Tuesday 28 April 2015
Expectations and influential power - the pretend slip-up in speechmaking: metanoia
This is great because it really highlights the importance of the E in GRAPE: expectations. We don't expect people delivering prepared speeches to slip up, so when they do, it heightens our focus on what they were talking about. Metanoia is a technique where you plan one of these seemingly spontaneous slips to draw attention to something. Read this article which explains it well.
Thursday 23 April 2015
Princess Rap Battle - gender
I'm a fan of rap battles. This one's no exception - it's even got Sarah Michelle Gellar (are you too young to like Buffy?) in it. Nuff said. Oh, wait, there are some gender issues in here somewhere...
Tuesday 21 April 2015
Useful article summing up overgeneralisation
This review sums up an interesting reasoning for children starting to overgeneralise grammatical rules. You will probably have to log on to emagazine ('enter subscriber's site' green button top left) to get to it:
emagazine12 yz349qr
http://www.englishandmedia.co.uk/emag/subscribers/downloads/archive_emag/_emagpast/Lang%20Aquis.html
The title is 'Language acquisition - a discussion of the ideas in Stephen Pinker's book Words and Rules' - I had to search on Language acquisition and it was about the third result.
emagazine12 yz349qr
http://www.englishandmedia.co.uk/emag/subscribers/downloads/archive_emag/_emagpast/Lang%20Aquis.html
The title is 'Language acquisition - a discussion of the ideas in Stephen Pinker's book Words and Rules' - I had to search on Language acquisition and it was about the third result.
A2 lesson 21st April - useful online resources
Clevernesses,
I think that you are so up on your CLA knowledge that we will go back to LC next lesson (so you can feel a little bit more prepared for that section of the mock). Today, I want to point you to some useful online resources that you can explore here and at home. We will spend 45 mins on that and then I want you to use the rest of the lesson to work on the second CLA question on the paper I gave you and post a bullet-pointed plan, an overview and a PEE para in the last 45 mins of the lesson. I will be coming round to look at your notes on the reading homework that I gave you and I also want in any essays you want marked.
1) There is an interactive resource that I've just realised had disappeared from Moodle so I have re-added it under the CLA section. Rather confusingly, it is called 'Language Change and Identitiy: Child Language Acquisition'; it doesn't have anything to do with LC.
2) Angelica pointed me to these Mindomo mind maps (that you can download and print as PDFs) and says you can create your own, which might be really useful for revision purposes. These are the first three if you google mindomo child language acquisition:
I think that you are so up on your CLA knowledge that we will go back to LC next lesson (so you can feel a little bit more prepared for that section of the mock). Today, I want to point you to some useful online resources that you can explore here and at home. We will spend 45 mins on that and then I want you to use the rest of the lesson to work on the second CLA question on the paper I gave you and post a bullet-pointed plan, an overview and a PEE para in the last 45 mins of the lesson. I will be coming round to look at your notes on the reading homework that I gave you and I also want in any essays you want marked.
1) There is an interactive resource that I've just realised had disappeared from Moodle so I have re-added it under the CLA section. Rather confusingly, it is called 'Language Change and Identitiy: Child Language Acquisition'; it doesn't have anything to do with LC.
2) Angelica pointed me to these Mindomo mind maps (that you can download and print as PDFs) and says you can create your own, which might be really useful for revision purposes. These are the first three if you google mindomo child language acquisition:
As always, check the information by reading more on the ideas from other sources!
3) Emagazine has hundreds of really useful articles on CLA and LC that you should browse through whenever you get the chance. Here is the logon again: emagazine12 yz349qr
4) My blog is full of relevant articles, sometimes with a bit of editorialising and a challenge to think of or do something. Use it and comment if you dare! I really want you to dare. If you find any more good revision resources at any point, please link to them as a comment on this post.
Tuesday 14 April 2015
Synchronic language change? Yes.
The article on the elusive 'yes' and the one on angry full stops are great wider reading and you can use them as a springboard for further research.
I use 'yes' often; maybe because I am a teacher and we feed back a great deal. How often do you use 'yes'?
