I will be in on results day so say hi if you are about.
Otherwise, thanks once again for being a brilliant class. I’ve really enjoyed teaching you all and I wish you all the best!
Happy Summer!
Monday, 11 June 2018
All done!
Sounds like that final unit was a success. Time to switch off now (from English Lang) and enjoy a well earned rest.
Sunday, 10 June 2018
Example commentary PG
Following an established convention of guidebooks, I have used lots of fronted imperatives in order to influence my target audience where to go. The dynamic imperative verbs, ‘Stride’, ‘Walk’ And ‘Wander’ all advise the audience how best to enjoy the attraction in an active way. Similarly, I have met the conventions of the genre by showing a voice of expertise, visible through the verb and first person pronoun, ‘trust us’ and enumerator ‘100’ before the noun phrase ‘years experience’. Both of these examples would imply the organisation was reliable and make the reader more likely to follow the guide. An educational tone, another convention of guides, can be seen where I state ‘This was Shakespeare’s favourite hideaway’ - the proper noun ‘Shakespeare’ and compound noun ‘hideaway’ implying that the audience are being given secret and informative knowledge about the place. Similar to other guides I have read, I have....
Etc etc etc
Notice how the paragraph follows the same pattern repeatedly.
*Identify a convention (making it clear that it is a convention of the genre)
*Give an example of two
*Apply terms
*Discuss the effect on the audience
You can then follow the exact same structure on your other paragraphs.
COMPONENT 3 SIMPLIFIED
1hr 45 mins long.
Spend about 35-40 mins on section (a)
Spend about 35-40 mins on section (b)
Spend about 30 mins on section (c)
The task will ask you to construct 2 short creative pieces by naming GENRES. For each task just do the following:
The 2 pieces
*Look at the genre
*Decide on 5 conventions you would find in this genre.
*Write a piece which includes these conventions.
SIMPLE!
*If the question requires you to take close inspiration from the stimulus text, make sure you include 3-4 details from the stimulus text.
The Commentary
*Write one big paragraph or two smaller where you talk about all of the genre conventions you included in your work. Name each convention, give an example, analyse key words with terms and discuss the effect on the reader.
*Write one big paragraph or two smaller where you talk about all of the attitudes you included in your work. Name each name each attitude, give an example, analyse key words with terms and discuss the effect on the reader.
THE ABOVE IS AN ABSOLUTE MINIMUM.
The more able students among you should attempt to add more paragraphs.
*Write one small paragraph where you talk about all of the influences from the stimulus you included in your work. Identify each influence, give an example, analyse key words with terms and discuss the effect on the reader.
*Write smaller paragraphs where you identify any other deliberate language choices in your work. What did you do, why did you do it, give an example, analyse key words, discuss effect on audience.
READ EVERY BLOG POST I’VE ALREADY PUT ON. THERE IS LOADS ABOUT GENRE CONVENTIONS, WHAT TO DO IF YOU GET AN ODD GENRE ETC.
Spend about 35-40 mins on section (a)
Spend about 35-40 mins on section (b)
Spend about 30 mins on section (c)
The task will ask you to construct 2 short creative pieces by naming GENRES. For each task just do the following:
The 2 pieces
*Look at the genre
*Decide on 5 conventions you would find in this genre.
*Write a piece which includes these conventions.
SIMPLE!
*If the question requires you to take close inspiration from the stimulus text, make sure you include 3-4 details from the stimulus text.
The Commentary
*Write one big paragraph or two smaller where you talk about all of the genre conventions you included in your work. Name each convention, give an example, analyse key words with terms and discuss the effect on the reader.
*Write one big paragraph or two smaller where you talk about all of the attitudes you included in your work. Name each name each attitude, give an example, analyse key words with terms and discuss the effect on the reader.
THE ABOVE IS AN ABSOLUTE MINIMUM.
The more able students among you should attempt to add more paragraphs.
*Write one small paragraph where you talk about all of the influences from the stimulus you included in your work. Identify each influence, give an example, analyse key words with terms and discuss the effect on the reader.
*Write smaller paragraphs where you identify any other deliberate language choices in your work. What did you do, why did you do it, give an example, analyse key words, discuss effect on audience.
READ EVERY BLOG POST I’VE ALREADY PUT ON. THERE IS LOADS ABOUT GENRE CONVENTIONS, WHAT TO DO IF YOU GET AN ODD GENRE ETC.
Saturday, 9 June 2018
COMPONENT 3 REVISION SESH
I will put on a last minute revision session tomorrow at 11am for anyone interested. Not sure what rooms are free but head up to the English Office and we’ll find one.
Thursday, 7 June 2018
Archaic Verb Inflections
‘Eth’ and ‘est’ are both archaic verb inflections often seen at the end of old verbs.
Est = 2nd person
Eth = 3rd person
Mention the tense of the verb too (present/past)
Change Terms - Again
You should also be able to identify examples of these phenomena in any historical texts you are presented with, and mention them as they crop up. This does not mean that you should write entire paragraphs about them, just that, if you see an example of pejoration, say this...
"The noun 'shambles', which has gone through a process of pejoration over time, is used here to express an attitude that the organisation of the kitchen is chaotic.'
See...so the pejoration bit is not the main point, it is just mention as a 'by the way'.
Language Change Terms
Semantic change/ semantic shift - an umbrella term for where any word or phrase has changed its meaning over time.
Example - 'Gay' used to mean 'happy', but now means 'homosexual'
Pejoration - A process where a word takes on a more negative meaning over time.
Example - 'Silly' used to mean 'happy', but now means 'idiotic'.
Amelioration - The word has become more positive in meaning over time.
Example - 'Brilliant' used to means 'bright', but now means 'extremely good or impressive'
Weakening - A word means the same thing but has lost impact over time.
Example - 'Awesome' used to mean 'beyond comprehension'. Now it is just a throw-away colloquialism for 'good'.
Narrowing - A word that used to refer to a variety of things now only refers to something far more specific.
Example - The word 'fowl' used to be a direct synonym for all species of birds. Now, it refers to a specific group of birds commonly used in cuisine such as hens, geese and ducks.
Broadening - A word which used to be very specific now refers to a much wider spectrum of things.
Example - The word 'desktop' used to mean 'the top of a desk'. It still means that now, but also the visual display on a computer screen.
Borrowing - A word which is clearly adopted from another language or culture.
Example - 'Pyjamas', 'Croissant', 'Boomerang', 'Tepee', 'Kindergarten'.
