Showing papers on "Discourse analysis published in 2003"

Analysing Discourse: Textual Analysis for Social Research

Abstract: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Types of Exchange, Speech Functions, and Grammatical Mood Part 3: Discourses and Representations 7. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Styles 10. Modality and Evaluation 11. Conclusion

Reframing Public Policy: Discursive Politics and Deliberative Practices

Abstract: Introduction 1. Making Social Science Relevant: Policy Inquiry in Critical Perspective PUBLIC POLICY AND THE DISCURSIVE CONSTRUCTION OF REALITY 2. Constructing Policy Theory: Ideas and Discourse 3. Public Policy and Discourse Construct: Multiple Realities and Interpretative Understanding PUBLIC POLICY AND DISCURSIVE POLITICS 4. Public Policy and Discursive Analysis 5. Policy Discourse versus Advocacy Coalitions: Interpreting Policy Change and Learning DISCURSIVE POLICY INQUIRY: RESTITUTING EMPIRICAL ANALYSIS 6. Postempiricist Foundations: Social Constructionism and Practical Discourse 7. Interpreting Public Policy: Analytical and Methodological Perspectives 8. Public Policy as Narrative: Stories, Frames, and Metanarratives 9. The Argumentative Turn: Policy Analysis as Discursive Practice DELIBERATIVE GOVERNANCE 10. Citizens and Experts: Democratizing Policy Deliberations 11. The Deliberative Policy Analyst: Theoretical Issues and Practical Challenges

Logics of conversation

Abstract: Preface Acknowledgements 1 Motivations 2 Semantic models of discourse interpretation 3 Pragmatic models of discourse interpretation 4 The logical form of discourse 5 Building logical forms for discourse 6 The lexicon and discourse structure 7 Discourse relations for dialogue 8 Disputes in dialogue 9 Cognitive modelling 10 Some concluding remarks: A Objections and replies B Notation index C The semantics of DRT D Glossary of discourse relations E Summary of discourse update F Some proofs in the glue logic References Indexes

Multimodality, resemiotization: extending the analysis of discourse as multi-semiotic practice

Abstract: This article has the following two overarching aims First, it traces the development of multimodal discourse analysis and sets out its main descriptive and analytical parameters; in doing so, the article highlights the specific advantages which the multimodal approach has to offer and exemplifies its application The article also argues that the hierarchical arrangement of different semiotics (in the way common sense construes this) should not be lost from sight Second, and related to this last point, the article will advance a complementary perspective to that of multimodality: resemiotization Resemiotization is meant to provide the analytical means for (1) tracing how semiotics are translated from one into the other as social processes unfold, as well as for (2) asking why these semiotics (rather than others) are mobilized to do certain things at certain times The article draws on a variety of empirical data to exemplify these two perspectives on visual communication and analysis

Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse

Abstract: In the 1st-ever use of event-history analysis to investigate discourse processes quantitatively, this study recasts understanding of discourse in terms of the (a) antecedents and (b) consequences of discourse participant "moves" as they (c) affect the inertia of the discourse and accordingly structure unfolding discourse processes. The method is used to compute the probabilities of the effects of particular discourse moves on subsequent discourse patterns and to measure and systematically contrast static (macrosocial) and dynamic (microsocial) conditions prompting and sustaining dialogic discourse. Theoretically, the authors draw on Russian scholar Mikhail Bakhtin's epistemological distinctions between monologic and dialogic discourse to identify pedagogically rich sequences of teacher-student interaction as dialogic spells and discussion, which the authors' previous work has shown to contribute to achievement. Empirically, the authors examine data collected in hundreds of observations of more than 200 8t...

