This Telegraph article brings up some great prescriptive language attitudes:
http://www.telegraph.co.uk/culture/tvandradio/10852090/Radio-4-plumbs-new-lows-as-lavatory-takes-a-back-seat.html
Monday 26 May 2014
Wednesday 14 May 2014
Sir vs Miss
An interesting debate. By suggesting Sir as a suitable alternative to raise the status of female teachers, what is the historian implying? Jennifer Coates is shocked but what might make a suitable alternative?
http://www.theguardian.com/education/2014/may/13/debate-over-female-teachers-called-sir-or-miss
http://www.theguardian.com/education/2014/may/13/debate-over-female-teachers-called-sir-or-miss
Tuesday 13 May 2014
A2 lesson Tuesday 13th May
Scrumptiousnesses,
I will be leaving at 3.15 for an appointment but I would like you to post your work no sooner than 3.50 and by 4pm.
Please plan and write a response to the texts I will give you, based on the following question and post to your blogs:
By reference to BOTH texts (J and K) and to ideas from language study, describe and comment on what these texts show about language change over time.
Bear in mind the following helpful prompts when planning:
Really try hard by yourself but help one another rather than be stuck and write nothing - Gender issues are going to be of relevance here, so don't forget to brush up on those. I would rather have a shorter, well-informed response today so use Moodle or internet research IF YOU HAVE TO.
I will be leaving at 3.15 for an appointment but I would like you to post your work no sooner than 3.50 and by 4pm.
Please plan and write a response to the texts I will give you, based on the following question and post to your blogs:
By reference to BOTH texts (J and K) and to ideas from language study, describe and comment on what these texts show about language change over time.
Bear in mind the following helpful prompts when planning:
- What are the comparable factors and how do they help you to explore change?
- How are the techniques suitable for the target audiences of that time and how might audiences of the other time react or what might be changed to suit them?
- What are the significant aspects of each text that are worth commenting on and how can you link those to terminology, theory and context?
Really try hard by yourself but help one another rather than be stuck and write nothing - Gender issues are going to be of relevance here, so don't forget to brush up on those. I would rather have a shorter, well-informed response today so use Moodle or internet research IF YOU HAVE TO.
percentages on your AAE - please read
Dear lovelinessess,
the current AAE has an add-on of mock grade and PERCENTAGE. What?!
I have followed department policy of equating your grade to a fixed percentage in order to fill the box but it has absolutely no relationship to what you got so please ignore it. The method is simply to put 90% for A*, 80% for A, 70% for B etc.
The reason a percentage is meaningless is that there is no relationship year-on-year between a particular mark/percentage and a grade - they change depending on the level of responses given for that paper (for some papers/years, a mark converting to 64% would get you an A, for others, you might need to get upwards of 84%). So you have been marked in line with the mark scheme and graded relative to my expectations for that paper - a much more realistic indication of what the skills you displayed would have got you in the exam, given the cohort you are in.
If you or your parents have any questions, it is department policy, so please contact Judith Vale (Curriculum Manager for English). But don't question it, just ignore it - it won't be making an appearance again next year!
the current AAE has an add-on of mock grade and PERCENTAGE. What?!
I have followed department policy of equating your grade to a fixed percentage in order to fill the box but it has absolutely no relationship to what you got so please ignore it. The method is simply to put 90% for A*, 80% for A, 70% for B etc.
The reason a percentage is meaningless is that there is no relationship year-on-year between a particular mark/percentage and a grade - they change depending on the level of responses given for that paper (for some papers/years, a mark converting to 64% would get you an A, for others, you might need to get upwards of 84%). So you have been marked in line with the mark scheme and graded relative to my expectations for that paper - a much more realistic indication of what the skills you displayed would have got you in the exam, given the cohort you are in.
If you or your parents have any questions, it is department policy, so please contact Judith Vale (Curriculum Manager for English). But don't question it, just ignore it - it won't be making an appearance again next year!
Language and Power text - the pope's tweet
As I was saying in class to my A2s, excerpts of this were read at briefing on Monday and I was somewhat jarred to hear the noun "tweet" used in such a serious context, because it sounds like such a trivial word. But the connotations twitter has with idle chatter and bird-brains are fast becoming subsumed under its power as a form of mass communication. You can even follow Pope Francis tweeting in latin, if you so choose.
This text is an interesting response to the conservative backlash against Pope Francis for tweeting “Iniquitas radix malorum.” ("Inequality is the root of social ills.")
http://millennialjournal.com/2014/05/01/why-inequality-is-the-root-of-social-evil/
This text is an interesting response to the conservative backlash against Pope Francis for tweeting “Iniquitas radix malorum.” ("Inequality is the root of social ills.")
http://millennialjournal.com/2014/05/01/why-inequality-is-the-root-of-social-evil/
Last-minute tips
Wonderfulls,
your analysis is the key to success and it MUST be in the light of what the purposes are, who the audiences are and what the usual conventions of the form are and how that gets into the hands of the audiences (so how they are likely to react to it).
Remember to:
use x uses y to z in a clear point (except for the AS grouping task where you should just state the texts and grouping factor e.g. A,C and D use rhetorical questions)
select a concise quote that is worth analysing closely (or quotes - even several single-word or short-phrase quotes are good)
mine the quote by looking at the techniques used in the quote that create the effect you said it created in the point
make sure you refer to the context (APF, how the text is recieved, where in the text the quote comes - e.g. what was said earlier, after) in EVERY paragraph (systematically)
PLAN to talk about a range of frameworks and theories by selecting interesting techniques that the writer/speaker uses that can link to those frameworks and theories using terminology
use at least 3 terms per paragraph
evaluate the relevance of theory
use tentative language
GOOD LUCK, you beautifulls! You'll be great!
your analysis is the key to success and it MUST be in the light of what the purposes are, who the audiences are and what the usual conventions of the form are and how that gets into the hands of the audiences (so how they are likely to react to it).
Remember to:
use x uses y to z in a clear point (except for the AS grouping task where you should just state the texts and grouping factor e.g. A,C and D use rhetorical questions)
select a concise quote that is worth analysing closely (or quotes - even several single-word or short-phrase quotes are good)
mine the quote by looking at the techniques used in the quote that create the effect you said it created in the point
make sure you refer to the context (APF, how the text is recieved, where in the text the quote comes - e.g. what was said earlier, after) in EVERY paragraph (systematically)
PLAN to talk about a range of frameworks and theories by selecting interesting techniques that the writer/speaker uses that can link to those frameworks and theories using terminology
use at least 3 terms per paragraph
evaluate the relevance of theory
use tentative language
GOOD LUCK, you beautifulls! You'll be great!
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