and the "culture of the counterexample" -- 12.3.2 Actively looking for counterexamples -- 12.4 CADS from research to the teaching of discourse analysis -- Appendix -- 1. Corpus compilation -- 1.1 BootCaT (Chapter 9) -- 2. Annotation and interrogation -- 2.1 UAM Corpus Tool (Chapter 7) -- 3. Mark up -- 4. Corpus interrogation -- 4.1 AntConc (Chapter 9) -- 4.2 Concgram (Chapter 5) -- 4.3 Sketch Engine (Chapters 7) -- 4.4 Wordsmith Tools (Chapters 4, 5, 6, 7, 9) -- 4.5 Wmatrix facilities (Chapter 5).

5. Publicly available corpora which are referred to in the book (alphabetical order).