Neologism - A brand new word made up because there was not a suitable one already in existence
Compound - 'Lawn + mower = Lawnmower', 'Flower + pot = flowerpot'
Blend - 'Britain + Exit = Brexit', 'John + Edward = Jedward'
Clipping - 'Television' becomes 'telly', 'Telephone' becomes 'phone', 'perambulator' becomes 'pram'
Initialism - an abbreviation which is not said as an individual word - Like: FBI, DVD, BBC
Acronym - Where the abbreviation is said as a word - Like: Ofsted, Nato, Fifa
"The noun 'shambles', which has gone through a process of pejoration over time, is used here to express an attitude that the organisation of the kitchen is chaotic.'
See...so the pejoration bit is not the main point, it is just mention as a 'by the way'.
Language Change Terms
Semantic change/ semantic shift - an umbrella term for where any word or phrase has changed its meaning over time.
Example - 'Gay' used to mean 'happy', but now means 'homosexual'
Pejoration - A process where a word takes on a more negative meaning over time.
Example - 'Silly' used to mean 'happy', but now means 'idiotic'.
Amelioration - The word has become more positive in meaning over time.
Example - 'Brilliant' used to means 'bright', but now means 'extremely good or impressive'
Weakening - A word means the same thing but has lost impact over time.
Example - 'Awesome' used to mean 'beyond comprehension'. Now it is just a throw-away colloquialism for 'good'.
Narrowing - A word that used to refer to a variety of things now only refers to something far more specific.
Example - The word 'fowl' used to be a direct synonym for all species of birds. Now, it refers to a specific group of birds commonly used in cuisine such as hens, geese and ducks.
Broadening - A word which used to be very specific now refers to a much wider spectrum of things.
Example - The word 'desktop' used to mean 'the top of a desk'. It still means that now, but also the visual display on a computer screen.
Borrowing - A word which is clearly adopted from another language or culture.
Example - 'Pyjamas', 'Croissant', 'Boomerang', 'Tepee', 'Kindergarten'.
Neologism - A brand new word made up because there was not a suitable one already in existence
Compound - 'Lawn + mower = Lawnmower', 'Flower + pot = flowerpot'
Blend - 'Britain + Exit = Brexit', 'John + Edward = Jedward'
Clipping - 'Television' becomes 'telly', 'Telephone' becomes 'phone', 'perambulator' becomes 'pram'
Initialism - an abbreviation which is not said as an individual word - Like: FBI, DVD, BBC
Acronym - Where the abbreviation is said as a word - Like: Ofsted, Nato, Fifa
Samuel Johnson's First Dictionary?
Was published in 1755! It is a key date and one of the most important factors in the introduction of STANDARDISATION!!!
You will need to mention this in the 20 marker so don't forget it.
I remember it with this rap...
"1 to the 7 to the 5 to the 5,
Big Sam J brought standardisation of the English language alive,
Peace out."
You will need to mention this in the 20 marker so don't forget it.
I remember it with this rap...
"1 to the 7 to the 5 to the 5,
Big Sam J brought standardisation of the English language alive,
Peace out."
2A - Thee and Thou
I'll just tell you this as, if it comes up, it might just get you an extra 2 marks.
'Thee' and 'Thou' are both archaic 2nd person pronouns.
Thee is the 'object pronoun'
Thou is the 'subject pronoun'.
So if it gives you 'thee' in the 20 marker, just say:
Thee = second person object pronoun and is an archaic pronoun form.
You'll get 2 marks for that.
'Thee' and 'Thou' are both archaic 2nd person pronouns.
Thee is the 'object pronoun'
Thou is the 'subject pronoun'.
So if it gives you 'thee' in the 20 marker, just say:
Thee = second person object pronoun and is an archaic pronoun form.
You'll get 2 marks for that.
EXAMPLE 60 MARKER ESSAYS
One student has just emailed asking if I can upload an example paragraph for the 60 marker essay.
The absolute BEST thing you can look at is last year's student examples which I sent to you by email. I will send them again in one minute so you all have them. These are STUDENTS who sat this exam LAST YEAR and got an A/A*.
Look at how they structure their paragraphs, how they compare, and how they word their responses to fit the demands of the QUESTION which they have closely key-worded.
Also, look how many TERMS they use.
I will send them over now.
Read them. Highlight them. Study them.
Nick
Also, look at the key GENRE CONVENTIONS I uploaded in May if you want ideas about the sort of things to look out for.
The absolute BEST thing you can look at is last year's student examples which I sent to you by email. I will send them again in one minute so you all have them. These are STUDENTS who sat this exam LAST YEAR and got an A/A*.
Look at how they structure their paragraphs, how they compare, and how they word their responses to fit the demands of the QUESTION which they have closely key-worded.
Also, look how many TERMS they use.
I will send them over now.
Read them. Highlight them. Study them.
Nick
Also, look at the key GENRE CONVENTIONS I uploaded in May if you want ideas about the sort of things to look out for.
Writing your own paragrpahs for 2B...?
You only need 2-3. Try to do at least one on your own experience of using Twitter/Facebook/SMS whatever it is, and analyse the way I've just shown you.
If you haven't got theory woven into your essay, you should ensure you include one paragraph on theory at the end which outlines the prescriptivist/descriptivist argument about CMC by quoting Crystal, Humphreys, Self, Truss etc.
But you can PLAN THESE PARAGRAPHS IN ADVANCE!!!!!!!!!
Any issues on this section, drop me an email by 8pm.
Nick
If you haven't got theory woven into your essay, you should ensure you include one paragraph on theory at the end which outlines the prescriptivist/descriptivist argument about CMC by quoting Crystal, Humphreys, Self, Truss etc.
But you can PLAN THESE PARAGRAPHS IN ADVANCE!!!!!!!!!
Any issues on this section, drop me an email by 8pm.
Nick
Examples of what your 2B paragraphs should look like...
Texts 2 and 8 both contain messages which are examples of unsolicited advertising. Within Text 2 we see examples of imperative verbs 'CLICK' and 'FOLLOW' which allow the text to adopt an authoritative tone which may encourage less technologically minded people to fall into their trap. The non-standard capitalisation of the verbs serves as a prosodic feature, implying that the sender is shouting, which may encourage some more vulnerable readers to act on the commands. The inclusion of a hyperlink 'www.cash4u.com' has been used to increase the chances of curious and less technology savvy users 'clicking' the link and being drawn into a process of giving away their personal data. Within Text 8, we can see similarly domineering inclusions such as the emotive imperative verb statements, 'don't miss out' and 'act now'. The phrasal verb 'miss out' and adverb 'now' both imply that you will be at a loss if you do not do what you are told, encouraging some vulnerable users to act. Additionally, there are signs that these texts are trying to adhere to a word limit do to the use of the '@' pictogram instead of the preposition 'at', and the use of elision such as 'wanna'. This has probably been done as the sender will want to keep costs as low as possible due to the nature of this type of text which will normally be sent many thousands of times to different users.
