Thursday, 5 November 2015
Thursday, 29 October 2015
The Guardian - Femvertising
http://www.theguardian.com/lifeandstyle/2015/oct/12/femvertising-branded-feminism
This is an article by The Guardian discussing the effects the media has on women, and how feminism is growing throughout the industry. The writer - Nosheen Iqbal - talks about how the way that the media and advertising companies has changed the way it sells products and talks about women. It now "selling us its disgust with sexism" and teaching women, and young girls to be strong and are trying to empower women, rather than putting them down.
As the article continues Iqbal discusses two videos made by Always, in which women and younger girls are asked to do some tasks 'like a girl'. The video shows how when told to do things 'like a girl' even the women do tasks pathetically and showing as if they're not really trying. This shows the viewer the impact the media has had on many generations of women. Always then released a second video named 'Always - #likeagirl Unstoppable' showing the viewer what women really do when they're asked to do the same tasks - therefore destroying the stereotype and showing that women are strong and brave, not pathetic.
The article concludes by mentioning how feminism is growing and becoming a large part of the media. For example, the UN have marked the International Day of the Girl which was largely promoted by Michelle Obama, and the #HeForShe campaign, fronted by Emma Watson. Overall, Nosheen Iqbal highlights how we are now beginning to see the drive to empower women, and in the not so distant future, women will finally become equal to men in the media.
This is an article by The Guardian discussing the effects the media has on women, and how feminism is growing throughout the industry. The writer - Nosheen Iqbal - talks about how the way that the media and advertising companies has changed the way it sells products and talks about women. It now "selling us its disgust with sexism" and teaching women, and young girls to be strong and are trying to empower women, rather than putting them down.
As the article continues Iqbal discusses two videos made by Always, in which women and younger girls are asked to do some tasks 'like a girl'. The video shows how when told to do things 'like a girl' even the women do tasks pathetically and showing as if they're not really trying. This shows the viewer the impact the media has had on many generations of women. Always then released a second video named 'Always - #likeagirl Unstoppable' showing the viewer what women really do when they're asked to do the same tasks - therefore destroying the stereotype and showing that women are strong and brave, not pathetic.
The article concludes by mentioning how feminism is growing and becoming a large part of the media. For example, the UN have marked the International Day of the Girl which was largely promoted by Michelle Obama, and the #HeForShe campaign, fronted by Emma Watson. Overall, Nosheen Iqbal highlights how we are now beginning to see the drive to empower women, and in the not so distant future, women will finally become equal to men in the media.
Tuesday, 13 October 2015
Andrew Moore - Language and occupation
http://www.universalteacher.org.uk/lang/occupation.htm
Here are some general functions of language in occupational contexts:
- communicating information
- requesting help
- confirming arrangements
- instructing employees or colleagues to do something
- making things happen or enacting them
AQA A-level English Language assessment resouces
http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-7701-7702/assessment-resources
This is a list of sample exam papers and mark schemes for AQA As and A-level English language.
This is a list of sample exam papers and mark schemes for AQA As and A-level English language.
Tuesday, 6 October 2015
Transcript analysis
A: What did you do last weekend?
(Adjacency pairs: Speaker A's question was answered with relevant information.)
B: I started my new job
A: What was it like?
B: I was on the tills. Ellie what did you do on the weekend?
(Dispreferred response: Speaker B didn't answer the question, but implied that they maybe didn't enjoy it.)
A: Umm my brother went to Uni on Sunday, we went down Southampton and then yeah basically
B: Greaaat..
(Utterances: Falling of intonation, shows that the topic had come to an end and that the speaker may be feeling awkward.)
C: I was working all day Saturday and then that was about it
D: Umm I was doing homework all weekend, didn't really/
(Interruption: Speaker D was interrupted by speaker B, this could indicate that speaker B is more comfortable in the group, and therefore confident enough to interrupt.)
B: Yeah umm I had my first driving lesson aswell
(Filler: The speaker uses fillers in order to lead off from their speech, this may indicate that they are feeling awkward/uncomfortable.)
A: How was that?
