Just to start off,I'll give you the definitions I'm familiar with at a tertiary level, though keep in mind that I didn't do Englang and there are some things that this subject modifies for the sake of clarity.
Can anyone explain the difference between a dialect and a variety of language? Or are they one in the same?
I'll give you the definitions I'm familiar with at a tertiary level, though keep in mind that I didn't do Englang and there are some things that this subject modifies for the sake of clarity.
Broadly speaking, varieties of language are mutually intelligible. For example, the variety of language that you use to address your friends in informal settings is something that your grandparents could understand, even if they don't really speak that variety. Likewise, you could listen to AAVE and you'd get the general gist of it.
Dialects on the other hand, are more distinct varieties that (cross-linguistically) may or may not be mutually intelligible.
Unfortunately, English doesn't really have as clear a distinction between dialects and variants, which is why you will probably see the terms used interchangeably in textbooks or analyses. The best way to think about it is like this:
(http://i.imgur.com/hDccYRM.png)
Let's say there are five different language clusters, represented as A-E. Now, each of these communities are fairly shy, and they don't like fraternising outside of their immediate area. As such:
• A tribe only converses with B tribe
• B tribe converses with A and C tribes
• C tribe converses with B and D tribes
• D tribe converses with C and E tribes
• E tribe only converses with D tribe
However, once in a blue moon, all the tribes meet up for an inter-valley market or something, and all the tribes get a chance to mingle. BUT
• A tribe can't understand C, D, or E tribes
• B tribe can't understand D or E tribes
• C tribe can't understand A or E tribes
• D tribe can't understand A or B tribes
• E tribe can't understand A, B, or C tribes
Suppose you're a linguist tasked with classifying this/these language(s) - what do you do? Are they all speaking different languages? If so, why can C tribe understand D tribe? Or are they dialects of the same language? In that case, why can't A tribe understand E tribe?
This is a problem English doesn't really have to face, as you could gather up a Australian, New Zealander, Scottish, British, and American speaker, and outside of the really outrageous accents, they'd probably be able to understand one another. But in other languages, the differences are such that if you take one speaker (from 'tribe A') and another (from 'tribe E') they'd have no idea what the other person was saying. For example, if you took someone from Sicily in the south of Italy and made them listen to a speaker from Vincenza in the north (and the Vincenzan speaker was talking as they would with their Vincenzan pals rather than in 'Standard Italian') then the Sicilian would have a fairly tough time working out what was going on.
Both 'dialect' and 'variety' are kind of umbrella terms used to capture some highly diverse kinds of language contrasts, though, so the use of those terms is sometimes a bit idiosyncratic... I've had two lecturers within the one subject take completely different stances on what constitutes a 'dialect' as opposed to a 'variety,' so there's not a lot of consensus here, in my experience :P
tldr: varieties are more socially determined language clusters that are used amongst speaking communities; dialects tend to be more historically/geographically/politically determined distinctions. Tbh my impression is that whilst one is often more appropriate (and you'll probably look at varieties more often than dialects, so I'm guessing it's the former), an Englang assessor wouldn't be confused if you were using the other :)
Does anyone have any tips for getting better at analysing texts? I've got back into doing ACs but didn't realise how difficult it was to find the best and most relevant key features of a text under time pressure. Also would someone be able to help in identifying key features of this text. This text is from the travel blog 'Happiness and Things' which is authored and maintained by Silke Elzner. Silke is a German born, Sydney resident who is a travel enthusiast and the mother of two. Her travel blogs are about quick getaways for families and couples,(EDIT: Just realised that this post and the post after is quite old. But I'll put up my answers anyway for everyone else ^^)
Any help is much appreciated!
TextSpoilerAustralia’s Gold Digging Past at Sovereign Hill
I love history! There, I said it. I am officially a history nerd. So when my Melburnian friend asked me whether I would like to see Sovereign Hill I naturally jumped at the opportunity. Little did I know how fantastic a place this would be.
Sovereign Hill is an outdoor museum about Australia’s days during the famous gold rush. It’s a replica frontier town complete with main street, shops, an industrial complex, civic buildings, a theatre, a slum, and of course a mine. It’s huge. It’s like a Disneyland for history lovers – the size really surprised me.
