Wednesday, 20 April 2016

Paper 2- section B

Layout:

1. at the start of your answer sate your audience.
2. You should represent your opinion as factual information 
3. It should be written in present tense
4. Refer to some theorists but not in too much detail
5. It should be a controlled style of writing and should be engaging for the reader from the start
6. You should add views, opinions and positions to a non-specialist audience.



Go to:
http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-7701-7702/assessment-resources
For possible exam responses and examiner commentary and feedback.



An example of a news article that could be related back to this- is: Yes, we are judged on our accents written by Hannah Jane Parkinson and featured in the guardian. 



I have altered how I speak to suit situations in the past, but I would never go full Eliza Doolittle and get rid of my Liverpool accent


If a Liverpudlian child had aspirations to be a doctor, would the fact that he or she pronounced doctor as if spelt with four cs and not one be a hindrance? Before even buying the Fisher Price stethoscope, should parents take a surgical scalpel to slice out extraneous consonants and sharpen sloppy vowels?
Esther McVey, the Liverpool-born employment minister, has said that people should not feel the need to “neutralise” their accents in order to get ahead in life.
In a culture as obsessed with class as Britain, it’s a perennial debate. We all know that Lincolnshire lass Margaret Thatcher rubbed out her accent. The Telegraph once presented actual evidence that Cherie Blair had undergone vocal coaching.
Does the taboo still exist? I too am from Liverpool, and the two most significant interviews I’ve had in life were for entrance to Oxford at 20, and the other to work at the Guardian. One was successful, the other less so (I’ll leave discerning readers to work out which was which).
Did I alter my accent during these interviews? At Oxford, I’m afraid to say I definitely did. Especially after the don suggested that as I was from Liverpool I had “come a long way”. I glowered at him and fired back that I lived just around the corner (I did), but I still felt like I’d been picked last for a game of fives.
As for the Guardian interview, well, there’s not much that is more intimidating than being interviewed by Alan Rusbridger. In that instance I was lucky just to get any words out at all.

I have never had a particularly strong Scouse accent, however – the result of a mother who was born an hour away from the city. However, this too can be a problem and has invited accusations of inauthenticity. In Liverpool I will be accused of being “posh” or mocked for saying “yah”. This happened in the girls’ football team I played with before I had even left the city, but it happens more often now as a returning Londoner.
There is also the matter of regional slang. I can go for months down south without uttering words I would frequently use in Liverpool, simply because people will not understand them. I would never say that something is “arlarse” down here, for example.
Words like “like”, used as an ellipsis, are even harder to shake. I’ve sort of replaced this with a Sloaney sounding “ohm” when I need to bide time, but it does sound as though I’m about to go into a Dharmic religious chant.
It’s not just a British thing, however. We may be more gripped than most, but I do remember my stilted Russian being mocked by sophisticated Muscovites. I had learned it in the southern city of Samara, so I basically sounded like a bumpkin.
So are McVey’s comments still pertinent? Yes, I think they are. I am grateful that my pronunciation can’t always be pinned down, and that my vowel sounds slide around like a calf on ice. And that wouldn’t be the case if I never felt as though I was being judged.
I would never go full Eliza Doolittle though, and dispel my Scouse accent completely, because I wouldn’t feel comfortable with fudging such an integral part of my identity (politicians with faux Estuary accents, take note).
Tomayto? Tomahto? I honestly don’t care. In fact, I don’t even really like tomatoes, however they’re pronounced. Let’s definitely call the whole thing off.

  • This article could be an example of a possible response for section B it is more informal and gives personal experiences that the reader can relate to. Even though this might not hit all the criteria needed in this answer it gives a good idea of the type of content needed like personal stories that the reader can relate to. The chatty language makes it more personal and less formal even though there is still a slight formal boundary.




































Wednesday, 23 March 2016

Connotations

There are words in the English Language that have similar meanings but have different Connotations and therefore are used in a different context.

Connotations are usually classed as positive and negative and are usually used in different situations and have different object or feelings linked to them.

For example:

  • House
  • Home
  • Property
  • Place
  • Abode
House; This is a more generalized name for a living area. This is commonly seen (or heard) being used by house buyers, because they have not yet bought the house or made it their own living space it is just a house rather than a home.

Home: This is a very specific term usually used by home owners. For example at the end of the day you don't leave work to go to your property or house you leave work and go home. The word home provokes thoughts of safety, warmth and family. This term is specific to people. Home is also associated with 'Homeland security'. It gives a sense of ownership.

Property: This is more of a professional name usually used by estate agents attempting to sell usually industrial or retail outlet type 'properties' in a more professional capacity. 

Place: Associated with popular culture such as T.V. shows like 'A place in the sun'. 

Abode: Associated with 'No fixed abode'. Abode seems a neutral or a cold term for place. 


Tuesday, 22 March 2016

Lexis- Word classes

Lexis- Word classes

Content words:

E.G. The Team from Italy were Driving in a Hotel.


  • Team, Italy, Driving and Hotel are all content words- these are words that give the meaning to the sentences they don't give it any structure but do set the subject and context to the sentence.

Open word classes:

  • Nouns- naming words like people places, objects, materials, animals, ideas, feelings and qualities.
  • Verbs- "doing words"- actions, events, states, mental processes and sensations.
  • Adjectives- "Describing words"- these are used to modify the noun- the use of these can suggest a lot about the opinion of the writer/ speaker.
  • Adverbs- These describe verbs (see above)- words that describe how or the time of the action- they modify adjectives and other adverbs- such as discourse markers like: However, Luckily, Furthermore.