B: That was really good actually yeah, I can't wait to be able to drive, yeah
(Quantity: The speaker gives more detail into the subject, suggesting that they are now more relaxed in the conversation.)
A: Umm what else did I do? I had dance on Saturday
C: How was dance?
A: Great, getting ready for competitions and performances, yeah
(Speaker A clearly wants to keep the conversation going and asks themselves a question in order to draw attention to themselves so that they can explain further.)
4 Speakers
· A: 16, knew B and C before St Brendan's.
· B: 17, knew A before St Brendan's.
· C: 16, knew A before St Brendan's.
· D: 16, didn't know anyone before St Brendan's.
The conversation took place outside by the fountain, where it was quiet and there were a few people around.
AS ELL Spontaneous Speech Terminology Quiz
1. 'A pattern of speech in which one utterance is followed by an appropriate linked response' - is the definition of the term:
-Adjacency pairs, preferred response.
2. Explain the term 'side sequencing'.
-When conversation comes to an unexpected halt and changes topic.
3. Give an example of a 'tag question'.
-'It's cold out, isn't it?'
4. Give three terms that are examples of non-fluency features:
-'erm', 'um', 'ah'.
5. Explain the term 'phatic language' and give two examples:
-Phatic language is small talk such as 'how was your day?' and 'nice weather we're having.'.
6. Non-verbal aspects of speech or 'paralinguistic features' such as 'fillers' can help reveal a speaker's attitudes and feelings. Name two other non-verbal aspects of speech.
-Pointing and sign language.
7. 'elp me orf this 'orse' is an example of 'phonetic spelling' which means the spelling of words to represent how they are pronounced.
8. List Grice's maxims and briefly what each one refers to:
- Adjacency pairs: An utterance with an expected response.
-Quantity: If the speaker gives too much or too little detail.
-Quality: Whether it is the truth or a lie.
-Relevance: If the utterance is on topic.
-Manner: Clear communication.
9. Grice was interested in suggesting what helps to create a natural/flowing conversation.
10. When analysing spontaneous speech we do not refer to 'sentences' but 'utterances'.
11. Brown and Levinson put forward some theories about politeness. Name four positive politeness strategies we might employ if we want to be liked.
- Saying please and thank you, not interrupting when they are speaking, listening to who is speaking and giving a preferred response.
12. In order to analyse a transcript what three things must you establish an awareness of from the outset?
- Context: Setting, who the speakers are and their background, age etc.
-Adjacency pairs, preferred response.
2. Explain the term 'side sequencing'.
-When conversation comes to an unexpected halt and changes topic.
3. Give an example of a 'tag question'.
-'It's cold out, isn't it?'
4. Give three terms that are examples of non-fluency features:
-'erm', 'um', 'ah'.
5. Explain the term 'phatic language' and give two examples:
-Phatic language is small talk such as 'how was your day?' and 'nice weather we're having.'.
6. Non-verbal aspects of speech or 'paralinguistic features' such as 'fillers' can help reveal a speaker's attitudes and feelings. Name two other non-verbal aspects of speech.
-Pointing and sign language.
7. 'elp me orf this 'orse' is an example of 'phonetic spelling' which means the spelling of words to represent how they are pronounced.
8. List Grice's maxims and briefly what each one refers to:
- Adjacency pairs: An utterance with an expected response.
-Quantity: If the speaker gives too much or too little detail.
-Quality: Whether it is the truth or a lie.
-Relevance: If the utterance is on topic.
-Manner: Clear communication.
9. Grice was interested in suggesting what helps to create a natural/flowing conversation.
10. When analysing spontaneous speech we do not refer to 'sentences' but 'utterances'.
11. Brown and Levinson put forward some theories about politeness. Name four positive politeness strategies we might employ if we want to be liked.
- Saying please and thank you, not interrupting when they are speaking, listening to who is speaking and giving a preferred response.
12. In order to analyse a transcript what three things must you establish an awareness of from the outset?
- Context: Setting, who the speakers are and their background, age etc.
Subscribe to:
Posts (Atom)