Text 1 is an example of an official announcement in the form of a Tweet from Everton Football Club. Due to the official nature of the tweet, concerning a serious injury to a player, the writer attempts to remain formal and sensitive, whilst also sticking closely to the character limit imposed by Twitter. The omission of the first person pronoun and verb 'We are' before the declarative 'Wishing Seamus a speedy recovery', implies sympathy as well as saving a vital 6 characters. Additionally, the inclusion of the players Twitter handle @seamuscoleman will mean that the player himself will receive a direct notification of the sympathies offered by the club, giving him an opportunity to respond to them. The hashtag #fighter is used primarily in order for the emotive noun 'fighter' to be seen by the player and fans to encourage them at a difficult time, but will also potentially encourage others to adopt the hashtag when posting their messages of sympathy.
Text 3 and 5 are examples of Facebook messenger messages sent between family and friends meaning that we should expect various informal features. Text 3 begins with the elided imperative phrase 'check for me what time it starts'. Here, the omission of the modal verb 'can' and pronoun 'you' suggest that the speaker is at ease in giving a direct order to the receiver. The grammatically incorrect omission of a question mark goes unnoticed here due to the fact that formality is not required on such social media texts, and the command/request is still understood pragmatically. When discussing the effects that CMC has on the English language, broadcaster John Humphreys said in a recent interview that communication such as this is 'doing to language what Genghis Khan did to Asia', implying that it is unforgiving and destructive. However, I would argue against this view as clearly the message is pragmatically understood between writer and sender, so no meaning is lost. In text 5, the sender decides to include an emoji of a face gritting its teeth, before typing I can CU in the nex carriage.' The emoji is used to suggest awkwardness and creepiness in order to elicit a humourous response from the receiver. Interestingly, the sender chooses to use letter homophones such as 'C' instead of the verb 'see' and 'U' instead of the second person pronoun 'you'. This type of communication originally came about during the era of charged text messages to save space and money, but is now largely just a feature of online sociolect. Some critics argue that this sort of non-standard communication is 'raping the English Language' (John Humphreys), but linguist David Crystal disagrees saying 'many of the abbreviations we use today have been around since the Victorian times - queen Victoria herself played with language in letters she wrote.' Therefore, I think these prescriptivist view are unwarranted.
Text 4 is an SMS sent by somebody who is about to lose their battery life on their phone. The simple message 'Batt 1% Cu@84drinks' contains multiple Rebus abbreviations which are used here to enable the writer to send before the phone turns off. The clipped noun 'batt' and pragmatically understood enumerator '1%' would serve as an explanation to the reader why the text may appear short and rude. Broadcaster Will Self, a prescriptivist, once called these types of abbreviations examples of 'Bowdlerisation'. However, I totally disagree. Even in an emergency situation such as this, it is clear to see what the meaning of the message is and, in fact, if a prescriptivist such as Lynn Truss had 'painstakingly written out a grammatically correct message' in this situation, she would probably have run out of power and been unable to communicate at all.
Why are these paragraphs good? Well - firstly, they are not based on real texts, but it shows how easy it is to access 'perfect' texts for your final two paragraphs, if you put your mind to it.
1. Each paragraph is filled with terms which demonstrate my understanding of 21stC English.
2. Multiple textual examples are given in each PG.
3. Not all PGs use theory/views, but in those that do it is commented on, replied to and integrated into the PG - not just tagged on the end.
4. I always explain why each of the features is useful/present IN THE CONTEXT GIVEN. It is not enough just to feature spot, you have to say WHY things are happening. Remember - Irregular capitalisation etc can be present in 2 different texts, but be used for totally different reasons. You need to show that you understand that.
5. The paragraphs are about clear GROUPS of texts.
Text 1 is an example of an official announcement in the form of a Tweet from Everton Football Club. Due to the official nature of the tweet, concerning a serious injury to a player, the writer attempts to remain formal and sensitive, whilst also sticking closely to the character limit imposed by Twitter. The omission of the first person pronoun and verb 'We are' before the declarative 'Wishing Seamus a speedy recovery', implies sympathy as well as saving a vital 6 characters. Additionally, the inclusion of the players Twitter handle @seamuscoleman will mean that the player himself will receive a direct notification of the sympathies offered by the club, giving him an opportunity to respond to them. The hashtag #fighter is used primarily in order for the emotive noun 'fighter' to be seen by the player and fans to encourage them at a difficult time, but will also potentially encourage others to adopt the hashtag when posting their messages of sympathy.
Text 3 and 5 are examples of Facebook messenger messages sent between family and friends meaning that we should expect various informal features. Text 3 begins with the elided imperative phrase 'check for me what time it starts'. Here, the omission of the modal verb 'can' and pronoun 'you' suggest that the speaker is at ease in giving a direct order to the receiver. The grammatically incorrect omission of a question mark goes unnoticed here due to the fact that formality is not required on such social media texts, and the command/request is still understood pragmatically. When discussing the effects that CMC has on the English language, broadcaster John Humphreys said in a recent interview that communication such as this is 'doing to language what Genghis Khan did to Asia', implying that it is unforgiving and destructive. However, I would argue against this view as clearly the message is pragmatically understood between writer and sender, so no meaning is lost. In text 5, the sender decides to include an emoji of a face gritting its teeth, before typing I can CU in the nex carriage.' The emoji is used to suggest awkwardness and creepiness in order to elicit a humourous response from the receiver. Interestingly, the sender chooses to use letter homophones such as 'C' instead of the verb 'see' and 'U' instead of the second person pronoun 'you'. This type of communication originally came about during the era of charged text messages to save space and money, but is now largely just a feature of online sociolect. Some critics argue that this sort of non-standard communication is 'raping the English Language' (John Humphreys), but linguist David Crystal disagrees saying 'many of the abbreviations we use today have been around since the Victorian times - queen Victoria herself played with language in letters she wrote.' Therefore, I think these prescriptivist view are unwarranted.
Text 4 is an SMS sent by somebody who is about to lose their battery life on their phone. The simple message 'Batt 1% Cu@84drinks' contains multiple Rebus abbreviations which are used here to enable the writer to send before the phone turns off. The clipped noun 'batt' and pragmatically understood enumerator '1%' would serve as an explanation to the reader why the text may appear short and rude. Broadcaster Will Self, a prescriptivist, once called these types of abbreviations examples of 'Bowdlerisation'. However, I totally disagree. Even in an emergency situation such as this, it is clear to see what the meaning of the message is and, in fact, if a prescriptivist such as Lynn Truss had 'painstakingly written out a grammatically correct message' in this situation, she would probably have run out of power and been unable to communicate at all.
Why are these paragraphs good? Well - firstly, they are not based on real texts, but it shows how easy it is to access 'perfect' texts for your final two paragraphs, if you put your mind to it.
