Download
1 / 23
230 likes | 286 Views
Namecards. You have ten minutes to create a name-card which sends out the right sort of message about you and your unique personality to the rest of the class. Think about the impression you want to make and how you will use language, layout, font, colour and graphics.
E N D
Namecards • You have ten minutes to create a name-card which sends out the right sort of message about you and your unique personality to the rest of the class. • Think about the impression you want to make and how you will use language, layout, font, colour and graphics. • Your name-card should include: • Your name • Image or images • A word or sentence which you think gives an insight into what you are about.
Analysing Language • Swap name-cards with someone to whom you have not spoken this lesson. • What kind of impression has this person tried to give of themselves. Analyze: • font choices • Which version of their name they have chosen? • Vocabulary, grammar and connotations of words chosen • Any omissions. • Colour • Graphics • Images • Layout
How does the language we use reflect the way we live and interact in society? What can analysing conversations and texts tell us about identities, relationships and social values?
Ideology: set of ideas or valuesDominant ideology: ideology of the most powerful group in society – accepted values of society. What do these adverts reveal about the dominant ideology of the 1950s? What would happen if they were aired today? What does that suggest about the dominant ideology of today’s society?
A: I was just wondering if you fancied coming over tonight (.) you know (.) for a drink and that B: Well (.) I’d like to but (.) I’ve really got to stay in tonight (.) I’ve got that history essay to hand in tomorrow. • What can you tell about A’s feelings from the language he or she uses? • Why does she open with I was just wondering? • What do the pauses show? • What does the ‘you know’ reveal? • What does ‘and that’ mean? Why does she say this? • What can you tell about B’s feelings from the language he or she uses? • Does he fancy A? • Why does he pause so often? • Why does he make up the excuse he does? • Do you think the history essay is a reason or an excuse?
What we are working towards • Exam in May: two hours, first half is categorising text which you will study with Miss Appleby • Section B = Language and social contexts. • You will have a choice of three different texts which could be conversations or written texts • you will pick one and write an analytical essay commenting on what it reveals about gender or power or technology.
Assessment Objectives • AO2: making relevant links to theory and research • AO3: giving sophisticated insights into how the context of the text or conversation shapes the language choices. (what we did in the last exert)
Move to the table with the discussion card about which you feel most strongly. You have two minutes to discuss this point with this group then you will move to another table.
Return to the table with the point about which you feel most strongly. You will have five minutes to debate this point in your group. Nominate one person to stay out of the discussion and act as an observer. Observers should complete an observation sheet as the discussion unfolds.
“Every use of language is a use of power: every piece of discourse is a negotiation of power”
White, midde-class men are the most powerful people in our society.
Analyzing your Research • On the basis of this (skimpy) piece of research, who appears to be the most powerful person in your group. • How did that power manifest itself through language? • What factors made them the most powerful within this particular context?
Language and Power • We are going to be studying language and power from now until the holidays. • Think about some of the issues we have looked at today and the ideas that you have about power and language. • Write down three questions you would like to explore in this unit.
