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”