1. Each paragraph is filled with terms which demonstrate my understanding of 21stC English.
2. Multiple textual examples are given in each PG.
3. Not all PGs use theory/views, but in those that do it is commented on, replied to and integrated into the PG - not just tagged on the end.
4. I always explain why each of the features is useful/present IN THE CONTEXT GIVEN. It is not enough just to feature spot, you have to say WHY things are happening. Remember - Irregular capitalisation etc can be present in 2 different texts, but be used for totally different reasons. You need to show that you understand that.
5. The paragraphs are about clear GROUPS of texts.
2B The final 2 paragraphs continued
So...
You've done a PG on 'wider reading/your own experience'. Now just ensure you do a paragraph which mentions theorists and other peoples' opinions. You can pretty much write this in advance.
Just look back at the opinions from Stephen Fry and John Humphreys. Make sure you discuss their attitudes towards CMC/21st century English. Stephen Fry thinks experimenting with language is great - so he is a descriptivist. Humphreys actually compares this sort of experimentation with language to 'rape'. Highly controversial and offensive, but in line with what some PRESCRIPTIVISTS think about language.
So, just write a paragraph where you sum up some public attitudes to CMC, and then finish off by quoting good old David Crystal. Say how he is a world expert in the field. Mention his classic quotes, 'you can't freeze a moving river' etc, as well as a few more descriptivist quote from the info I've given you.
Here are the texts you will need...
You've done a PG on 'wider reading/your own experience'. Now just ensure you do a paragraph which mentions theorists and other peoples' opinions. You can pretty much write this in advance.
Just look back at the opinions from Stephen Fry and John Humphreys. Make sure you discuss their attitudes towards CMC/21st century English. Stephen Fry thinks experimenting with language is great - so he is a descriptivist. Humphreys actually compares this sort of experimentation with language to 'rape'. Highly controversial and offensive, but in line with what some PRESCRIPTIVISTS think about language.
So, just write a paragraph where you sum up some public attitudes to CMC, and then finish off by quoting good old David Crystal. Say how he is a world expert in the field. Mention his classic quotes, 'you can't freeze a moving river' etc, as well as a few more descriptivist quote from the info I've given you.
Here are the texts you will need...
2B The Final 2 Paragraphs
So...
What do you need to put in your final 2 paragraphs, I hear you ask?
Dead simple.
1. You should ensure that you write a paragraph about your own experience of the medium named in the question. So, for the following mediums, you should just have a think about 1 paragraphs worth of example of unusual and strange langauge use you have witnessed in different contexts:
*SMS
*Facebook
*Twitter
*Snapchat
*Email
*Instagram
*Whatsapp
You can make it up/elaborate if you want to. Just ensure that you are able to talk for a PG about your personal experience, backed up with examples. So, if FB came up, I might have a few exaamples of how I talk to my friends, but then talk about how that differs if I'm talking to my mum on there or something. You might want to mention how memes have affected the way you talk, or 'in jokes' you have with your friends. All you need to do is to have one PG where you talk about your own experiences of the medium, using terms to back up what you're saying, and linking your points to multiple contexts.
If you are REALLY stuck for points to make, or you don't think your own experience of SMS of facebook is interesting enough, remember these stimulus texts that we have used in class, and analyse these instead. Some very unusual examples, particularly the 'wrong number' text, the SPAM text ad the text between the younger person and parent...
Also, if FB happens to come up, remember that we studied this HUGE argument from FB. There's all kinds of stuff you could drop in from here...
What do you need to put in your final 2 paragraphs, I hear you ask?
Dead simple.
1. You should ensure that you write a paragraph about your own experience of the medium named in the question. So, for the following mediums, you should just have a think about 1 paragraphs worth of example of unusual and strange langauge use you have witnessed in different contexts:
*SMS
*Snapchat
You can make it up/elaborate if you want to. Just ensure that you are able to talk for a PG about your personal experience, backed up with examples. So, if FB came up, I might have a few exaamples of how I talk to my friends, but then talk about how that differs if I'm talking to my mum on there or something. You might want to mention how memes have affected the way you talk, or 'in jokes' you have with your friends. All you need to do is to have one PG where you talk about your own experiences of the medium, using terms to back up what you're saying, and linking your points to multiple contexts.
If you are REALLY stuck for points to make, or you don't think your own experience of SMS of facebook is interesting enough, remember these stimulus texts that we have used in class, and analyse these instead. Some very unusual examples, particularly the 'wrong number' text, the SPAM text ad the text between the younger person and parent...
Also, if FB happens to come up, remember that we studied this HUGE argument from FB. There's all kinds of stuff you could drop in from here...
2B Disinhibition Theory
As well as David Crystal, please also remember Tim Shortiss' 'Disinhibition Theory'. You don't hae to remember quotes for this, just remember what the theory is, and mention it if it crops up in your data.
The theory is the idea that, because CMC allows you to communicate without having to see people face to face, you are more likely to say things that you would be too embarassed to say in real life.
If you see this happening in your data, mention Tim Shortiss and 'Disinhibition Theory'.
The theory is the idea that, because CMC allows you to communicate without having to see people face to face, you are more likely to say things that you would be too embarassed to say in real life.
If you see this happening in your data, mention Tim Shortiss and 'Disinhibition Theory'.
2B Theory - David Crystal
The amount of theory you have to remember for this section is nothing compared to the last exam.
Essentially what you need to do is try to add some relevant quotes into your analysis of the data when you think it is important, then memorise a really good example paragraph to put at the end of your essay.
David Crystal is a fantastic source, as he is one of the world's experts on this subject. When David Crystal visited, I made a PPT outlining all kinds of quotes he made about CMC communication.
Here is the PPT. You will see LOTS of useful quotes that you can use as you analyse your data.
Obviously the 'language and the internet' slides are the most important.
Essentially what you need to do is try to add some relevant quotes into your analysis of the data when you think it is important, then memorise a really good example paragraph to put at the end of your essay.
David Crystal is a fantastic source, as he is one of the world's experts on this subject. When David Crystal visited, I made a PPT outlining all kinds of quotes he made about CMC communication.
Here is the PPT. You will see LOTS of useful quotes that you can use as you analyse your data.
Obviously the 'language and the internet' slides are the most important.
Wednesday, 6 June 2018
2A - The 20 Marker - SIMPLIFIED!
(a) - usually a 4 mark question. usually on spelling.
You will need to identify the word classes of the words
given, and identify things like this...
*Extra final –e (vowel) or you could say appended –e or
inflected vowel
*Doubling (vppon, natural, seurall) and Single consonants
(maners)
*Omission of medial e: wherby, somtimes
*Omission of final e: diuers*Interchange: I/Y or U/V for example
*Inconsistencies or idiosyncratic spelling (the same word spelt differently in the same article due to no std)
*Phonetic spelling (words which look like they have been spelt how they sound due to no standard)
*Loan Words : French/Latin or borrowing (like the text A in
travel writing example)
(b) - usually a 4 marker, usually on language change, but
will use spellings/grammar as examples.