Feminism and Method: Ethnography, Discourse Analysis, and Activist Research

Abstract: Table of Contents preface acknowledgments Par t I: Introduction Chapter 1 Feminism and Method Chapter 2 Epistemology, Feminist Methodology, and the Politics of Method Part II: Standpoint Epistemologies, Reflective Practice, and Feminist Ethnography Chapter 3 Standpoint Analysis and Reflective Practice Chapter 4 The Insider/Outsider Debate: A Feminist Revisiting Chapter 5 Standpoint Epistemology: Explicating Multiple Dimensions Part III: Feminist Materialism, Discourse Analysis, and Policy Studies Chapter 6 Community Control: Mapping the Changing Context Chapter 7 The Gendered Social Contract: Constructing the "New Consensus" Part IV: Activism, Narrative, and Empowerment Chapter 8 Bringing Everyday Life to Policy Analysis Chapter 9 The Survivor Discourse: Narrative, Empowerment, and Resistance Chapter 10 Survivors Going Public: Reflections on the Limits of Participatory Research Part V: Conclusion Chapter 11 Negotiating the Politics of Method appendices notes references index

Sociolinguistic nostalgia and the authentication of identity

Abstract: Sociolinguistic nostalgia and the authentication of identity 1 Mary Bucholtz University of California, Santa Barbara INTRODUCTION Although sociolinguistics has become a fragmented ®eld since its initial broad conceptualization in the 1960s (e.g. Bright 1966; Gumperz and Hymes 1972), the now-divergent strands of sociolinguistic research continue to share a concern with something that has been called `real language.' Against the idealism of the Chomskyan paradigm, sociolinguistics positioned itself as an empirical discipline in which language was taken to mean the systematic use of language by social actors in social situations. I employ the term sociolinguistics here in its original wide reference to include not only the disparate quantitative and qualitative approaches that claim this name but also linguistic anthropo- logy, conversation analysis, and other socially and culturally oriented forms of discourse analysis. For despite the many di€erences that divided these research traditions, `real language' remains central to each. And although methods of data collection and analysis vary widely across these approaches, what is meant by real language (or by some more theoretically elaborated equivalent term) has remained for the most part remarkably consistent: real language ± that is, authentic language ± is language produced in authentic contexts by authentic speakers. For this reason, authenticity underwrites nearly every aspect of sociolinguis- tics, from our identi®cation of socially meaningful linguistic phenomena, to the de®nition of the social groups we study, to the methods we use to collect our data, to the theories we draw on in our analysis. Yet despite its pervasiveness in the ®eld, this pivotal concept is rarely a topic of investigation in its own right. In addition, because researchers frequently assume some notion of authenticity in the sociolinguistic study of identity, the latter concept too remains theoretically underdeveloped within sociolinguistics. In the following discussion, I consider the sociolinguistic investment in authenticity as an implicit theory of identity. I then explore the original reasons for this investment and discuss some of the problems and limitations associated with it in the current context of socio- linguistic research. Finally, I o€er an alternative vision for the sociolinguistic study of authenticity ± one that, rather than presupposing the authentic as an # Blackwell Publishing Ltd. 2003

Qualitative educational research in action : doing and reflecting

Abstract: 1 The case for students' accounts of qualitative educational research in action Thomas A O'Donoghue & Keith E Punch 2 Grounded theory illuminates interpersonal relationships: an educator's perspective Elizabeth Tuettemann 3 Reflecting on the value and use of the edited topical life history: a research approach Beverley Ward 4 Phenomenology: the quest for meaning Lisa Catherine Ehrich 5 Methodological framings for a policy trajectory study Lesley Vidovich 6 Reflections on a qualitative investigation of critical literacies and the teaching of English Peter Stewart & Marnie O'Niell 7 Meaning and method: using metaphors in qualitative research Helen Wildy 8 A research narrative: confronting the tensions of a methodological struggle Tania Aspland 9 Reflections on a social semiotic approach to discourse analysis in educational research Anne Chapman 10 The route less travelled: reflections on research for the Phd by publication Anthony Potts

Exploring the Color of Glass: Letters of Recommendation for Female and Male Medical Faculty:

Abstract: This study examines over 300 letters of recommendation for medical faculty at a large American medical school in the mid-1990s, using methods from corpus and discourse analysis, with the theoretica...

