Hi all,
Please click here to access the PowerPoint for CDS.
Thursday, 28 September 2017
Wednesday, 27 September 2017
Writing an Introduction
Morning all,
Today you will be writing a draft version of your introduction to your investigation. This needs to be about 300 words and needs to be finished by the end of the lesson and emailed to me. So essentially, you have 90 mins to write 300 words - should be easy!
This is an essential part of your investigation; a good introduction will orientate the marker and show off what you know in a concise, academic way.
Planning:
- Why you chose the theory area and data - what makes this an interesting and useful investigation? (remember to be academic and not overly enthusiastic)
- A summary of what you know about that theory area including a range of theories and how they connect/contrast
- What you have focused in on from all of those and why
- Therefore what your hypothesis is
- How you will test it (which features of language will you quantify/explore) and why
There is a clear flow here that is essential for getting good marks on AO1 (the structure and flow of your investigation and the clarity and precision). Really think about the reader's needs - what do I need to know to understand your thinking and your process?
To exemplify this and to give you an idea, below is an introduction taken from a previous investigation. You can use this initially to give you ideas about the structure and content, but I don't want 20 slightly edited versions of this coming back to me at the end of the lesson:
To exemplify this and to give you an idea, below is an introduction taken from a previous investigation. You can use this initially to give you ideas about the structure and content, but I don't want 20 slightly edited versions of this coming back to me at the end of the lesson:
Gender was the main focus throughout my investigation. Gender is stereotyped
by many people, therefore I have undertaken an investigation to gather and
analyse my own data. I wanted to investigate whether men and women speak
differently, using Robin Lakoff’s theory ‘The Deficit Model’ . Lakoff’s theory looks
specifically at gendered speech, in particular, women using deficient language
such as ‘hedges, tag questions and false starts’.
The data I have gathered is from ‘The Only Way is Essex’. Reality TV is a hot topic,
Towie has a main purpose to entertain, and its audience’s are teenagers, also the
cast within the show. In 2011 the show had 1.7million viewers. 6 I am using TOWIE
because it is an informal show where spontaneous conversations take place.
Danni and James are one of the main couples from the show. They are very
popular with fans which have led to them being shown more frequently on the
later series of the show. There are Fan Pages on Instagram which show that they
are a well-known couple.
The Deficit Model is a theory that suggests that ‘male language is the norm and female language is deficient.’ Robin Lakoff has a book ‘Language and Woman’s place’ which is based on female language being weaker than males. 8 She created a list of language
frequently used by women such as ‘hedges, polite forms, tag questions and
empty adjectives’. She also states that they apologise more and lack a sense of
humour. The Dominance model can be used in my investigation, which is a theory by
Zimmerman and West. This model states that ‘men dominate the conversation due to their superior status’. In mixed sex conversations, men are more likely to interrupt. The Difference Model may be useful for my investigation, looking at how men and women are brought up differently; meaning ‘communication between the sexes is similar to communication between two different cultures’.
Therefore my hypothesis is ‘Danni will use more deficit features than James whilst in conversation’.
Monday, 25 September 2017
Work in my absence Monday 25th
Morning all,
I’m absent today as I’m recovering from a nasty cold. Please spend today’s lesson time continuing to research your data for your investigations, and ensure that you have some form of data to bring to class on Wednesday and you will be starting to do some initial analyses on this.
I will be on email periodically today, however if I don’t respond to you today I will get back to you tomorrow.
See you Wednesday
Claudia
Monday, 18 September 2017
Computer room lesson Monday 18th September
Morning all
Today you will be researching theories to further your understanding of Child Language Acquisition. You hould already have a firm understanding of the stages of development, and with this knowledge you can identify what stage a child is in just from a few lines of dialogue. The next step is to analyse this, which you need an understanding of the 4 main theories to do.
First things first, if you missed Thursday's lesson then you also missed watching the very important documentary, BBC Horizon - Why Do We Talk? which includes vital context that you'll need t remember for future essays, so could you spend today watching that please. Click here to access the documentary.
Those of you who were present, you will be using the format of the sheet I gave you on Thursday which outlined all the different theories we will be using. Research each theory and note down its characteristics in detail so that you understand it. Then, with your developed understanding of each theory and based on your research, comment on why this theory makes sense and then comment on what problems there are with this theory.
Plenty to be getting on with! See me if stuck.
Today you will be researching theories to further your understanding of Child Language Acquisition. You hould already have a firm understanding of the stages of development, and with this knowledge you can identify what stage a child is in just from a few lines of dialogue. The next step is to analyse this, which you need an understanding of the 4 main theories to do.
First things first, if you missed Thursday's lesson then you also missed watching the very important documentary, BBC Horizon - Why Do We Talk? which includes vital context that you'll need t remember for future essays, so could you spend today watching that please. Click here to access the documentary.