Structural words- closed classes:

  • Pronouns- Personal Pronouns like: I, Me, You- Other pronouns include: It, This, That.
  • Prepositions- Placed in front of something- noun- links the noun to the rest of the sentence, showing relationships e.g. it, on, over, under, a long, until, by, with and of.
  • Conjunctions- And, But, Or, If, Because, When, Although and Until.
  • Determiners- Determine the noun you are talking about- e.g. A dog, The dog, My dog or Any dog.
  • auxiliaries- Definite article or indefinite article e.g. a/an- used to show outcome or ability- they're also used for grammatical reasons e.g. "She was writing a novel" instead of "She is writing a novel" or "She will be writing a novel".
Model auxiliaries: Must, May, Might and Can. Main auxiliary verbs: Do, Does, Did, Have, Had, Has, Be, Am, Are, Is, Was and Were.










Friday, 11 March 2016

Michael Rosen- Word of mouth - The top 20 words in English


Michael Rosen- Word of Mouth radio documentary- The top 20 words in English


The top few words:
  • The
  • Be
  • Is
  • Was
  • Were
  • To
  • Of
  • And
  • With
  • I
  • You
  • Have


  • In this list there aren't any Nouns and there are very few verbs- mainly things known as grammatical words.
  • They don't often say "And" in speech it is usually shortened to "nd", "mm", "nm"
  • List containing words mostly of Anglo-Saxon origin- This is surprising as most of our language isn't 'Old-English' which sill uses derives from other languages. 
  • No "she's"- in built sexism of language?
  • Men stuck in facts etc but women talk more about other people - tends to be a difference.

  • Grammatical words help explore the relationship between language
  • Grammatical lexis can be used to pause and think without others interrupting in spoken language -"Holding the conversational floor with that word"
  • People can use words like 'And' to interrupt as well 
  • 'And' did not originate for the purpose of conjoining points in speech

  • Will is easier to understand- To Will something to happen e.g I will do something- almost carries both meanings
  • Most frequent Noun used is: Time, followed by year.
  • Human activity and organizing ourselves 

  • Verbs in the list: Be, Have, Do- this is at the top because of multiple functions
  • Then 'Say'
  • 50~% of the English language is Nouns

















































The Guardian: Update on new rules of written langauge

The Guardian article on new limitations of exclamtion marks in childrens writting: http://www.theguardian.com/education/shortcuts/2016/mar/07/new-exclamation-mark-rules-proof-the-government-wants-to-penalise-enthusiasm

Tuesday, 8 March 2016

English Language AQA site

AQA As English language homepage:
http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-7701-7702

Tuesday, 5 January 2016

Language and Gender

Language and Gender notes


Structure:

 Introduction: Refer to question and overall ideas- social- biological- 3 D's (see earlier post)

Second paragraph: One of the D's and two linguists attached to it + knowledge and quotes.

Third paragraph: One of the 3 D's and 2 linguists attached + knowledge and quotes.

Fourth paragraph: One of the three D's and 2 linguists attached + knowledge and quotes.

Fifth paragraph: Critique of theorists and knowledge behind how language has changed etc.

Sixth Paragraph: Critique of theorists, knowledge and arguments for and against language changing.

Seventh paragraph: Other mentions like Kirsty Wark Documentary and reference to which or the three D's it links to.

Conclusion: Sum up all theories what is most likely and what are the argument telling us about Language and gender.

Note: In all refer to data given in question.
Use discourse markers.

Deborah Cameron - verbal hygiene (1995) argues that theorists like Lakoff see gendered language in terms of power and powerless, for this reason throughout western culture the masculine/ male term has become the unmarked norm in language and Feminine/ Female terms the marked term.
Deborah Tannen- (1990) identifies gender differences in terms of competitiveness (male) and Co-operative (female).
Janet Holmes
Robin Lakoff 
Janet Hyde (2005)- suggests more similarities than differences and where there are differences other contextual factors may influence.
Kirsty Wark - Blurred Lines documentary.

Things to mention:
Political Correctness
Steven Pinker 
Simon Baron-Cohan
Patriarchal society + Context (Mostly men in high powered positions)
Kirsty Wark's Blurred Lines documentary
The internet and Media facilitate the patriarchal society
Usually Forms of prejudice stem from men then excused as banter
Sexism has changed from private (in homes, the stereotypical roles of men and women) to Public (on social media and other websites
Expressing sexism as banter means it can be construed as acceptable
Cameron challenges the whole idea that there are two different and contrasting languages for men and women; arguing that this is a defecit model approach.
Is gender alone at the core of individual identity- is the term genderlect more or less accurate than idiolect
The way women or men converse in a variety of situations, Service encounters, occupational contexts etc. may reveal the efffects of dis-empowerment, or may signal the effects of other variables. Including socio-economic status, education, context, peer group and even personality.
Jenny Cheshire (1982) -Defecit- Boys = more non standard language than girls.
Pamela Fishman (1983)-Dominance- Using tag questions to be more social, keep conversation flowing, to include people and to initiate conversation "Females use tag questions to gain conversational power. Other wise labelled as 'Conversational Shitwork'- women are the ones who are trying to initiate the conversation and keep it going.
Critique: Lakoff- "It is my impression, though I do not have precise statistical evidence"
Lakoff had 10 stereotypes of women e.g. Super polite forms and Indirect requests.
Boats and cars stereotypical owned by men and referred to as "she" the same with countries.
Mother nature and Father Time.
Gender is a performance- society says what men and women are like and we conform to those expectations.