N is for New Information

This is the first of a series of posts which I started on another blog, but decided to bring here. Blogging is great but too many blogs can spoil the post.  They are intended to introduce some basic concepts of Discourse Analysis and to illustrate them in a fun, if possible, way. 

 

Definition

New information is information that is assumed by the speaker not

  • to be known to or assumed by the addressee, or
  • previously established in the discourse.

Discussion

New information typically

  • is placed late in the sentence, and
  • has a high amount of stress placed on the words representing it.

Examples (English)

In the following exchange, the stressed words are new information:

A: Do you know where my SHOES are?
B: I put them in the CLOSET.

Source

http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsNewInformation.htm

 

Thinking Task

Here is the transcript from a clip from the  ”Yes, Prime Minister” TV series

It’s a series of aphorisms, which the PM delivers about British newspapers. Read through them and try to predict which parts of each utterance will be delivered with low stress (given information at that particular stage in the discourse) and which particular words will receive high/tonic/nunclear stress (New Information) 

 

Prime Minister:

“The Daily Mirror is read by people who think they run the country,

the Guardian is read by people who think they ought to run the country.

the Times is read by people who actually do run the country.

the Daily Mail is read by the wives of the people who run the country.

The Financial Times is read by people who own the country, 

the Morning Star is ready by people who think the country ought to be run by another country, 

and the Daily Telegraph is read by people who think it is.”

Second speaker:

“Well, Prime Minister, and what about the people who read the Sun?”

Third Speaker:

“The Sun readers don’t care who runs the country as long as she’s got big t***.”

 

Now Scroll down please to listen to how these lines were actually delivered – listen from 1:04


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Teaching the feature

I usually do this as a whole lesson on newspapers, part of which has to do with genre and features of different newspaper styles.

If you would like to use this in a lesson you might like to consider this procedure:

  1. Lead in with a brief chat about newspapers in the students’ native language. How many are there and what kind are they; what/who do they represent.  What paper do they read, if at all.
  2. Give them aphorisms above with names of papers blanked out – depending on the local culture you might wish to omit the last one with the asterisked bits.
  3. Ss read and decide which of their local papers fit the descriptions – they can insert the names and practice reading them aloud
  4. Ask them to decide which word(s) in each sentence receive(s) the highest, most prominent stress
  5. Ask them to practice-read aloud
  6. Then give them names of English newspapers and they can decide where they fit in
  7. Get them to listen to the video and fill in the names first then listen and mark the stress – check if they were right
  8. Last, ask them to read out their views of their own local papers and assign correct stress.

If you like, they can then add or change some of the aphorisms as they please.

This can be followed by more focused work on the lexical, grammatical and textual features of these papers.

 

 

Books on Discourse Analysis

Brown, G., & Yule, G., 1983, Discourse Analysis, Cambridge University Press

Johnstone, B., 2003, Discourse Analysis, Blackwell

McCarthy, M. 1991, Discourse Analysis for Language Teachers, Cambridge University Press

Partridge, B., 2006, Discourse Analysis – an Introduction,  Continuum International

Thornbury, S., 2005, Beyond the Sentence, Macmillan Education

 

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