Before Grammar Books were published many people looked at religious documents such as 'The Bible' and the 'Book for Common Prayer' to know how to write and spell. These documents had important structures which everyone could understand as they were detailed in books that everyone had access to and could make sense of.
The first known Grammar Book was published in 1586 by William Bullokar called 'Pamphlet for Grammar' and detailed many of the techniques the writer felt were used. It was written in Latin as it was the language of the time and was not easily accessible for all people. It was only really seen as suitable for educated people. The book did not have much impact as people still used many different structures and techniques for hundreds of years after.
Between 1750 and 1800, 200 new Grammar Books were publicised which works out approximately 4 a year. These used many prescriptive ideas that showed grammar as right or wrong and nothing in between. The academics who wrote these books thought that they knew about grammar and fought against each others ideas.
A significant book published was 'A Short Introduction to English Grammar' by Bishop Robert Lowth, which was written in 1762. Many writers influenced him such as Shakespeare, Milton and Pope. One of his rules was "two negatives in English destroy each other," which is still valid in English today as two negatives equal a positive as they cancel out. He significantly shaped the language we have today even though he would have been more used to the language of Latin.
Sir Ernest Gowers published his book, 'The Complete Plain Words' in 1954 after he believed that English should be simplified and used in order for everyone to understand. He wanted a language which everyone could understand in public documents not just the highly educated. However, he felt in legal documents such as in court, Plain language should NOT be used but this has not be abided by and these legal documents are now using Plain English.
Grammar is focused in GCSE with 5% of marks being used for SPaG (Spelling, Punctuation and Grammar). Through these marks, it allows a student to realise how they effectively use grammar with its importance in society. University of Bristol have come with exercises in order for people to improve their grammar in a society that is constantly deteriorating in grammar due to our social media and technology advances.
Bibliography
http://en.wikipedia.org/wiki/History_Of_English_grammars
http://www.revisionworld.com/a2-level-level-revision/english-language/language-change-0/modern-english-c-1700-present#TTmShEclF7192cbk.99
http://thehistoryofenglish.com/history_late_modern.html
http://ielanguages.com/enghist.html
http://englishplus.com/news/news0300.htm
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_41.htm
http://www.aqa.org.uk
http://en.wikipedia.org/wiki/The_Complete_Plain_Words
Sunday, 8 March 2015
Wednesday, 28 January 2015
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.
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
Monday, 26 January 2015
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.
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.
Sunday, 4 January 2015
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.
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
Bibliography
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 PhonicsJolly 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.
Phonic Boom, By John Hodgson,
NATE, Teaching English, Issue 4, Page 23
Monday, 3 November 2014
Phonological Development
The Hardest Phonemes
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| Source: http://www.eps.n-cook.k12.il.us/epsweb/rosenberg/site/articulation.html 26/10/14 |
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| Source: http://www.playingwithwords365.com/2011/09/phonological-processes-and-phonological-delay/ 26/10/14 |
Throughout phonological development, language is acquired
but to learn how it is done, they must make virtuous errors in their
phonological speech. It means that they will make mistakes but they must be completed so that they can learn how to use language 'correctly.'
When a child is at age two and a
half, they can pronounce all of their vowels and two thirds of their
consonants, which then by four they will only have problems with a few consonants.
At the age of 6/7, they will finally be confident in using all vowels and consonants.
The first word that a baby will
say is at between 9-15 months. This can range from different babies depending on their
parents if they notice them say a word and how the parents interpret it.
During development, children may
replace a 'r' for a 'w' which leaves it open. This can go for quite a long time
until they can understand how to pronounce this properly.
- It is harder for a child to say a consonant at the end of the word than at the beginning.
- Replace hard consonants with easier ones. “R” replaced with “W” “T” replaced with “D” “P” replaced with “B”
- Replace consonant blends with a single consonant. Phoneme,"th" is often changed to "d".
- Reduplicate sounds. For example, a child might say "manana" for "banana" because "m" is similar to "n".
- Shorten words of several syllables such as syllables that are unstressed
Bibliography
Sunday, 26 October 2014
Sunday, 12 October 2014
Summary of the Transcript on Zachy (2;4) drawing a banana
During the speech, a supportive and questioning tone. This means that Zachy speaks to the parent because of the tone that the Mother has, which is of encouragement. On the first turn taken by H (Mother), they use "Darling" after saying "What?" We understand through this that she is trying to use a politeness strategy to mitigate what she is saying. This ensures that the child feels more able to answer to H as he feels comfortable that she is not being judged by his language.
Throughout the speech, H uses many open questions including "what else have we had?" This identifies how she is encouraging her son to speak and continue to speak to make longer turns. We can see that it encourages him to continue to speak on a recent topic that he has been completing previously in the day. This means that we can notice the skills of encouraging the child to continue talking as she asks questions in order to continue the speech development. Also, she uses the 1st person "plural" to show that she is encouraging him about group work and collaboration. It enables him to know that not everything is centred around the singular first person with "I".
Additionally, H uses echoing and repetition to repeat what Zachy has just said. For example: Zachy says "a banana and 3 things in the banana" and H replies with "a banana and what? 3 things?" This identifies that she is encouraging Zachy that the speech that he is saying is correct and questioning whether he knows what he is talking about. This develops his speech by allowing him to see that he is speaking correctly in areas of his speech. It will also allow him to see where he can develop in his speech and expand what he is saying.
Within H's speech, she uses praise to allow Zachy to see where he has used his language in a correct way or starts to read. H says "you are a star little man." This highlights that he has used language correctly. The use of the noun "star" has positive connotations and shows to Zachy the positivity that is used.
Non-standard Pronunciations
7 uses of non-standard pronunciations
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