You will need to identify the word classes of the words
given, and identify things like this...
*Still all of the spelling patterns from above
But you will need to explain the significance of them by
referring to these language change issues...
*Inconsistent spellings due to the fact text is pre 1755
(first dictionary) so no std.
*Prestandardisation in general*Spelling inconsistencies due to regional variation.
*Words which have merged/blended or become simplified over
time.
*Words which have gone through semantic change, narrowing,
broadening, amelioration, pejoration.*Archaic affixation (suffix/prefix
(c) - usually a 4 marker, usually on grammar
You will need to identify the word classes of the words
given where RELEVANT, and identify things like this...
*2nd and 3rd person archaic verb inflections
*Inverted syntax
*Inversion of verb and negator ('know not', instead of 'do
not know')
*Lack of contraction where we would use one today -
contractions much more common once Modern English/Late Modern English emerged.
*Absence of auxilliary verbs such as 'do' in verb phrases
(We would say 'do not think', they would have said 'think not')
*Archaic affixation (suffix/prefix)
*Archaic 2nd person pronouns (subject 'thou', object 'thee')
*Archaic affixation (suffix/prefix)
*Archaic 2nd person pronouns (subject 'thou', object 'thee')
(d) An 8 marker on grammatical structure and punctuation.
You will need to identify at least FOUR examples of
historical features from that time period, identify them, give examples of
them, and explain how they are different to LME (Late Modern English). Things
such as...
*Colons or Sem-colons used instead of commas.
*Colons or Sem-colons used instead of full-stops (which
became far more common in LME). You can identify these if you see a CAPITAL
following a colon/semi-colon
*Irregular capitalisation of words - sometimes done to show
importance.
*Lack of capitalisation on proper nouns (perhaps due to
pre-std, or maybe some other pragmatic meaning)
*Lack of possessive apostrophe, resulting in an odd spelling
pattern.
*Long complex sentences which seem to go on for a long time.
*Sentences which contain lots of additional subclauses
(known as subordination) which usually start with begin with relative pronouns
(which, that) etc
*Use of hyphens to form compounds whereas we would just join
the two words in a full compound ('lawn-mower' instead of 'lawnmower')
*Plural pronoun attached to singular noun (their stomache,
their heart etc)
Just realised...
I've just re-added a load of stuff that was already on there! Oh well, it won't kill you to read it twice. It's all dead important!
2B - MORE KEY TERMS
Don't forget these two things:
Prosodics (volume, tone, pace of speech). These are missing in CMC communication (Computer mediated communication) and s we use other things to mimic them to save confusion (caps lock, non-standard punctuation, emojis). Point them out when you see them.
Paralinguistics (non-verbal communicators - such as facial expression, hand gestures, body movements). These are also missing in CMC and are mimicked by other typed features. Point them out when you see them too.
Other terms...
Multimodality - The tendancy for 21st century texts to take on features of speech as well as writing due to immediate and informal nature of CMC communication.
Plasticity - The ability to edit texts to get the best and most convincing quality to the message.
Disinhibition Theory (Tim Shortis) - The theory that you are more likely to say something compromising, embarassing or revealing when using SMS compared to in real life. The effect is similar to being drunk, and is caused by the understanding that you don't have to see peoples' reactions or face immediate consequences when using SMS.
Prosodics (volume, tone, pace of speech). These are missing in CMC communication (Computer mediated communication) and s we use other things to mimic them to save confusion (caps lock, non-standard punctuation, emojis). Point them out when you see them.
Paralinguistics (non-verbal communicators - such as facial expression, hand gestures, body movements). These are also missing in CMC and are mimicked by other typed features. Point them out when you see them too.
Other terms...
Multimodality - The tendancy for 21st century texts to take on features of speech as well as writing due to immediate and informal nature of CMC communication.
Plasticity - The ability to edit texts to get the best and most convincing quality to the message.
Disinhibition Theory (Tim Shortis) - The theory that you are more likely to say something compromising, embarassing or revealing when using SMS compared to in real life. The effect is similar to being drunk, and is caused by the understanding that you don't have to see peoples' reactions or face immediate consequences when using SMS.
2B - So what do we do? Part 3
Linking to context....
Follow this formula and you won't go far wrong.
1. Point out a language feature
2. Show a clear example or examples of where we see this in the data
3. Explain why this happens in a general sense - 'Emojis like this are used to express emotion rather than putting things into words which means that word counts are cut down, and there is less chance of messages being misread on an emotional level
4. Explain why this happens in this particular context - 'Within this message, it is particularly important that this 'laughing' emoji has been used, as the recipient is an older individual who may be more inclined to misread the sarcastic tone of the text if the emoji was not used to clarify it.
It is that last point which will ensure you are always linking to context. So, within each message, consider and comment on the following factors:
*How old is the sender/recipient? Is this having any effect on the language used?
*Is there a language/culture barrier between sender and recipient? Any linguistic effect?
*How well do the sender and recipient know each other? Is this affecting anything?
*Is the message informal or formal? Why? How is this shown linguistically?
*How far apart are the sender and recipient? Any linguistic effect?
*Is the message wanted or unwanted? How does this affect the things the sender says?
*SPAM MESSAGES - Remember, SPAM companies will use abbreviations and hyperlinks to keep word counts and costs down. They will also use a whole host of tactics to trick people into following the messages. Point these out when they shows up, and explain what you know about spammers.
*Multimodality - Do any of the messages show signs of CONVERSATIONAL features? Why? Point these out.
Follow this formula and you won't go far wrong.
1. Point out a language feature
2. Show a clear example or examples of where we see this in the data
3. Explain why this happens in a general sense - 'Emojis like this are used to express emotion rather than putting things into words which means that word counts are cut down, and there is less chance of messages being misread on an emotional level
4. Explain why this happens in this particular context - 'Within this message, it is particularly important that this 'laughing' emoji has been used, as the recipient is an older individual who may be more inclined to misread the sarcastic tone of the text if the emoji was not used to clarify it.
It is that last point which will ensure you are always linking to context. So, within each message, consider and comment on the following factors:
*How old is the sender/recipient? Is this having any effect on the language used?
*Is there a language/culture barrier between sender and recipient? Any linguistic effect?
*How well do the sender and recipient know each other? Is this affecting anything?
*Is the message informal or formal? Why? How is this shown linguistically?
*How far apart are the sender and recipient? Any linguistic effect?
*Is the message wanted or unwanted? How does this affect the things the sender says?
