The Three D's

The Three D's

Dominance: 

The dominance theory is that we live in a patriarchal society and language supports that. It seems to be mostly men in high positions of authority e.g. the prime minister or the President of the United states. 

Represented by Deborah Tannen (1990) who identifies gender differences in terms of Competitiveness (Male) and Co-operative (Female). 

Quote: "

The dominance theory is also represented by Pamela Fishman (1983) who identified that when women use tag questions to be more social and include people, to keep conversation flowing and to initiate conversation. "Females use tag questions to gain conversational power".

Deficit:

The Deficit theory is that women use more descriptive language and pay more attention to detail with their language whereas men use more straight to the point 'it is what it is' language. E.g. 'Mahogany' instead of 'Red'. 

Represented by Robin Lakoff (1972), Lakoff identified 10 stereotypes of women's language: 

1. Hedges - Phrases like 'sort of', 'kind of' and 'it seems like'.

2. Empty adjectives - 'divine', 'adorable' and 'gorgeous'.

3. Super-polite forms - 'would you mind...' or 'Is it OK if...?'

4. Apologise more - 'I'm sorry, but I think that...'

5. Speak less frequently.

6. Avoid coarse language or expletives.

7. Tag questions- 'You don't mind eating this, do you?'

8. Hyper-correct grammar and punctuation - use of prestige grammar and clear articulation - Women view language to be aspirational.

9. Indirect requests - 'I'm so thirsty' - really asking for a drink - pragmatics.
10. Speak in italics - use of tone to emphasis certain words, e.g. 'so', 'very' and 'quite'.

Quote: "It is my impression, though I do not have precise statistical evidence"- Critique.

Difference:

The Difference theory refers to how women use language differently to men and the language used to refer to men and woman. 

Represented by Deborah Cameron (1995) who argues that theorists like Lakoff see gendered language in terms of power and powerlessness. For this reason throughout western culture the masculine/ male has been the unmarked norm in language with the feminine/female the marked form. E.g. Unmarked forms include: 'manager', 'usher' and 'Paul' and the marked forms, 'manageress', usherette' and 'Pauline'.

The marked forms of language are classed as politically incorrect eliminating this form of lexis. 

Tannen's view also identify gender differences in terms of competitiveness (male) and Co-operative (female).

Cameron challenges the whole idea that there are two different and contrasting languages for men and women arguing that this is a Deficit model approach = One language is inferior to the other.

She asks whether gender alone is at the core of individual identity- is the term 'genderlect' more precise or less than idiolect?

Essay Question and Mark scheme

http://filestore.aqa.org.uk/resources/english/AQA-77012-SQP.PDF - the question

http://filestore.aqa.org.uk/resources/english/AQA-77012-COM.PDF - What you should discuss

http://filestore.aqa.org.uk/resources/english/AQA-77012-CEX.PDF - What the Examiner is expecting. 

Bristol University Guide to grammar

Clear notes and information on the English language

Bristol University: Improve your writing:

http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/index.htm

A: Handy for revision

B: Punctuation- structure: sentences, paragraphs, similes and metaphors etc., type of text, context, Graphology, Lexis, Discourse, FPA, Syntax (compound, complex, simple/ functions of syntax- Imperatives, Interrogative, Exclamative, Declarative), spoken language- utterances

C: Common confusions- Homophones: Grammar, Pragmatics, Lexis, Semantics.

D: Exam responses (PEE)

E: Other pitfalls and problems- Grammar, Lexis

F: Form Purpose audience

G: Handy for revision.

Primary School- year six test 

Must know!!!!!

http://www.theguardian.com/teacher-network/teacher-blog/quiz/2013/feb/04/grammar-punctuation-quiz-test

Steven Pinker - what our language habits reveal 

In this link Steven Pinker talks about how language can vary with who you are talking to and the context you are talking to them in e.g If your in a busy place where people cant hear you it's acceptable to shout to your boss/ colleague/teacher whereas is you were in a quiet space and you started to raise your voice they could take it that you are being violent or aggressive tot he other person. Context helps the way that you and your speech is perceived by the recipient.