Those of you who were present, you will be using the format of the sheet I gave you on Thursday which outlined all the different theories we will be using. Research each theory and note down its characteristics in detail so that you understand it. Then, with your developed understanding of each theory and based on your research, comment on why this theory makes sense and then comment on what problems there are with this theory.
Plenty to be getting on with! See me if stuck.
Monday, 11 September 2017
Computer room lesson Monday 11th Sept
Morning all
This is our first computer room lesson of the year and we're going to continue to learn about the stages of CLA. First of all, research all the stages (starting with cooing, babbling, holophrastic and so on) and post a summary on your blog, citing your sources (use more than one). To help you with this, here is some information on the final developmental stage:
POST TELEGRAPHIC STAGE:
Remaining function words are acquired and used appropriatley.
Child can:
*Combine clause structures by using co - ordinating conjunctions ('and ' and 'but') and subordinating conjunctions ('because' and 'although') to make complex and compound utterances.
*Manipulate verb aspects more accuratley, for instance using the passive tense ('the car was followed by the lorry').
*Construct longer noun phrases ('the two big red buses').
*Sustain longer turns in conversation
*Start the conversation.
Here is a link to the PowerPoint from Thursday's lesson.
Next, using your knowledge of the developmental stages and their characteristics, read the following transcripts and decide which stage the child is in for each one. Write a short analysis explaining why you think this. There are transcripts, each consisting of 2 sides:
3 CLA transcripts
This is a difficult task as we have not started on analysis of CLA just yet, but do have a go and out your knowledge from your research into practise.
Any issues, let me know.
For those of you who need it, here is a link to the CLA introduction from the end of year 1 which outlines the pre-verbal stages.
This is our first computer room lesson of the year and we're going to continue to learn about the stages of CLA. First of all, research all the stages (starting with cooing, babbling, holophrastic and so on) and post a summary on your blog, citing your sources (use more than one). To help you with this, here is some information on the final developmental stage:
POST TELEGRAPHIC STAGE:
Remaining function words are acquired and used appropriatley.
Child can:
*Combine clause structures by using co - ordinating conjunctions ('and ' and 'but') and subordinating conjunctions ('because' and 'although') to make complex and compound utterances.
*Manipulate verb aspects more accuratley, for instance using the passive tense ('the car was followed by the lorry').
*Construct longer noun phrases ('the two big red buses').
*Sustain longer turns in conversation
*Start the conversation.
Here is a link to the PowerPoint from Thursday's lesson.
Next, using your knowledge of the developmental stages and their characteristics, read the following transcripts and decide which stage the child is in for each one. Write a short analysis explaining why you think this. There are transcripts, each consisting of 2 sides:
3 CLA transcripts
This is a difficult task as we have not started on analysis of CLA just yet, but do have a go and out your knowledge from your research into practise.
Any issues, let me know.
For those of you who need it, here is a link to the CLA introduction from the end of year 1 which outlines the pre-verbal stages.
Tuesday, 5 September 2017
Welcome back, A2 Language
Morning all,
Welcome to your second year of the English language A level. This will be a jam-packed year and there is lots of new material to cover to re-cap from last year, so we need to hit the ground running.
The pace of this year will be very different to last year. Whereas last year was about establishing a good working knowledge of grammar and linguistic theories, this year we will need to actually apply that to your writing, as well as covering two new (fairly large) topics, Child Language Acquisition which we started at the end of Year 1, and Language Change. Additionally, you will need to manage your language investigation for your coursework which we will be doing some work on during Thursday's lesson.
For now, you need to ensure that you have all of the following links accessible on your own blogs. These will help you in both your exam preparation and coursework completion:
AQA Exam Board Home Page
Year 2 Exam Paper 1 Questions
Year 2 Exam Paper 1 Texts
Year 2 Exam Paper 1 Mark Scheme
Year 2 Exam Paper 2 Questions
Year 2 Exam Paper 2 Texts
Year 2 Exam Paper 2 Mark Scheme
2 blog posts to help with your investigations:
Welcome to your second year of the English language A level. This will be a jam-packed year and there is lots of new material to cover to re-cap from last year, so we need to hit the ground running.
The pace of this year will be very different to last year. Whereas last year was about establishing a good working knowledge of grammar and linguistic theories, this year we will need to actually apply that to your writing, as well as covering two new (fairly large) topics, Child Language Acquisition which we started at the end of Year 1, and Language Change. Additionally, you will need to manage your language investigation for your coursework which we will be doing some work on during Thursday's lesson.
For now, you need to ensure that you have all of the following links accessible on your own blogs. These will help you in both your exam preparation and coursework completion:
AQA Exam Board Home Page
Year 2 Exam Paper 1 Questions
Year 2 Exam Paper 1 Texts
Year 2 Exam Paper 1 Mark Scheme
Year 2 Exam Paper 2 Questions
Year 2 Exam Paper 2 Texts
Year 2 Exam Paper 2 Mark Scheme
2 blog posts to help with your investigations:
General articles and web content to help you with grammar/theory/context:
Subscribe to:
Posts (Atom)