“Place‐Framing” as Place‐Making: Constituting a Neighborhood for Organizing and Activism

Abstract: This article uses social-movement theory to analyze how neighborhood organizations portray activism as grounded in a particular place and scale. I apply the concept of collective-action frames to a case study of four organizations in a single neighborhood in St. Paul, Minnesota. Using organizational documents such as annual reports, comprehensive plans, and flyers, I present a discourse analysis of the ways that organizations describe their goals and agenda. In particular, I assess the extent to which the organizations characterize the neighborhood in their justifications of organizational goals and actions. In order to legitimate their own agendas and empower community activism, neighborhood organizations foster a neighborhood identity that obscures social differences, such as ethnicity and class, among residents. They do so by describing the physical condition of the neighborhood and the daily life experiences of its residents. These “place-frames” constitute a motivating discourse for organiza...

Discourse in educational and social research

Abstract: Introducing discourse and educational research - The discourse of disgust: press engagements in the 'war' over standard English - Interrogating the discourse of home-school relations: the case of 'parents' evenings' - Taking a text apart: a discourse analysis of a polemical article - The fabrication of research - The threat of writing - Fabricating the self: metaphors of method in life-history interviews - The repulsion of theory: women writing research - The sudden laugh from nowhere: mimesis and illusion in art and research - Conclusion: deconstruction and educational research Appendices: Definitions of discourse: a sketchy overview - Standard English: chronology of policy events - Anatomy of a blaming sequence.

Discursive analytical strategies: Understanding Foucault, Koselleck, Laclau, Luhmann

Abstract: Introduction: from method to analytical strategy The discourse analysis of Michel Foucault Koselleck's history of concepts The discourse theory of Ernesto Laclau Niklas Luhmann's systems theory Hall of mirrors or a reservoir of analytical strategies.

El Análisis del discurso implica analizar: Crítica de seis atajos analíticos

Abstract: A number of ways of treating talk and textual data are identified which fall short of discourse analysis. They are: (1) under-analysis through summary; (2) under-analysis through taking sides; (3) under-analysis through over-quotation or through isolated quotation; (4) the circular identification of discourses and mental constructs; (5) false survey; and (6) analysis that consists in simply spotting features. We show, by applying each of these to an extract from a recorded interview, that none of them actually analyse the data. We hope that illustrating shortcomings in this way will encourage further development of rigorous discourse analysis in social psychology.

Conversation Analysis and Discourse Analysis: Methods or Paradigms?

Abstract: Both conversation analysis (inspired by ethnomethodology) and discourse analysis (of the kind proposed and practised by Potter and Wetherell) are usually treated as self-sufficient approaches to studying the social world, rather than as mere methods that can be combined with others. And there are two areas where their conflict with other approaches is clearest. First, they reject the attribution of substantive and distinctive psychosocial features to particular categories of actor as a means of explaining human behaviour. Second, they reject use of what the people they study say aboutthe world as a source of information that can ever be relied on for analytic purposes. These two negative commitments mark conversation analysis and discourse analysis off from almost all other kinds of social scientific research. In this article, I consider how sound the justifications are for these commitments. I conclude that they are not convincing and that neither approach should be treated as a self-sufficient paradigm.

Discourse Studies of Scientific Popularization: Questioning the Boundaries

Abstract: This article critiques the `dominant view' of the popularization of science that takes it as a one-way process of simplification, one in which scientific articles are the originals of knowledge that is then debased by translation for a public that is ignorant of such matters, a blank slate. Recent work is surveyed in several disciplines that questions the boundaries of scientific discourse and genres of popularization: who the actors are, how the discourses interact, what modes are involved, and what is communicated. Implications are drawn from these studies for discourse analysis.

A Study of Whole Classroom Mathematical Discourse and Teacher Change

Abstract: This article presents a comparison of the first 2 years of an experienced middle school mathematics teacher's efforts to change her classroom practice as a result of an intervening professional development program The teacher's intention was for her teaching to better reflect her vision of reform-based mathematics instruction We compared events from the 1st and 2nd year's whole class discussions within a multilevel framework that considered the flow of information and the nature of peer- and teacher-directed scaffolding Discourse analyses of classroom videos served both as an analytic tool for our study of whole classroom interactions, as well as a resource for promoting discussion and reflection during professional development meetings The results show that there was little change in the teacher's specific goals and beliefs in light of a self-evaluation of her Year 1 practices, but substantial changes in how she set out to enact those goals In Year 2, the teacher maintained a central, social scaffol

Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies

Abstract: The study set out to investigate the impact of the official endorsement of ‘interactive whole class teaching’ on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an ‘active teaching’ model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implica...