https://www.ted.com/talks/steven_pinker_on_language_and_thought

In this link Steven Pinker highlights that there are two different attitudes towards Language. There are Descriptive attitudes towards language and Prescriptive attitudes to language. Prescriptive ways of seeing language means that they think that there is only one correct way of speeking of writing English. Usually people have atleast a bench mark; how far they would go into correcting a sentence say over text. Like: R U comng out 2night.
Personally I wouldnt right any of that apart from the abrevation of you. So my sentence would look like this: Are u coming out tonight.
Peoples use of language is completely subjuctive to context and who they are tlking to. For example I would only send a text or E-mail like that to one of my friends and not to my boss or a teacher. If I were contacting someone like that I would say something like: Dear ..., Will you be teaching our lesson today as I feel my class are falling behind.
The sentence would not be in a social context and all language would be formal.
The Descriptive attitude to the English language means that that person would try to roll with the times and see language as just  way to communicate, aslong as everyone understands you when you speak then why does it matter. These are the people who are most likely to use the abreviations like LOL or IKR.
Steven Pinker communicates that language should progress as long as it can be understood but there must always be a basic level of standard English. This suggests that people can have both prescriptive and descriptive attitudes to language.

Recent changes of the English language, in particular, seeem to be unstoppable. These might include things like; Jargon, the technical language of a certain occupation, Slang, usually used within the youth of today, even though older adults attempt it it's notquite the same!

During communication wether it through technology or face to face speech always has the same communication model:

 Sender - Message - Reciever

(Pretty self explanatory)

Euphamisms are another part of language that seeems to be evolving and changing rapidly.
Euphamisms are used by a range of people for a range of different resaons.
Parents: Euphamisms are used by parents usually to hint at something rude or a swear word around their child.
Children: Usually used around parents or teachers to again hint at something like swear words, sex or drugs and alcohol.

Transcript of speech

 A conversation in a silent classroom between 3 people, Speaker A-17 from Barton Hill, Speaker B-16-from Stockwood and Speaker C-16 from Hanham

A: How has your day been so far?
B: Ah it’s been good thanks, um not much has happened, i'm extremely very tired though
A: Early morning?
B: Yeah, how was yours?
A: Just tired
C: I nearly went to hospital
B: (Nervous Laugh)
C: Cycling in, nearly crashed into a pillar
B: (Nervous Laugh)
A: What time have you been up since?
B: Half six
C: Half seven
B: How? How did you get up that late?
C: I leave the house at five past eight
B: (Laugh)
A: So do I actually, I leave the house at twenty past eight
C: So I have half an hour
B: I have to get up at half six, otherwise I'll be there till eight like aaa
A: Do you live far?
B: It's not really far
A: You?
C: Twenty minute cycle, not far
A: Half an hour bus drive
B: If I walk in it will take me like forty-five minutes, (sigh) and what are you two up to tonight?
A: Um house, tidying the house
B: I need to do that actually (laugh), its like a mess everywhere
A: My mums given me loads of jobs, so
B: Yeah
A: That’s me, you?
C: Playing FIFA probably
A: The new one?
B: (Laugh)
C: Yeah, I bought it last night, straight to ASDA to buy it
A: Was there a line?
C: What’s that? Oh yeah
A: Like a queue
C: Like five people or so, quite quick
A: That’s alright then



Transcript Conventions used:

Quantity: Speaker B talks in quantity whereas speakers A and C refrain from as much speech. The overall quantity of speech in the transcript shows a kind of awkwardness within the group of people and suggests they are refraining from sharing a lot about themselves.


Quality: The content of the transcript is truthful but the conversation is mundane this further shows how the speakers are being sheltered and reserved.


Relevance: Most of the conversation is relevant except when speaker C says something unusual to a question. This is a side sequence and not completely fitting with the conversation.


Manner: The manner of the conversation is clear communication and spoken.


Adjacency pairs: The conversation includes adjacency pairs all throughout.

Chaining: This is also used to create more conversation and gets it to flow easier.

Phatic Language: Phatic language is small talk within a conversation.This is used within this transcript as a general question to get the conversation started.

Non fluency features: These are a range of things that break up speech to make it sound segmented. These include: Fillers, Timed pauses, False starts, Repetition or Hesitation. This could be misinterpreted for people slowing down their speech to let their mind think about what they want to say next.  


Turn-taking: This is when a group of people take it in turns to speak and share information, this makes for a balanced and equal conversation. 

Ellipsis: This is the omission of a part of a word or words from a sentence, while still making sense. This is used to answer a question, the answer would usually sound lethargic anyway but the use of this emphasizes how tired the speaker is.

Prosodic features: The tone of what is said which means different things in different tones. In the transcript person B laughs after quite a serious topic is brought up. Had it mean maliciously meant it would have been a hard and cruel laugh however it was just a nervous laugh so it would have been quiet in volume and soft not harsh.

Utterances: Utterance is a term used to describe sentences in a transcript. The structure of the transcript depends on utterances, in this transcript it is obvious that utterances effect the equality of speech, turn-taking and Adjacency pairs.