But not just the size is exceptional for an outdoor museum like this – it’s the many, many details that are truly astounding. Just take a self-guided tour through the many shops along the main street – all of them open for business – where you can look at the pharmacy’s inventory, or check out what the sweets shop has on offer… the interiors are just lovely up to the very detail, polished wooden surfaces, lots and lots of drawers, handwritten labels, old-fashioned packaging. Shop assistants are, of course, in costume and sometimes in character. And all of them extremely knowledgable about their specific trade and the history of nearby Ballarat.
There’s the sweets shop and the soap shop, the jeweller, the photographer and lots lots more! Expect to spend some money here to purchase some traditional candy or other beautifully packed souvenirs. What I really loved was that the bakery for example would only sell “old-fashioned” soft drinks like ginger beer and not coca-cola.
Then there is the whole industrial complex awaiting you. Again, I was totally surprised by the size of the whole area – you can watch the artisans and craftspeople at work, working metal, making candles, boiling sweets. The most impressive bit is probably the wheelwright, with the hole shed used up by a massive original-looking machine that would noisily do its work of making wheels. Or the lovely girls at the candle works who would show you the painstakingly slow art of candle making.
Residential areas encompass a whole village with workers’ huts (where you can see a meat safe, something I never knew existed), and the picket-fenced white houses of the richer residents, plus a whole Chinese community complete with makeshift tents and a Buddhist temple (where you can light an incense stick, if you like). This is also where the kids can try their luck panning for gold in the little river that flows alongside the camp.
Speaking of gold – this is of course the main reason this part of Australia was populated in the first place. The little town of Ballarat next door is a prime example of the endeavours of the first settlers and pioneers. Sovereign Hill has its very own mine where you can learn everything about the business of gold mining. However, this is an attraction that will set you back some extra dollars, so in the end we decided to take the smaller mining tour which is included in the regular ticket price. It is a bit corny… with voices coming from a tape and the group being guided through a network of underground tunnels that take turns in telling you a story about the dangers and rewards of gold digging, but at the end of the day I am sure the kids in particular will love it.
Museum staff (and I am sure many of them volunteers) are all wearing traditional dresses, and there are many smaller, random acts that you can witness. There’s the hobo lady and the policeman, the theatre director and so many other characters who ensure that these buildings are not just a scene but also a place with lots and lots of stories to tell. Their interactions and conversations happen in the main street rather spontaneously, something that delights not just the children but also the grown-ups.
It is probably not the cheapest attraction in Australia but the scale of the operations and the love for detail justifies the price you will pay. In my view a great experience not just for the kids (besides, very educational, too!) but also for the adults. I certainly had a blast exploring the different areas of Sovereign Hill and chatting to the people who work the stores and the workshops. Unfortunately, I didn’t bring the kids but Sovereign Hill is definitely a museum that I will make sure they will visit before they have grown up. Highly recommended!
Sovereign Hill, Bradshaw Street, Ballarat VIC. http://www.sovereignhill.com.au/
Anyone know if "soccer in soccer oval" is a noun modifier or a adjective? So is it a noun or an adjective
This was a question that came up on my informal language SAC and was worth 1 mark, it asked for what type of phrase is this, (the phrase is highlighted in the attached image), I said it was a prepositional phrase, the teacher was looking for 'adverbial', why am I incorrect? Please help :)
Hey guys,
In an effort to get people talking more I decided to make a question thread. I don't even know why we don't have one yet considering the difficulty of this subject.
Feel free to post questions regarding metalanguage, grammar and general EL stuff here but if you want us to look at an essay we already have a thread for that English Language essay submission and marking
Have fun! If this thread takes off I will sticky it for future reference
Hi guys,
I was just wondering if anyone could give a list of essay topics for Unit 1/2 of English Language. I've looked everywhere but I don't really seem to find essay topics for unit 1/2.
Thanks.
Would the phrase "in the wake of" in the sentence "This decision comes in the wake of two years of frustrating experience with this department" be an idiom or a metaphor?
Hi all,
Does anyone have any advice for remembering the IPA in preparation of an outcome (Unit 1, AOS 1) since I'm finding it pretty difficult to transcribe the words as well as remembering the symbols?