Linking Discourse and Space: Towards a Cultural Sociology of Space in Analysing Spatial Policy Discourses

Abstract: Summary. The aim of this paper is to explore how spatialities are ‘constructed’ in spatial policy discourses and to explore how these construction processes might be conceptualised and analysed. To do this, we discuss a theoretical and analytical framework for the discourse analysis of socio-spatial relations. Our approach follows the path emerging within planning research focusing on the relations between rationality and power, making use of discourse analytics and cultural theoretical approaches to articulate a cultural sociology of space. We draw on a variety of theoretical sources from critical geography to sociology to argue for a practice- and cultureoriented understanding of the spatiality of social life. The approach hinges on the dialectical relation between material practices and the symbolic meanings that social agents attach to their spatial environment. Socio-spatial relations are conceptualised in terms of their practical ‘workings’ and their symbolic ‘meaning’, played out at spatial scales from the body to the global—thus giving notion to an analysis of the ‘politics of scale’. The discourse analytical approach moves away from textually oriented approaches to explore the relations between language, space and power. In the paper, we use examples of the articulation of space in the emerging field of European spatial policy. It is shown how the new spatial policy discourse creates the conditions for a new set of spatial practices which shape European space, at the same time as it creates a new system of meaning about that space, based on the language and ideas of polycentricity and hypermobility.

Finding the WRITE stuff: automatic identification of discourse structure in student essays

Abstract: An essay-based discourse analysis system can help students improve their writing by identifying relevant essay-based discourse elements in their essays. Our discourse analysis software, which is embedded in Criterion, an online essay evaluation application, uses machine learning to identify discourse elements in student essays. The system makes decisions that exemplify how teachers perform this task. For instance, when grading student essays, teachers comment on the discourse structure. Teachers might explicitly state that the essay lacks a thesis statement or that an essay's single main idea has insufficient support. Training the systems to model this behavior requires human judges to annotate a data sample of student essays. The annotation schema reflects the highly structured discourse of genres such as persuasive writing. Our discourse analysis system uses a voting algorithm that takes into account the discourse labeling decisions of three independent systems.

Discursive Psychology: Between Method and Paradigm

Abstract: Hammersley (2003) criticizes a particular style of discourse research for developing as a distinct paradigm, yet lacking the coherence a paradigm would require. He suggests a range of problems in relation to constructionism, reflexivity and the ‘thin’ model of the human actor, and argues instead for methodological eclecticism in which discourse analytic methods are supplementary to alternatives. This commentary highlights a range of confusions and misunderstandings in this critique. In particular, it highlights the way discourse analytic work is connected to a range of theoretical notions, most fundamentally in its theorizing of discourse itself as a medium oriented to action. It identifies important sources of incoherence that can arise when mixing discourse analytic and more traditional methods. It reiterates the virtues of constructionism, particularly when considering the operation of descriptions, stresses the value of exploring (rather than ignoring) reflexive issues, and emphasizes the rich and nuanced approach to psychology that has been developed in this tradition.

