Friday, 20 May 2016

redraft of the lady pennington exam paper

These extracts taken from Lady Pennington’s letter represent the language used in the prestigious community people would associate themselves with. Her overly prestigious language portrays her personal power, which she uses for influencing her absent daughters.

Later on, her direct language would become effective for a published version of a book as it engages readers and also increases the sale ratings. The suggestion of a published version comes from my doubt in her language used, as the process of her writing seems strongly thought out and decreases the amount of personal speech needed to make a connection between herself and her daughters. Her language is direct, portraying the bold on record form, and adds a more of an impact on the connection made between herself and the readers (not for her daughters) in comparison to texts that wouldn’t include the second person plural ‘you’.

It seems there is a sub purpose to this letter with the usage of ‘him’, in-directing her words to her ex husband signifying it was made for him to read also. This creates doubt on the reasoning this was made, since after analysing, it comes across that it was written to be published for a wider audience to read given from the usage of indirect language, instead of being wrote purely for her daughters to take advice from.

She has accommodated her language to suit the readers, with slight comedy to entertain. The use of zoomorphism when she says ‘he is the most intractable of all animals’ creates imagery in the imperative, used to advise people to not marry a fool. However, it is unpredictable whether someone you were to marry would become a ‘fool’ or not, so this implies it is another substantial indirect to her husband describing the way she felt about him. She created empathy for herself adding slight vulnerability into her writing with the use of ‘therefore advise you scarce ever to meddle with any of them’ after explaining she has seen frequent instances. She also uses warnings, suggesting her daughters should listen and learn from her mistakes when writing the words ‘I can with great confidence advise’ perhaps implying she has made the mistake of marrying someone too wrong for her.


There are two differences presented in this extract, of the language used contrasted to today’s way of writing. One is the use of f’s instead of s’s. Using f’s became insignificant during the 19th century as it was proven that there were no change in pronunciation, it was also standardised when printing press came in for newspapers – becoming abandoned in printers and type founders in the mid 1790s. Hyper-correct grammars found in these extracts are another difference from our writing/language today, of the wrongly use of semi colons. The space in-between a word and the semi colon seem insignificant also, as it adds nothing to her writing. In comparison to the use of the semi colon in this day and age there isn’t much difference, but the hyper-correct grammar is slightly diverse. However, she did use brackets correctly creating comments that mimic conversation earnestness. 

Monday, 9 May 2016

LC

"Because children are sensitive to how they’re perceived, stigmatising their everyday speech can be harmful" - Stan Carey



for
  • Ongar Academy in Essex launched a project to discourage students from using words like ain’t, geezer, whatever, like, and literally
  • head teacher, David Grant, says that students’ dialect “may not favourably reflect on them when they attend college and job interviews”
  • Grant says that in Shakespeare’s anniversary year, we should “ensure the way the pupils talk gives a positive impression”
  • James Sledd once wrote: “To use slang is to deny allegiance to the existing order … by refusing even the words which represent convention and signal status.”
against
  • Michael Rosen points out, schools have been trying this for more than 100 years to no avail
  • James Sledd once wrote: “To use slang is to deny allegiance to the existing order … by refusing even the words which represent convention and signal status.”
  • Sociolinguist Julia Snell argues that “to learn and develop, children must participate actively in classroom discussion; they must think out loud, answer and ask questions”
  •  “children may simply remain silent in order to avoid the shame of speaking ‘incorrectly’, and miss the interactions crucial to learning”

Tuesday, 26 April 2016

revision targets for CLA and LC

Gender theories such as Tannen's vs theory, is what I need to revise more of as they can be applied to most texts. I need to remember the different theorists for CLA and LC, in order to make my writing in the exam become a higher standard. I also need to memorise having to write the GRAPE and revise terminology so I can analyse texts in more detail.


I will be writing everything I need to know down on a piece of paper, so that I can then spend time on each individual section of CLA and LC and focus on one bit at a time - I will write down in detail what each theory is or what the terminology words I need to know mean etc.


Revision cards
Revision notes
Read about every theorist relevant

Monday, 11 April 2016

standardization as a language change issue

https://prezi.com/imlh1dgypzho/samuel-johnsons-dictionary-and-its-contribution-to-the-standardisation-of-the-english-language/

Standardization can be associated with the issue of language change development; however Dr Johnson’s dictionary that was published in 1755, has increased the learning rates of vocabulary as the pedagogical instructions are clear and also socially prestige.


Monday, 14 March 2016

16.2 and 16.3 elevate

https://elevate.cambridge.org/elevate/Reader/viewer.aspx#book/151/Ch16_02


Language Change

Our language has been influenced by a variety of sources for years and years, and will continue to develop. It seems we are influenced by the product of years of invasion and settlement from Germanic tribes, Vikings and Norman French.
In the 18th century we borrowed language from Latin, Greek and around the world. Now in the 20th century we have used the influence of the media, technology, and travel.

Lexical Change

neologisms - new words
lexical change is frequent and noticeable
initialisms take the first letters of a series of words and pronounce each one

Prescriptivists are likely to resist to new forms
Descriptivists are likely to embrace and welcome change

Semantic change is an existing word gaining or losing a sense of meaning.

Tuesday, 8 March 2016

Prescriptive article analysis

Prescriptive grammar: a set of rules and examples dealing with the syntax and word structures of a language, usually intended as an aid to the learning of that language. Prescriptive grammar refers to the structure of a language as certain people think it should be used.


http://www.dailymail.co.uk/news/article-483511/I-h8-txt-msgs-How-texting-wrecking-language.html


I h8 txt msgs: How texting is wrecking our language. By John Humphrys, The Daily Mail


This article has different sections of how texting is changing our language in a negative way, and is explaining how disruptive it is how people are discarding the use of formal language because we are getting comfortable creating new words and shortening original words.

Monday, 29 February 2016

Language Change (revision).

http://www.theguardian.com/commentisfree/2014/may/06/language-fashion-weather-speak


Shariatmadari uses hyperlinks to add more information in his article, to express more than one technique and uses references to Simon Heffer to offer a wider range of reading for people who are interested in the idea that language is constantly changing. He uses fashion change as an example to compare it to language change. Stating in his article that people who wore boot cut jeans and said wicked in the 90s changed in the 2000s, as the jeans got tighter and people said sick instead, this shows that the prefix 'super' had stuck and expresses that the initial idea of either clothing or language is still being shown through the development of the idea.


Wine - Whine Merge
Merging phonemes was unacceptable in educated speech, however, until the late 18th century.


Simon Heffer