Hey guys,Does anyone have any practice outcomes for Unit 1: AOS 1 (Subsystems and nature and functions of language)? Outcome-style questions would also be appreciated as I have no experience in tackling such questions. Thank you so much,
In an effort to get people talking more I decided to make a question thread. I don't even know why we don't have one yet considering the difficulty of this subject.
Hi guys,
My teacher is focusing alot on cohesion and coherence, and we have to write a 300-450 word commentary on just cohesion. I was wondering if someone is able to show me an example of a paragraph or a couple of sentences which analyse cohesion to give me an idea of how and what I should be writing please?
Thanks in advance!
Hey, lillianmaher! Welcome to the forums. ;D
Is this on a particular text? :)
Hi, thank you!
This is on Tony Abbot's 2014 Anzac Day Reflection.
We have gone through and identified the features which make it cohesive, however, I am unsure of how to put it all together into a commentary!
Hey guys! I was just wondering what textbook other schools use for English Language?Hello!
Thanks in advance.
Hello!
Our school uses the Living Lingo textbook, where one of the authors is the chief examiner (I'm pretty sure!)
Which co-author are you referring to, out of interest?
Pretty sure it says at the start that Debbie de Laps is the chief assessor. But I might be wrong, or I might have read it wrong..
Hello everyone!
Does anyone know how antonymy can be used to create lexical cohesion in a text?
Pretty sure it says at the start that Debbie de Laps is the chief assessor. But I might be wrong, or I might have read it wrong..
Hello,
Could you please help me with the different possible functions of texts?
I'm currently writing an analytical commentary on the transcript of Quentin Bryce's Swearing in ceremony as Governor General, but I'm not sure what the function would be.
Thanks
What's your best guess at the moment? :)
Because it is a television broadcast of the ceremony (we have the written transcript) would the function be 'to inform' the viewers of the proceedings? I'm unsure if I were to mention the function of the ceremony, what it would be in simple terms, because obviously the purpose is to swear her in as governor general, but I'm unsure of the simple function of this.
Thanks for your help
Hey guys
I just have a question and was hoping if someone would help me.
I was wondering what type of sentence this is.
"Children who are never spoken to will not acquire language."
I thought it was simple but my teacher says because there are two verb that it is compound or complex with the sentence being ellipsed.
Thanks,
How do you define lexical patterning? I'm a bit unsure of what it exactly means, any help would be really appreciated.
Thanks in advance! :D
Well, patterning itself is always deliberate and serves the purpose of emphasis or other specific effects (they're pretty much stylistic features). As far as I know, the only lexical patterning defined in the study design is lexical repetition.Thank you! That makes sense, I think I got it now.
Not sure if relevant or not but here goes anyways:
I am currently undertaking Legal Studies 1/2, however, I have never planned on continuing it into 3/4 and had always planned on undertaking English Language 3/4 by distance instead (we don't have it as an option at my school and the distance education centre near me only offered it for units 3/4). I'm starting to reconsider my decision as many have said its a really hard subject... Would you recommend still doing the subject? Keep in mind I have not done units 1/2 and I would be doing the subject by distance. Am I just setting myself up for failure or is it possible??
Not sure if relevant or not but here goes anyways:Definitely possible to do well imo if you are focused and motivated enough anyone has the chance to succeed.
I am currently undertaking Legal Studies 1/2, however, I have never planned on continuing it into 3/4 and had always planned on undertaking English Language 3/4 by distance instead (we don't have it as an option at my school and the distance education centre near me only offered it for units 3/4). I'm starting to reconsider my decision as many have said its a really hard subject... Would you recommend still doing the subject? Keep in mind I have not done units 1/2 and I would be doing the subject by distance. Am I just setting myself up for failure or is it possible??
I know someone who has not done 1/2 and is doing 3/4 by distance, and it definitely can be done. The only real relevant part of 1/2 for 3/4 is the grammar bit we did at the start (Just grab the study design, go to the "metalanguage" section for Units 1/2 and use the internet to make sure you understand all the terms that overlap with the metalanguage list for Units 3/4, get a book that covers grammar to help you out if you feel like you need a resource)- you can cover this on your own and will be covered in some detail in 3/4 anyways. As for the distance education bit, English Language involves a large amount of self study anyways imo. Look into the subject a bit more and see if you definitely want to do it. As long as you have an interest in the subject and are decent in essay writing I'd say you're set. Hope that makes your decision a little easier.
