Tuesday, 1 April 2014

Task



Henry Hitchings on language change and the key arguments

Henry Hitchings tells us that:  “It seems as if no day passes without an argument over the English language and its ‘proper’ use.”

We’ve all seen that many people get very worked up about how the language is used (or abused), and the concerns range from spelling and punctuation in writing, to abbreviations in text messages, right up to some of the most common features of spoken language, such as fillers and tag questions 

Key: one person’s LOL is often another person’s WTF?. 

If you’re an A2 English Language student you’ll no doubt have come across what are termed prescriptive and descriptive views of language: arguments on one side that tell us how we should use language, and, on the other, arguments that focus instead on linguistic description. This isn’t a recent debate either. As Hitchings tells us, language has been a battleground for centuries. 

Prescriptivists complaining of particular uses: Tag questions e.g. ‘innit’
Ongoing complaints of: New words, accents, foreign influence on English, way punctuation  is used.

Identifies 2 types of prescriptivism:

 - One is motivated by desire for use of language effectively and consistently.

- Second is a group with anxiety about larger social issues; link to ‘broken window’ thesis where if you don’t mend the straightforward things, bigger problems will emerge.
If the users battle of standard English, larger problems will occur as a secondary cause.  


Dan Clayton is a Senior Examiner for AQA A English Language and a research fellow at The Survey of English Usage at UCL.

Tuesday, 18 March 2014

Novel task



Frankenstein    1818
Chapter 5

It was on a dreary night of November that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, I collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs. 

How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavoured to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful!--Great God! His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun white sockets in which they were set, his shrivelled complexion and straight black lips. 

The different accidents of life are not so changeable as the feelings of human nature. I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body. For this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created, I rushed out of the room, and continued a long time traversing my bedchamber, unable to compose my mind to sleep.

Tuesday, 28 January 2014

Leniation



PEE
‘I want a cat’
In the children’s book, the second sentence starts on a separate line below the first sentence, even though there was space for approximately the first two words ‘when’ and ‘the’. This could be explained as possibly separating them due to sentence being a new subject, with the new line allowing the child to flow more fluently. As the first sentence can be defined as a simple sentence, the second is a complex sentence, resulting in it being longer, and considerably harder to read. The breakdown from the simple sentence may allow the text visually easier to read, as it’s less congested.
Harry

Monday, 13 January 2014

Evie trasncript



Evie Transcript Essay plan
In the transcript, it is clear Evie is in a known environment, with the interaction between Grandmother and Evie suggesting they are familiar being in eachother’s company. Being at the age of 26 months, it suggests Evie would be at the telegraphic stage, taking risks within the interaction with Grandmother to improve her language.
6 Points
·         Powerful participant
Grandma can be seen as the powerful participant in the transcript and equally Evie.                          Agenda setting- G “How many? Count them”, using imperatives as a poss. Way of testing Evie’s lang.
·         Scaffolding
Grandma uses`

·         Stage of Development
Illustrates evie may be at the telegraphic stage, based on her age and language features
Lack of determiners: “In square” instead of “in the square” 
Use of content words instead of function words as they develop in the post-telegraphic stage
·         Repairs
Evie: “who else” Grandma “who else is going in the castle?”
Uses a repair to clarify what Evie is meaning when she says the elliptical sentence

·         CDS yes/no questioning

·         Skinner operant conditioning

Skinners theory with the use of positive reinforcement, with Grandma praising evie’s use of language.
Evie: “A ball” G: “A ball very good”.