How to Do Media and Cultural Studies

Abstract: Introduction PART ONE: THINKING, THEORY AND PRACTICE Chapter 1. How Do We Know Anything about Anything? What Is Knowledge? How Do You Build a Toaster? Four Ways of Knowing Ways of Knowing in Oral Cultures The Impact of Writing on Ways of Knowing Classical Epistemology and Rhetoric So, What Makes a Good Argument? The Modern Way: Seeing Is Believing and the Scientific Revolution The Revolution of the Structure of Scientific Revolutions The End of the Modern Post-Modern Ways of Knowing Chapter 2. Why Do We Do Media and Cultural Studies? Approaches to Media and Culture before Media Studies The Industrial Revolution, Modernity, Media and Culture The Twentieth Century The Payne Fund Studies 'Why We Fight': Propaganda and World War II The Frankfurt School Technological Determinism and the Social Shaping of Technology The French Influence and Cahiers du Cinema Mass Culture Debates in the 1950s The Founding of British Cultural Studies The 1960s and Cultural Studies in Academia The 1970s' Media Education Movement The Turn to the Reader Feminist Interventions Sexuality, the Body and Queer Theory Post-Colonialism, Identity, Race and Difference New Media, New Paradigms? PART TWO: METHODS OF ANALYSIS Chapter 3. Getting Started Getting Started Designing Your Research Question: Industry, Text or Audience? The Key Elements of a Research Question Writing Your Research Question Reviewing the Literature Writing Your Project Proposal Chapter 4. Researching Industries: Studying Institutions and Producers of Media and Culture What Are the Media and Cultural Industries? Studying the Media and Cultural Industries Four Methods for Researching the Media and Cultural Industries Archive Research Case Study: Paddy Scannell and David Cardiff, 1991 Case Study: Sue Arthur, 2009 Discourse Analysis Case Study: John T Caldwell, 2008 Case Study: Chrys Ingraham, 2008 Interviews Case Study: Jeremy Tunstall, 1993 Case Study: Stefan Haefliger, Peter Jager and Georg Von Krogh, 2010 Interviews About The Past Case Study: Stuart L Goosman, 2005 Ethnographic Research Case Study: Hortense Powdermaker, 1951 Case Study: Anthony Cawley, 2008 Methods and Approaches Discussed in this Chapter Chapter 5. Researching Texts: Approaches to Studying Media and Cultural Content How to Research Media and Cultural Content Semiotic analysis Case Study: Barthes, Roland, 1984 Case Study: Richard K Popp And Andrew L Mendelson, 2010 Case Study: Marcia A Morgado, 2007 Content Analysis Case Study: Glasgow Media News Group, 1976 Case Study: Jeffery P Dennis, 2009 Case Study: James Curran, 2000 Discourse Analysis Case Study: Kari Anden-Papadopoulos, 2009 Case Study: Alim, H Samy, Jooyoung Lee and Lauren Mason Carris, 2011 Typological Methods of Analysis Genre Study Case Study: Jane Feuer, 1982 Case Study: Jessica Ringrose And Valerie Walkerdine, 2008 Auteur Study Case Study: Thomas Elsaesser, 2011 Star Study Case Study: Richard Dyer, 1987 Comparison of Research Methods Discussed in this Chapter Chapter 6. Researching Audiences: Who Uses Media and Culture? How and Why? Methods Discussed in this Chapter Why Study Audiences? Researching Media Effects The Ethics of Audience Research Survey Research Case Study: Ien Ang, 1985 Case Study: Lisa M Tripp, 2010 Case Study: Andrea Millward Hargrave, 2000 Focus Groups Tim Healey and Karen Ross, 2002 Ethnography Case Study: Daniel Miller 2011 Oral History Case Study: Shaun Moores, 1988 Comparing Methods for Researching Audiences PART THREE: PRESENTING YOUR WORK Chapter 7. Getting Finished Criteria for Assessment Planning Your Work The Project Contents Style Matters Where to Go from Here Glossary

Narratives of Change: Discourse, Technology and Organization

Abstract: This article develops an understanding of organizational change predicated on the idea of organization as a performance or an effect, rather than a stable social structure. It uses the concept of ‘narratives of ordering’ to make sense of the processes that constitute organizations and the various mechanisms of ordering and organizing employed by organizational actors. It does so via a case study of change in a New Zealand hospital during a period of public sector reform. The ‘clinical leadership’ narrative introduced into the hospital at that time was simultaneously discursive in its appeal to economic notions of efficiency and enterprise, social in the development of new accountabilities and relationships within the organization, and material in its use of information technology. The contribution of the article lies in the theoretical approach used to analyse organizational change. This extends organizational discourse analysis by providing a more integrated treatment of change that accounts for the mate...