I am also finding work emails to my team mates a struggle and that second article really highlighted why. I can't really use a smiley but a full stop does seem cold and fail to convey the tone I want to use in emilaing colleagues I am friendly with. Problematic. We haven't agreed the changes amongst ourselves yet so synchronic language change can lead to confusion and doubt. Is there any way of resolving this - a sort of punctuation Urban Dictionary? But can I then use these conventions in semi-formal emails? Aargh!
I use 'yes' often; maybe because I am a teacher and we feed back a great deal. How often do you use 'yes'?
I am also finding work emails to my team mates a struggle and that second article really highlighted why. I can't really use a smiley but a full stop does seem cold and fail to convey the tone I want to use in emilaing colleagues I am friendly with. Problematic. We haven't agreed the changes amongst ourselves yet so synchronic language change can lead to confusion and doubt. Is there any way of resolving this - a sort of punctuation Urban Dictionary? But can I then use these conventions in semi-formal emails? Aargh!
Monday 13 April 2015
What's in a name? language and power/language and identity (race)
Read the letters in this text from 1928 and then the 1967 Ebony magazine article and
the letters in response (which mentions the original exchange from 1928 and
Benjamin Whorf of the Sapir-Whorf hypothesis). Think about the terms
that are used to describe race now. What do you use about yourself?
About others?
A2 14/04/15 The British Library - getting started
Knowledgeables,
please write the homework down before you start.
Today you get to explore a great resource: the 'learning' section of The British Library website. You can visit this site again to do some practice analysis but I want you to explore some of what is available today and find your way around. Write a review of one of the sections/texts you look at and do some PEE analysis of something you found in the text (plan to hit all 3 assessment objectives in the paragraph). Below are some ideas to get you going. Don't feel you need to use them. Do make your review helpful and do more reviews whenever you visit something useful in the runup to the exam.
I particularly love the virtual books e.g. Alice's Adventures Under Ground (the original version of Alice in Wonderland). Click on the book to turn the pages and have a look. Explore some of the other most viewed virtual books.
If you have headphones, the section 'sounds familiar' on the left-hand menu might be interesting. For Language Change, there is changing voices, which some of the sound links work for: 'tunes' doesn't for me, sadly! But others did.
This text in the 'Books for Cooks' might look familiar. This is a great section to find suitable practice texts in. Use the 'show transcript' link to get the texts.
The changing language section is obviously a must-visit locale.
find Dr Johnson's dictionary (and much more besides!) on the English timeline and listen to the audio performace of the preface.
homework for next Tuesday:
read the letters in this text from 1928 and then the 1967 Ebony magazine article and the letters in response (which mentions the original exchange and Benjamin Whorf of the Sapir-Whorf hypothesis). Think about the terms that are used to describe race now. What do you use about yourself? About others? Make notes - they can be personal as I will just have a quick look and I won't ask you to share with the class without your permission.
please write the homework down before you start.
Today you get to explore a great resource: the 'learning' section of The British Library website. You can visit this site again to do some practice analysis but I want you to explore some of what is available today and find your way around. Write a review of one of the sections/texts you look at and do some PEE analysis of something you found in the text (plan to hit all 3 assessment objectives in the paragraph). Below are some ideas to get you going. Don't feel you need to use them. Do make your review helpful and do more reviews whenever you visit something useful in the runup to the exam.
I particularly love the virtual books e.g. Alice's Adventures Under Ground (the original version of Alice in Wonderland). Click on the book to turn the pages and have a look. Explore some of the other most viewed virtual books.
If you have headphones, the section 'sounds familiar' on the left-hand menu might be interesting. For Language Change, there is changing voices, which some of the sound links work for: 'tunes' doesn't for me, sadly! But others did.
This text in the 'Books for Cooks' might look familiar. This is a great section to find suitable practice texts in. Use the 'show transcript' link to get the texts.
The changing language section is obviously a must-visit locale.
find Dr Johnson's dictionary (and much more besides!) on the English timeline and listen to the audio performace of the preface.
homework for next Tuesday:
read the letters in this text from 1928 and then the 1967 Ebony magazine article and the letters in response (which mentions the original exchange and Benjamin Whorf of the Sapir-Whorf hypothesis). Think about the terms that are used to describe race now. What do you use about yourself? About others? Make notes - they can be personal as I will just have a quick look and I won't ask you to share with the class without your permission.
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