Hey guys,
This is a very dumb question, but the more I study it, the more I get confused over the difference between morphology and lexicology, and lexicology and semantics. So yeah, what is the difference between morphology and lexicology, and lexicology and semantics?
Also, my book lists the metalang of morphology and lexicology under one heading basically, so I've tried to separate out the terms (I've sorted them out into categories, because there are like 1048567 individual terms) into each respective subsystem - am I correct?
Affixation - morphology
word classes - morphology
function and content words - lexicology
word formation processes - morphology
word loss - ???
(gosh now looking at it, where is all my metalang for lexicology?)
Thank you :)
Hi there,
To put it simply, lexicology is the study of words (e.g. biology). Morphology is the study of morphemes, aka the components that make up a word. When studying morphology you’d look at ‘bio’ and ‘-logy’ as separate morphemes. Semantics is the study of meaning, so you’d be looking at things like what biology means in the dictionary, and the connotations of biology.
Another way you could think of it is:
Morphology - study of bricks
These bricks are put together to build a house (aka a word)
Lexicology – study of the house
In regards to your categorisation:
Word classes would be under lexicology. If you’re studying a word itself, such as ‘quick’, and categorizing it as an adjective, then it’d be lexicology. I’d say word loss goes under lexicology, because you’re focusing on words and not the meaning or the morphemes. Basically, what you are specifically analysing / focusing on determines the subsystem.
Looking at words? Lexicology. Looking at morphemes? Morphology. Looking at word meaning? Semantics.
Everything else looks right! :)
Given a prompt which requires reference to the ‘contemporary Australian context’, how would one go about discussing teenspeak (in an identity essay), particularly with respect to e-com? For instance, slang terms like ‘thicc’ aren’t really Australian, and neither would I identify it as being American; rather, 'a lexeme with no home’.
This is my first anything so I don't even know if I'll get an answer but anyway...
My school has a problem with english language, well actually it's not even the school it's just the principal. I've worked my arse off to try and get it to go ahead (rounding up students and getting support from teachers, the head of english is all for it), but the other day I was talking to my principal around the school and he said 'I can't understand why you want to do it and why you're trying so hard to make it go ahead.' I'm very annoyed and stressed because I don't think it will go ahead and I don't think I could get a decent score in standard english. The decision lies with him but he doesn't believe that anyone would get a good score in it because we're not a top school. It went ahead in past years and been fine but they refuse to run it anymore because a group of students one year treated it as a complete bludge.
My older sister does english language at another school and absolutely loves it. I have a general idea of what it's about but could someone please tell me more about the subject? I understand that it can be quite hard but the students I rounded up are more than capable. Can you tell me all the good things about it so that I can use them against my principal? :)
Thanks, Ruby
Year 10
... could someone please tell me more about the subject? I understand that it can be quite hard but the students I rounded up are more than capable.I was going to write a long spiel but Joseph41's done a beautiful job ;D
This is my first anything so I don't even know if I'll get an answer but anyway...
My school has a problem with english language, well actually it's not even the school it's just the principal. I've worked my arse off to try and get it to go ahead (rounding up students and getting support from teachers, the head of english is all for it), but the other day I was talking to my principal around the school and he said 'I can't understand why you want to do it and why you're trying so hard to make it go ahead.' I'm very annoyed and stressed because I don't think it will go ahead and I don't think I could get a decent score in standard english. The decision lies with him but he doesn't believe that anyone would get a good score in it because we're not a top school. It went ahead in past years and been fine but they refuse to run it anymore because a group of students one year treated it as a complete bludge.
My older sister does english language at another school and absolutely loves it. I have a general idea of what it's about but could someone please tell me more about the subject? I understand that it can be quite hard but the students I rounded up are more than capable. Can you tell me all the good things about it so that I can use them against my principal? :)
Thanks, Ruby
Year 10
First of all, thankyou all so much for replying!!!
This subject sounds amazing and your comments make it even better.