Telling Tales: What stories can teach us about racism

Abstract: This article examines the stories people from various racial groups tell about race and racism. It draws upon data from 106 transcribed interviews about race/racism with college educated adults who work in education and human service fields. The interview questions did not directly ask for stories, but respondents frequently told stories to illustrate or emphasize a point. This article focuses on those stories. The article begins with a discussion of the function of stories in culture and the way that historical and social positionality shape the stories we tell. Concepts from discourse analysis and critical race theory inform the analysis of the story data. Scott's (1990) theory of hidden and public transcripts offers a framework for differentiating stories that support mainstream views of and assumptions about race and racism from those counter-narratives which challenge the mainstream discourse. The article then provides a thematic presentation of counter-narrative stories, told predominantly by respon...

Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse

Abstract: This article begins with a review of the place of Hugh Mehan’s Learning Lessons in the development of the naturalistic study of classroom discourse studies, and especially the sequential analysis of naturally occurring classroom discourse. It then turns to the emergence of an alternative program for classroom discourse studies, in the particulars of critical discourse analysis. There we find a “formal–analytic” program for discourse studies. The middle section of the article takes up the characterization and the differences between these two programs through a critique of formal—and critical—studies of classroom discourse. The article then concludes with an analysis of a fourth-grade lesson on fractions, to suggest what the sequential analysis of naturally occurring classroom discourse may tell us about the work of instruction in the early grades. My aim throughout is to reaffirm the premise and program of naturalistic inquiry as the central innovation of classroom studies in the last 30 years.

From Doing Work to Talking Work: Renegotiating Knowing, Doing, and Identity

Abstract: This paper considers the ways in which work is changing in two very different sites: a gaming machine factory and a metropolitan teaching hospital. In addition, the paper explores the implications of these changes for our own work as researchers and discourse analysts. In comparing the hospital and the factory, and in relating these sites to academia, we aim to bring out commonalities between what is happening to workers in factory occupations and those who work as expert professionals. We will argue that, in the contemporary workplace, workers across a variety of sites are being confronted with having to renegotiate their knowing, their doing, and their worker identity. Drawing on empirical evidence, we focus on how factory employees deploy a team building device called 'Problem Solving Plus', and on how different clinicians co-formulate a multi-disciplinary 'Clinical Pathway', to demonstrate that these two phenomena represent discursive strategies that require both kinds of workers to produce discourse that goes outside the boundaries of their conventional worker habitus. As new discourse practices, these two phenomena are central to reconstituting occupational and professional work and knowledge, and to problematizing identity. The paper concludes that these strategies are part of a new textualization of work (Darville 1995; Jackson 2000), and represent what the might term the 'reflexivization' of worker identity.

On the discourse of satire

Abstract: This book advances a model for the analysis of contemporary satirical humour. Combining a range of theoretical frameworks in stylistics, pragmatics and discourse analysis, Simpson examines both the methods of textual composition and the strategies of interpretation for satire. Verbal irony is central to the model, in respect of which Simpson isolates three principal “ironic phases” that shape the uptake of satirical humour. Throughout the book, consistent emphasis is placed on satire’s status as a culturally situated discursive practice, while the categories of the model proposed are amply illustrated with textual examples. A notable feature of the book is a chapter on the legal implications of using satirical humour as a weapon of attack in the public domain. A book where Jonathan Swift meets Private Eye magazine, this entertaining and thought-provoking study will interest those working in stylistics, humorology, pragmatics and discourse analysis. It also has relevance for forensic discourse analysis, and for media, literary and cultural studies.

Tractable Morality. Customer discourses of bankers, veterinarians and charity workers.

Abstract: textEthical problems continually confront managers in the workplace, but how do they know what the “right” thing to do is? A manager’s world is more complicated than choosing between “doing well” and “doing good.” It is difficult enough to identify the ethical dimensions of their decisions in the first place, let alone consider the consequences of the various actions that might follow. Nor are scholars certain of how to research ethics within organizations. What terms and concepts are most useful? This thesis studies discourse theory to help both managers and academicians. Within discourse theory, language is seen as constitutive of reality. This has consequences for business ethics because, after all, how we look at the world and perceive facts determines how we value. The book’s three empirical studies of customer discourses of bankers, veterinarians and charity workers pose some intriguing questions while framing the discourse analyses. Does the Rabobank treat its customers the same way as its competitors? Do fundraisers and managers of charities define “customer” differently? How do veterinarians deal with conflicts of interest between animals and animal owners? The answers lie within.