*SPAM MESSAGES - Remember, SPAM companies will use abbreviations and hyperlinks to keep word counts and costs down. They will also use a whole host of tactics to trick people into following the messages. Point these out when they shows up, and explain what you know about spammers.
*Multimodality - Do any of the messages show signs of CONVERSATIONAL features? Why? Point these out.
2B - So what do we do? Part 2
Answering this question really is EASY.
The Sample Assessment material showed 8 SMS messages and expects you to write about 4-5 paragraphs.
Whilst we don't know that YOUR data will feature SMS messages, we can assume it will be a similar length.
So, just try to GROUP the data into about 4-5 paragraphs. Don't just blindly work your way through it one text at a time This won't show off your skills. See if any of the texts/tweets/message have anything in common, and tackle these in the same paragraph.
For example, don't do this:
Paragraph one - discusses sms 1
Paragraph two - discusses sms 2
Paragraph three - discusses sms 3...
Because if you do that, you'll find that you eventualy start repeating yourself.
Instead, do it like this...
Paragraph one - discusses all messages which features arguments
Paragraph two - discusses all message which are sent in a more formal context
Paragraph three - discusses all messages which are sent mby older people
Paragraph four - discusses all texts which are SPAM messages or unwanted messages
Paragraph five - discusses all texts sent between close friends and family
ETC ETC ETC.
Do you see the benefit of this??? Essentially, this will guarantee that each PG has a nice specific focus, you won't be repeating yourself, and you should ALWAYS be able to link VERY EASILY to the context of the messages, showing how it is affecting language use.
Carry on reading for more help...
The Sample Assessment material showed 8 SMS messages and expects you to write about 4-5 paragraphs.
Whilst we don't know that YOUR data will feature SMS messages, we can assume it will be a similar length.
So, just try to GROUP the data into about 4-5 paragraphs. Don't just blindly work your way through it one text at a time This won't show off your skills. See if any of the texts/tweets/message have anything in common, and tackle these in the same paragraph.
For example, don't do this:
Paragraph one - discusses sms 1
Paragraph two - discusses sms 2
Paragraph three - discusses sms 3...
Because if you do that, you'll find that you eventualy start repeating yourself.
Instead, do it like this...
Paragraph one - discusses all messages which features arguments
Paragraph two - discusses all message which are sent in a more formal context
Paragraph three - discusses all messages which are sent mby older people
Paragraph four - discusses all texts which are SPAM messages or unwanted messages
Paragraph five - discusses all texts sent between close friends and family
ETC ETC ETC.
Do you see the benefit of this??? Essentially, this will guarantee that each PG has a nice specific focus, you won't be repeating yourself, and you should ALWAYS be able to link VERY EASILY to the context of the messages, showing how it is affecting language use.
Carry on reading for more help...
2B - So what do we do?
Really, this is a component which should NOT have you panicking.
You will be given a small set of data from the genre of 21st century English.
This could be from:
SMS
Twitter
Facebook
Snapchat
Instagram
Email
All the questions will ask you to do will be something like 'analyse how the context of this data affects language use in the 21st century'.
You already know ALL of this! You really do. All you have to do is imagine you are explaining EVERYTHING to a 95 year old, and you can't go far wrong (ie, just be prepared to explain what the heck is going on as if you are talking to someone who has never seen a text message or abbreviation in their life.)
Got it?
Key terms:
If you see any of these, you'll need to point them out and explain why and how they are being used. Don't just assume that you only need to mention them once. You might make a point about how a smiley face to a friend shows informality or flirting, whereas you might later make another point about how inappropriate a sad face is when used in a formal situation.
*Abbreviations
*Acronyms
*Initialisms
*Emojis/Emoticons
*Sociolect
*Elliptical expression
*Elision
*Logograms (when a symbol is used to carry meaning, like '+' or '@'
*Hyperlinks
*Hashtags
*Retweets
*Tagged friends
*Mentions
*Like/Dislikes
Again, none of this should scare you. This is the sort of language you use EVERY DAY. You just need to switch your brains on, look at the contexts, and ensure that you are fully explaining WHY these things are happening.
Carry on reading for more help...
You will be given a small set of data from the genre of 21st century English.
This could be from:
SMS
Snapchat
All the questions will ask you to do will be something like 'analyse how the context of this data affects language use in the 21st century'.
You already know ALL of this! You really do. All you have to do is imagine you are explaining EVERYTHING to a 95 year old, and you can't go far wrong (ie, just be prepared to explain what the heck is going on as if you are talking to someone who has never seen a text message or abbreviation in their life.)
Got it?
Key terms:
If you see any of these, you'll need to point them out and explain why and how they are being used. Don't just assume that you only need to mention them once. You might make a point about how a smiley face to a friend shows informality or flirting, whereas you might later make another point about how inappropriate a sad face is when used in a formal situation.
*Abbreviations
*Acronyms
*Initialisms
*Emojis/Emoticons
*Sociolect
*Elliptical expression
*Elision
*Logograms (when a symbol is used to carry meaning, like '+' or '@'
*Hyperlinks
*Hashtags
*Retweets
*Tagged friends
*Mentions
*Like/Dislikes
Again, none of this should scare you. This is the sort of language you use EVERY DAY. You just need to switch your brains on, look at the contexts, and ensure that you are fully explaining WHY these things are happening.
Carry on reading for more help...
COMPONENT 2 - GENERAL GUIDELINES
Hi all,
I'm going to be blogging for a bit today and also a lot tomorrow to get you prepared for the next exam. Although this might seem like a more complex exam, I actually don't think that you should feel as stressed about it as you did for component 1 as there are fewer variables and less stuff to remember. I am assuming you've been reading the posts I put on a few days ago. Keep reading those and revising them, and I'll take you through the component.
On the exam, you are tested on two different sections, A - Language Change over Time and B - Language in the 21st century.
However, this time, the sections are NOT EQUALLY WEIGHTED.
Timing
Here is how you should spend your time:
The exam is 2hr 15 mins long.
You should spend around 1 and a half hours on Section A - Language change (The 20 marker, and the 60 mark essay), then you should spend around 45 mins on section B (language in the 21st century essay).
I would recommend you spend around 20-25 mins on the 20 marker, and about 65 - 70 mins on the essay (including your planning time)
The 20 marker
There is guidance on CONNECT regarding how to answer the 20 marker. I have also done a couple of posts earlier in the blog - so scroll back.
My initial few posts on Component 2 such as the orthographical points, change terms etc will be very important for this.
I will add more, so keep checking back.
The 60 mark essay
You will be asked to compared 3 texts from a similar genre but separated over time. The question will have a specific focus and will usually ask you to identify how the genre itself or an element of the genre has changed over time. You MUST ensure that the wording of your essay is always signposted towards this question, and shows a thorough understanding of the CHANGE you have seen.
