World War I New words

Throughout World War I, there were many words that came from the time that was spent on the trenches, which then were coined when they returned because of the huge impact that the war had on the world.

Many of the slang terms that we use in society still today were first used within the World War I time. This means that these common coinages and neologisms were frequently used within the society of World War I and throughout the many years that have happened so this has meant that it has stayed within the English Language.

As stated in one article by Sarah Sloat, however, words were not necessarily created but they were popularised and helped them to become more familiar in society as they exchanged the words between different social classes and made language more widely available with all social classes using “slang” words and low frequency. It seemed to bridge the gap with the language used by different types of people.

New words/phrases

Lousy

World War I Definition: Infested with lice

Modern day Definition: Very poor or bad

This word seems to have gone through pejoration diachronically. It has also undergone a broadening effect as the word now has more meanings. This is due to the word becoming more slang based as someone with negative connotations. Before studying into this, I have only seen the word used through the modern day definition, which identifies lexis that was created in the trenches that has lost its popularity now.

 

Snapshot

World War I Definition: A quickly aimed and taken rifle shot

Modern day Definition: An informal picture often taken with a handheld device.

A brief look or summary

A record of the contents of a storage location or data file

A shot taken quickly in football with little backlift

This word has broadened and has now got many more meaning than what it previously had. It seems to show how technology has got more important within society and pictures have now got this informal word to address that it is not the original picture that you may have got. It has many more denotations to what it would have had during the war.

 

Bloke

World War I Definition: A gentleman

Modern day Definition: A slang term for ‘man’

This word, I believe has been in pejoration as the word is now used in slang terms and is not represented with the high status ‘gentleman’ figure that it did within the war. This means that it is a more common term and I believe that it has lost the connotations that it once had within the war.

 

Blotto

World War I Definition: To get extremely drunk

I believe that this word has lost its place in the English Language in modern day language. I believe that it has become outdated in our language and because of the other words that we have to describe this, it is not common.

 

Camouflage

Definition before the War: General Concealment

World War I Definition: The act of deceiving your opponent

This has remained with the same definition from the war although through the change and broadening of the definition was used from World War I to the current definition that we use now.

 

Hush Hush

 
World War I Definition: Highly secret and confidential

This was a phrase that was coined in World War I to keep things quiet as they don’t want the plans to be heard and known by the enemy. This meant that it was kept secret and through this new word it told the action of the phrase.

 

 

Bibliography

http://www.telegraph.co.uk/news/newstopics/howaboutthat/9700432/The-trench-talk-that-is-now-entrenched-in-the-English-language.html

http://www.worldwar1.com/heritage/wordswar.htm

http://dictionary.reference.com/slideshows/first-world-war-words#cootie

 

 

Paragraph of analysis

Presuppositions

Presuppositions are made on consumers as an assumption using background beliefs, where the truth is taken for granted. Through this, the company assumes the consumer has previous knowledge of the topic. This may be through the structure of the sentence to deliver in a way that will create a relationship seen in the theory, Synthetic Personalisation.
 
These assumptions are evident within text C when the advert uses “You’ll soon discover why Grenada, with all its rich variety, is truly the spice of life”. The company deliberately put constraints onto the consumer by using the epistemic modal auxiliary verb with the contraction, “You’ll” meaning “you will”. The company seems to emphasise that the consumer will go with the company. The adverb, “soon” reinforces the assumption the company has put on the consumer, boldly directing this information with the epistemic modal verb “will” emphasising certainty onto the consumer. Due to this direct phrase, it seems to be used as a cloaked imperative, addressing the command they feel the consumer should abide by in a more deliberately relaxed way although it assumes that the audience will understand it. This assumption makes the consumer feel as though they should go on the holiday with the company deliberately having the consumer on his mind with someone that seems to want to “discover” the wonders of the country. Through this assumption, it seems to make the consumer feel as though the relationship is built onto the consumer through the theory, Synthetic Personalisation.

We are also able to see this through the rhetorical question used in text D as they assume the consumer has previously been on a safari. “Where will you be heading on your next safari?” Through the interrogative, it seems to imply the consumer who is reading the advert has previously been on a safari and wants to go on another one again. The company seems to build the consumer as a family or individual who has experienced the diversity a safari has to offer. The adjective, “next” has connotations of an event that has previously happened. In addition, the epistemic modal auxiliary verb “will” seems to assume the consumer’s holiday will be this one, creating certainty to the advert. This seems to build the companies opinion onto them. However, “will” could be used to address the uncertainty they will go on a safari. This is less directive as it avoids a face threatening act although still influences the decision of the consumer, putting constraints onto them.