I have rounded up 14, not many but they said we need 12 to have a class... now they're saying it's not based on numbers. I could tear someones head of for this because I actually worked up the guts to send an email to the 200 kids in my year level saying 'hey there's this magical subject they don't tell you about. We should all do it!' We got 14 because our school has this stupid rule that you have to do standard english with english language to help us with pr grammar. Proof that my principal has no idea what we normally do in english. I am an exception because I do french, as well as a few others. I had about 20 replies from people who said they would do it if they didn't have to do 2 englishes. It really sucks.
Anyway, I will keep you all updated. I think it will go ahead based on the fact that I think my principal fears what I will do if it doesn't. Everyone's just kind of waiting to see what I'll do next, hopefully this works in my favour. :)
Would AAE be considered an ethnolect?
Is Broad, General and Cultivated Australian English examples of accents or varieties of English?Accents
Hi everyone,
How much emphasis should be placed on studying and preparing (quotes, examples etc...) for essays prompts not linked to identity (assuming that I want to write about identity and language in the exam essay given the chance)? Seeing as that the exam basically always has at least one prompt relating to that area. It seems distracting to focus on other areas, but also extremely risk - any advice?
So our teacher gave us a massive metalanguage list, and I'm concerned about one of the examples; I've attached it below. I'm not sure that 'blue' is an abstract noun?
Could someone explain why it is/isn't for me please?
~A.E.H
Do euphemisms help to meet positive face needs or negative face needs?
So our teacher gave us a massive metalanguage list, and I'm concerned about one of the examples; I've attached it below. I'm not sure that 'blue' is an abstract noun?
Could someone explain why it is/isn't for me please?
~A.E.H
Hey there! ;D
So you're right to be a bit suspicious of the label "abstract noun" for "blue" in this instance. That's because it's an adjective in the example sentence. We can rearrange it into the noun phrase "the blue sky", where "blue" is in the classic adjective position between a determiner and a noun. We can also substitute in some very adjective-y adjectives ("as beautiful as the sky", "as big as the sky", "as deceitful as the sky") and these all work, whereas substituting in a noun sounds super weird ("as table as the sky", "as mushroom as the sky"). So it really looks like "blue" is an adjective in this sentence.
Okay, well let's look at this new sentence: "I love the blue of that car." Now this is different. We've still got a determiner before the "blue", but this time it appears to be in the noun position. We can do similar substitutions to before, and this time it's looking like a noun.
So "blue" can be an adjective or a noun. In the example sentence, it's an adjective. As to whether it's an abstract or concrete noun, I guess that depends on your definitions. You can still see blue, but it's not a concrete object. I'd say it's probably more on the abstract noun side of things, but no doubt some linguists would disagree.
Do euphemisms help to meet positive face needs or negative face needs?
This is my first anything so I don't even know if I'll get an answer but anyway...I have recieved my blocking for next year and english language is going ahead. We also have rumours of the school trying to find a teacher who has taught it successfully somewhere else too. Very happy day. :)
My school has a problem with english language, well actually it's not even the school it's just the principal. I've worked my arse off to try and get it to go ahead (rounding up students and getting support from teachers, the head of english is all for it), but the other day I was talking to my principal around the school and he said 'I can't understand why you want to do it and why you're trying so hard to make it go ahead.' I'm very annoyed and stressed because I don't think it will go ahead and I don't think I could get a decent score in standard english. The decision lies with him but he doesn't believe that anyone would get a good score in it because we're not a top school. It went ahead in past years and been fine but they refuse to run it anymore because a group of students one year treated it as a complete bludge.
My older sister does english language at another school and absolutely loves it. I have a general idea of what it's about but could someone please tell me more about the subject? I understand that it can be quite hard but the students I rounded up are more than capable. Can you tell me all the good things about it so that I can use them against my principal? :)
Thanks, Ruby
Year 10
I have recieved my blocking for next year and english language is going ahead. We also have rumours of the school trying to find a teacher who has taught it successfully somewhere else too. Very happy day. :)
I have recieved my blocking for next year and english language is going ahead. We also have rumours of the school trying to find a teacher who has taught it successfully somewhere else too. Very happy day. :)
Hi guys. Some things that are terribly confusing me when reading essay topics.. if you could answer that would be super helpful!~:
1. Hows does something qualify as a 'variety' of Australian English?
2. What exactly is Standard Australian English and how does it differ from other varieties?
3. What draws the line between non-Standard English and Standard English?
4. In an essay talking about Standard Australian English and its uses what sort of examples do I use to demonstrate this? Do colloquialisms/shortenings fall within the ambit of SAE?