Tact: These are usually used as polite features in a conversation. Usually found when women talk, tact is used to back up what another is saying and agree with them to show either that you understand what the other person/people are saying or that you are listening. A conversation without any of this could show a person to be rude, ignorant or even stupid. In this transcript it is used by speaker B to back up speaker A.

Form, Purpose, Audience

Here are 5 texts with the Form, Purpose and Audience highlighted:

The Guardian Refugee Crisis in Hungary and Croatia:
http://www.theguardian.com/world/live/2015/sep/16/first-refugees-head-for-croatia-after-hungarys-border-crackdown-live-updates

Form: News article
Purpose: To inform the public of the current humanitarian crisis.
Audience: Educated Adults that are currently worried about overseas relations and issues.


OK Magazine article on Cheryl Fernandez-Versini:
http://www.ok.co.uk/fashion/cheryl-fernandez-versini-wardrobe-secrets

Form: Magazine article
Purpose: To entertain
Audience: People with a common interest of Cheryl Fernandez-Versini and fashion


The Doctor Lucus diaries from December 1813 and on wards digitalised:
https://thedrlucasdiaries.wordpress.com/2013/11/29/30th-november-1813/

Form: Diary
Purpose: Then: for personal record, Now: For public record and to inform.
Audience: Historians and anyone with a passion or interest in people and life in the 1800's


Science Article about solar systems:
http://www.sciencedaily.com/releases/2015/09/150915211331.htm


Form: Article
Purpose: To teach and inform
Audience: Scientist or members of the public with an interest in space and science.

English Language: Terminology

Framework

Lexis: Word choice. Meaning at word and phrase level.

Grammar: How the Language is built i.e. the structure and rules which underpin how we form sentences.

Phonology: How we organise the sounds of our language to produce certain effects including rythm, rhyme, intonation, stress and pauses etc.

Pragmatics: How we know what language means when it is used in a specific context, sometimes described as 'Reading between the lines'. 

Discourse: 1) How longer stretches of text are organised (cohesion- how it holds together e.g. use of discourse markers) 2) The way texts create identities for particular individuals, groups or institutions e.g. the discourse of Law, Politics and the media.

Graphology: How the designs of a text can contribute to meaning including use of fonts, graphics and colours etc.

Related concepts:

Register: How language varies in relation to audience, purpose and context e.g. a formal letter uses a different register to one written to a friend.

Mode: How language may vary according to the channel of communication (speech, writing and mixed modes) e.g. how you would write something down as a message would be different from how you would pass it on orally.

Idiolect: The unique way one person expresses themselves due to their personality, belief systems, social experience etc.

Sociolect: The way of expressing themselves that a social group have in common e.g. we could generalise the way teenagers speak, aristocrats speak and students speak etc.

Dialect: The variation in word choice and grammatical structure due to where someone lives e.g. "Cheers drive" is a Bristolian saying, as is the grammatical structure "where's she too?"

English Lit and Lang Work: Books

What books do I enjoy reading and Why?

I enjoy reading anything from Romance and Comedy to Action and Fantasy. I like the way reading envelops me and encourages me to walk through another persons imagination and, with autobiographies, walking in the authors shoes. The books I am most interested in are fantasy books like the Game of Thrones series, The hunger games series, The maze runner series and single books like The book thief. I enjoy these books the most because I get lost in another world and I get to explore places that are are different form the real world and it makes me feel like an adventurer of lost and hidden places.
I like Romance novels and even popular fiction like We are all made of stars by Rowan Coleman and The fault in our stars by John Green.
These books spark my interest as I am a naturally nosy person. Aren't we all? Books like these really touch me and I think help me and others grow as people and help us understand other peoples situations and feelings in more depth than a magazine article or a news report.
I even enjoy horror and thriller because I love the burst of adrenaline I get when I'm frightened or shocked.

Book Review:

The book thief: 

http://www.nytimes.com/2006/05/14/books/review/14greenj.html?_r=0

The reviewer starts by criticizing the narration by death calling him "not very absorbing" and saying that his "periodic soliloquies aren't the most effective moments of the novel. This suggests the reviewer has a negative view of the book. 

It seems his attitude to the book changes when talking about the main character calling her "a well drawn character", however then counteracts that by saying that the book is "slow" until the Jewish 24 year old character Max Vandenburg is introduced. The reviewer see the running theme that "Winners often lose" Suggesting that the reviewer see's a sadness within the novel. 

Overall the reviewer has a very optimistic attitude to the book as he talks about the hope that he sees reflected in the novel. However the reviewer suggest that this could be more interesting to young adults and adults than to teenagers as it has a slow start.