You should aim to make around 6 points per text, making small but relevant comparisons as you go. Ensure you have analysed each text fully before moving onto the next.
In total, you essay should be between 16-20 PGs long plus an intro.
I would recommend you spend around 20-25 mins on the 20 marker, and about 65 - 70 mins on the essay (including your planning time)
The '21st Century' essay
This is a reasonably basic and approachable task. You should revise and read everything I provide for you here, but you should be confident over this.
You will be presented with some 21st century data. We don't know what it will be, but the practice materials have shown SMS messages and Tweets.
Essentially, you will be asked to analyse this data by talking about how the CONTEXT of the messages is affecting language.
This really is easy, and just requires you to think carefully about things you do every day.
I will write some more specific guidance on this in the next few posts.
You will be expected to analyse the data for around 4-5 paragraphs, then spend about 2- paragraphs talking about your own experiences and what theorists' view on the subject matter are.
Read ALL posts I put on here over the next two days, and you'll be fine.
Nick
I'm going to be blogging for a bit today and also a lot tomorrow to get you prepared for the next exam. Although this might seem like a more complex exam, I actually don't think that you should feel as stressed about it as you did for component 1 as there are fewer variables and less stuff to remember. I am assuming you've been reading the posts I put on a few days ago. Keep reading those and revising them, and I'll take you through the component.
On the exam, you are tested on two different sections, A - Language Change over Time and B - Language in the 21st century.
However, this time, the sections are NOT EQUALLY WEIGHTED.
Timing
Here is how you should spend your time:
The exam is 2hr 15 mins long.
You should spend around 1 and a half hours on Section A - Language change (The 20 marker, and the 60 mark essay), then you should spend around 45 mins on section B (language in the 21st century essay).
I would recommend you spend around 20-25 mins on the 20 marker, and about 65 - 70 mins on the essay (including your planning time)
The 20 marker
There is guidance on CONNECT regarding how to answer the 20 marker. I have also done a couple of posts earlier in the blog - so scroll back.
My initial few posts on Component 2 such as the orthographical points, change terms etc will be very important for this.
I will add more, so keep checking back.
The 60 mark essay
You will be asked to compared 3 texts from a similar genre but separated over time. The question will have a specific focus and will usually ask you to identify how the genre itself or an element of the genre has changed over time. You MUST ensure that the wording of your essay is always signposted towards this question, and shows a thorough understanding of the CHANGE you have seen.
You should aim to make around 6 points per text, making small but relevant comparisons as you go. Ensure you have analysed each text fully before moving onto the next.
In total, you essay should be between 16-20 PGs long plus an intro.
I would recommend you spend around 20-25 mins on the 20 marker, and about 65 - 70 mins on the essay (including your planning time)
The '21st Century' essay
This is a reasonably basic and approachable task. You should revise and read everything I provide for you here, but you should be confident over this.
You will be presented with some 21st century data. We don't know what it will be, but the practice materials have shown SMS messages and Tweets.
Essentially, you will be asked to analyse this data by talking about how the CONTEXT of the messages is affecting language.
This really is easy, and just requires you to think carefully about things you do every day.
I will write some more specific guidance on this in the next few posts.
You will be expected to analyse the data for around 4-5 paragraphs, then spend about 2- paragraphs talking about your own experiences and what theorists' view on the subject matter are.
Read ALL posts I put on here over the next two days, and you'll be fine.
Nick
ONTO THE NEXT ONE!
Right everyone,
Judging by the comments of the vast majority of you, it looks like Component 1 went pretty well all round. Well done you guys.
I've muted most of the Component 1 stuff to make the blog easier to navigate. If I've accidentally deleted anything you need, just drop me an email and I'll put it back on.
I'll have a look now and see what else I can add for unit 2.
The double WILL be on tomorrow morning, and we will be focusing on Component 2 - obvs.
See you tomorrow.
Judging by the comments of the vast majority of you, it looks like Component 1 went pretty well all round. Well done you guys.
I've muted most of the Component 1 stuff to make the blog easier to navigate. If I've accidentally deleted anything you need, just drop me an email and I'll put it back on.
I'll have a look now and see what else I can add for unit 2.
The double WILL be on tomorrow morning, and we will be focusing on Component 2 - obvs.
See you tomorrow.
Tuesday, 5 June 2018
Final post tonight...
Try not to stress, just get to know a good batch of case studies really well so that you can quote/analyse from them, and learn a few key theorist quotes.
Priorities case studies that could work for multiple subjects as these are more likely to be of use.
DON’T STRESS!
I have faith in you all.
I’ll check my emails at 8pm in case there’s any last minute emergencies, but don’t email just to tell me you’re scared. You have nothing to be scared of. Just stay calm, revise and do your best.
I’ll check my emails at 8pm in case there’s any last minute emergencies, but don’t email just to tell me you’re scared. You have nothing to be scared of. Just stay calm, revise and do your best.
COMPONENT 1B - LEGAL POWER
One or two of you mentioned this as a potential gap in your knowledge so I've just done a bit of research to give you an overview. If you spend 5 minutes reading this, you should be prepared for a 'Legal' question. Hopefully I can cover the whole subject in ten bullet points.
1. What is 'Legalese'? Legalese is a branch of the English language which we see used primarily in contracts, small-print and the legal profession in general. It is a very complex form of English which often contains lots of latinate/low-frequency words, complex and confusing grammar, and lots of double negatives.
2. Why is it used? Two reasons: 1. To confuse people (so that they agree to things which the company or individual might want to hide, like hidden charges) 2. To ensure that the person writing or saying the legalese is safe from a legal standpoint (to ensure they have not left themselves open to legal attack).
3. What would your stimulus look like? Well, either A. an extract where someone is giving their opinion on legalese (in this case, write two paragraphs where you pick out key quotes and explain their views by focusing on the key words and terms they have used, or B. A piece of legalese (in which case you should write two paragraphs where you simply pick out confusing extracts from the piece, using terms to explain what is confusing about it and what problems/attitudes this might cause in the average person such as yourself). Whatever the source material is, picking out KEY WORDS, applying TERMS and explaining how this reflects peoples VIEWS (either the author or society) is absolutely essential.
OK...so you know what legalese is...you have dealt with the extract...now you just need some case studies! So here they are...
4. David Mellinkoff in The Language of the Law (1963), said, “The law is a profession of words.” This shows a particularly negative attitude as it suggests that, to be able to utilise the law, you have to be an expert on the subtleties of language. Within this study, a number of examples of legalese were given, such as EXCESSIVE WORDINESS, eg. annul and set aside = annul, entirely and completely remove = remove. Linguistis would argue that these additional phrase and words such as the phrasal verb 'set aside' and the adverbs 'entirely/completely' do not change the meaning of the command, but simply confuse the reader/listener - making them more apprehensive about the contract or agreement they are entering into.