How do children learn to read?

The method of the 1940’s, 1950’s and 1960’s was the “look and say” approach. This is where the child would memorise the words that they were reading so that they would be say them next time that they would see that word. It identifies how they can remember but are they really reading with this method?

The Department of Education believe, now, that the best way to teach children is through phonics as it is seen as being the most effective and has introduced a phonics test for six-year olds. However, not all words are able to use the phonics with- David Crystal estimates that 20% of our words are unable to use this strategy. However, the phonics test does not take into account the ability of the children that can read without sounding the words out and ruins the experience of reading that you should be able to have.

The Department of Education did a study into what teachers thought of phonics. 445 teachers completed this survey and the results showed significant facts the department should listen to. Only 7% of the teachers who answered the study believed that phonics were a good thing for children and is the first requirement that a child needs to be able to learn to read. However, more than two thirds of all the teachers who answered believed that although it was an important part, other strategies were vital for children to be able to read. Many believed that through reading using phonics, it meant that the children were unable to grasp the meaning of the texts and this meant that it was pointless them trying to read.

Through the phonics test, many able readers are achieving lower scores than children that do not have the same ability as them. This means that many of them are being side tracked and upset that they cannot achieve even though they can read properly. This is because they cannot grasp the nonsense words that have been given to them by the test. Overall, this seems to show how a teacher’s judgement is not seen as right and it is overruled by a test that is not a real representation of a child’s reading ability as it does not show that they understand what is on the page in front of them.

Surely, this is creating culture where young people cannot understand reading until a later age of their lives and are reading for no meaning. A child needs many aspects for them to be able to read properly and fluently not just phonics.

Different synthetic phonic teachings

Jolly Phonics
Jolly phonics is a way in which children can learn how to read. It is 42 actions that go with the synthetic phonics. This is so that the child can understand the sounds of the letters that the words can make. With the sounds taught in an order which is not alphabetical, it allows them to learn the words quicker. It allows a child to learn five key skills
·         Letter sounds
·         Letter formation
·         Blending
·         Identifying sounds in words
·         Tricky words

Oxford Reading Tree

Oxford Reading Tree has reading for pleasure at its centre. It teaches a systematic way of teaching of the phonics for children. The new curriculum supports the use of this teaching with the use of the test that they will have at the age of six after a year of learning the phonics.

 

Reading Development

·         Understanding sounds with text

Individual letters are pointless and do not mean anything on their own in any form. This means a child must learn how to use phonemes in order to be able to read. A child has to learn how phonemes (sounds), which there are around 44 and letters (26) work together in order to produce a word on the page. For a child to learn language, they must become aware therefore of phonemes and how they are used within speech. The application of phonics and phonemes are the beginning skills needed to be able to read.

·         Development of reading ability

For a child to be able to learn a word, they often need practice. The pace that a word is spoken is often a sign that a child has learnt the word and is fluent in saying it. An average child needs between four to fourteen exposures of one word to be able to fluently say the word that is on the page in front of them. However, this can differ on every child and the ability that they have.

Spelling also constitutes the fluency development in reading of a child. Through a child spelling the word, it allows them to understand the sounds that the letters can make. It shows them that words are made up of syllables that are units within a word. It allows them to see that words are made up of ‘chunks’ (syllables) rather than individual letters.

·         Meaning from text

The end goal of a child being able to read is that they understand what is being placed on the page with the child being able to relate what is on the page with what they already know about.

Through looking at, and creating a meaning of the texts, the child is likely to be able to draw conclusions on what they have read. This is developed through the skills of a highly trained teacher, which gives them the opportunity to see if they understand the reading that they are doing. This component happens in the curriculum each year of the child’s learning.

Bibliography

http://www.readingrockets.org/article/how-do-children-learn-read

http://www.bbc.co.uk/news/education-19812961

Phonic Boom, By John Hodgson, NATE, Teaching English, Issue 4, Page 23

http://jollylearning.co.uk/overview-about-jolly-phonics/

https://global.oup.com/education/content/primary/series/oxford-reading-tree/;jsessionid=8996FB449AA4C0D25AFA693CE3F35EDE?region=uk