5. Additionally, borrowings from ancient languages and cultural niches can be seen in legalese:
1. What is 'Legalese'? Legalese is a branch of the English language which we see used primarily in contracts, small-print and the legal profession in general. It is a very complex form of English which often contains lots of latinate/low-frequency words, complex and confusing grammar, and lots of double negatives.
2. Why is it used? Two reasons: 1. To confuse people (so that they agree to things which the company or individual might want to hide, like hidden charges) 2. To ensure that the person writing or saying the legalese is safe from a legal standpoint (to ensure they have not left themselves open to legal attack).
3. What would your stimulus look like? Well, either A. an extract where someone is giving their opinion on legalese (in this case, write two paragraphs where you pick out key quotes and explain their views by focusing on the key words and terms they have used, or B. A piece of legalese (in which case you should write two paragraphs where you simply pick out confusing extracts from the piece, using terms to explain what is confusing about it and what problems/attitudes this might cause in the average person such as yourself). Whatever the source material is, picking out KEY WORDS, applying TERMS and explaining how this reflects peoples VIEWS (either the author or society) is absolutely essential.
OK...so you know what legalese is...you have dealt with the extract...now you just need some case studies! So here they are...
4. David Mellinkoff in The Language of the Law (1963), said, “The law is a profession of words.” This shows a particularly negative attitude as it suggests that, to be able to utilise the law, you have to be an expert on the subtleties of language. Within this study, a number of examples of legalese were given, such as EXCESSIVE WORDINESS, eg. annul and set aside = annul, entirely and completely remove = remove. Linguistis would argue that these additional phrase and words such as the phrasal verb 'set aside' and the adverbs 'entirely/completely' do not change the meaning of the command, but simply confuse the reader/listener - making them more apprehensive about the contract or agreement they are entering into.
5. Additionally, borrowings from ancient languages and cultural niches can be seen in legalese:
- Old and Middle English (aforesaid, thenceforth, heretofore - all archaic adverbs)
- Latin (corpus delicti, quasi, vis major)
- French (demurrer, fee simple)
- Religion has a large influence on the language: "to have and to hold", "each and every", "null and void".
Give some examples of these. Obviously this would be problematic because most people would wish for the law to be equally accessible by everyone, whereas these borrowed terms suggest you have a better chance of understanding the law if you are a legal professional, if you have a high-class education or are religious. QUOTE - George Orwell expressed his desire for English to remain as clear as possible, saying he wished it to be an ‘instrument for expressing thought’. Clearly, the borrowings listed above limit understanding and thought for many rather than promoting it.
6. In 'Politics and the English Language' (1946) Orwell outline six rules which he believed would limit confusion in English Language. Write a paragraph about this, but remember to use TERMS and to offer your opinions or society's views on these ideas....(if you can't remember them all, just give a few of them as examples and then offer your thoughts.
- Never use a metaphor, simile, or other figure of speech which you are used to seeing in print. (Examples which Orwell gave included "ring the changes", "Achilles' heel", "swan song", and "hotbed". He described these as "dying metaphors", and argued that these phrases were used without knowing what was truly being said.
- Never use a long word where a short one will do.
- If it is possible to cut a word out, always cut it out.
- Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.
- Make sure you break any of these rules sooner than say anything outright barbarous (insulting or offensive).
Orwell himself admitted that 'one could keep all of these rules and still write bad English'. A linguist, Geoffrey Pullum, despite being a fan of Orwell's, noted that he Orwell had used a higher than average rate of 'passive constructions' in writing his views - demonstrating how difficult it is to stick to such strict language laws.
7. Janet Randall (Northeastern University, Boston, USA) completed a study called 'Tackling “Legalese”:
How Linguistics Can Simplify Legal Language and Increase Access to Justice'. She focussed on how juries are made up of 'lay-people' and how their accuracy in making judgements was being hampered by confusing language. She gave an example of an old legal instruction 'Failure of recollection is common. Innocent misrecollection is not uncommon.'and quotes another linguist call 'Tiersma' who says 'most people would find this challenging'. Whilst this sort of linguistic jargon was perfectly acceptable until recently in California, it has since been updated to, 'People often forget things or make mistakes in what they remember.' The lack of low-frequency abstract nouns, which are replaced with common verbs makes this much easier to understand.
How Linguistics Can Simplify Legal Language and Increase Access to Justice'. She focussed on how juries are made up of 'lay-people' and how their accuracy in making judgements was being hampered by confusing language. She gave an example of an old legal instruction 'Failure of recollection is common. Innocent misrecollection is not uncommon.'and quotes another linguist call 'Tiersma' who says 'most people would find this challenging'. Whilst this sort of linguistic jargon was perfectly acceptable until recently in California, it has since been updated to, 'People often forget things or make mistakes in what they remember.' The lack of low-frequency abstract nouns, which are replaced with common verbs makes this much easier to understand.
Randall also stated how, 'In one study, for example, conducted with jurors who had served on a trial, more than a quarter could not define burden of proof (noun phrase), impeach (verb), admissible evidence (noun phrase), or inference (abstract noun); ' - obviously, this would hugely disadvantage anybody who was trying to promote justice.
There we go - did it in 7 bullet points!
Lesson is on as normal today - we can go over this in person.
COMPONENT 1B - VERY IMPORTANT!!
Ok everyone,
JUST KEEP IN MIND - Whatever question comes up, you have to make sure you KEYWORD the questions (particularly 1B). Provided you have revised your case studies, there should be no worries as far as MATERIAL is concerned. However, make sure you look at exactly what the question is asking you, and word/signpost your paragraphs to distinctly answer the question.
So...does the question ask you about:
*People's ATTITUDES towards power/STD
*How power/situation CHANGES or ALTERS how people communicate
*The METHODS used to exert power over people.
Whatever the keyword is, make sure EVERY paragraph is worded to answer that specific question.
Later today I will be uploading some really useful texts/examples for LEGAL POWER so stayed tuned.
Nick
JUST KEEP IN MIND - Whatever question comes up, you have to make sure you KEYWORD the questions (particularly 1B). Provided you have revised your case studies, there should be no worries as far as MATERIAL is concerned. However, make sure you look at exactly what the question is asking you, and word/signpost your paragraphs to distinctly answer the question.
So...does the question ask you about:
*People's ATTITUDES towards power/STD
*How power/situation CHANGES or ALTERS how people communicate
*The METHODS used to exert power over people.
Whatever the keyword is, make sure EVERY paragraph is worded to answer that specific question.
Later today I will be uploading some really useful texts/examples for LEGAL POWER so stayed tuned.
Nick
Subscribe to:
Posts (Atom)