Much appreciated.
Hey there!
Great questions ;D
1. Hmm, interesting one to define. I would say that a 'variety' is a kind of Australian English spoken by a group of people. Obviously a very broad definition, but 'variety' is a very broad term. Often you can label 'varieties' with a more specific bit of metalanguage, like dialect, sociolect and ethnolect. For instance, Lebanese Australian English is a variety of Australian English, more specifically an ethnolect.
2. Standard Australian English is a variety of Australian English that is most often used in formal settings, like parliament and court. It differs from more informal language in many ways. It often has more complex syntactic structures, more jargon, more elevated lexis, more nominalisation and high levels of cohesion and coherence, as well as a lack of sentence fragments, slang and colloquialisms.
3. There is no line between non-Standard and Standard English. Instead, there is a continuum of 'Standard-ness'. For instance, a legal document and a newspaper may both use Standard English, but the legal document was probably 'more' Standard.
4. There are plenty of examples that would be great to use. Parliamentary speeches, legal documents, eulogies and government brochures will all (most likely) be in Standard English. A nice one that I found recently would be Malcolm Turnbull's response to the Manchester bombings earlier this year (video link here). Turnbull's language was very formal and highly standard, as was appropriate for such a serious speech.
Hope these answers help ;D ;D
Just a quick question:
With respect to the non-metalanguage based AC structure, what would you exactly base your paragraphs on?
For my AC SAC, we got a persuasive text, whereby the function was quite distinct from the social purpose, so I was able to do a Function/Social Purpose/Register structure. However, I’ve found that some texts lack that ulterior motive, particularly if it’s just a plain conversation. In such a situation where the function is essentially the social purpose, what structure could you use?
Thanks in advance!
Hello. I am seriously struggling with English language. Could someone please give me advice on how I could study for section a, the analytical commentary and the essay?Positive face needs: desire to be liked & respected
The only essay I feel comfortable with writing on is on individual identity... I haven't been able to write another essay on other topics such as informal vs formal....as I don't feel comfortable with them, plus I can't think of what to write. I'm worried about not getting a decent score on the exam , I really want to get at least 30+ for eng Lang.
could someone please explain to me the difference between positive and negative face needs, colloquialism vs slang, the difference between function and social purpose, and what is 'contextual factors' .
How should I structure an analytical commentary?
What is the best way for me to consolidate the meta language for English language?
Thank you 😊
Hey guys, I have a few questions:
1. How can I add depth to my essays without writing more? I'm struggling to finish the exam on time so I can't afford to write more but I still want to write a high quality essay. Any advice?
2. My ACs get really repetitive and boring to write after a while. If it the text is informal it'll just be like 'Feature X contributes to the text's informality. Feature Y also lowers the register. A lowered register helps the author to establish themselves as relatable and friendly, and thus they can maintain the audience's interest'. Is there any way I can make it more interesting/specific? What do examiners like to see?
3. Is it possible to do well even though you've made up some examples? I'm pretty nervous about not having relevant examples for the essay.
Thanks!
Hey everyone,
I am a bit stressing out since I just saw a company practice exam that has 2 texts for section b (the analytical commentary!)
I haven't seen this ever in the VCAA papers but I am a bit nervous if it comes up this year
Does anyone know if it could?? Because I have no idea how to write a AC comparing 2 texts
Thank you!
Hi guys,
For AC, can I structure my paragraphs using subsystems or do I have to structure them by register/social purpose/ context etc.?
Thanks,
Structure it in the best way for that text, there is no set structure that you HAVE to follow
Just make sure that when you discuss the meta-lang you relate to it to function social purpose etc
Hey there!Thank you for your help!! I really hope it doesn't come up, but at least now I kinda know how to do it :)
Technically it is possible. VCAA has specified that "Section B will consist of an analytical commentary on the language in one or more texts" (quote from here). Two texts for a short answer sections used to be fairly common with one of the older study designs, but it's something that I don't think has happened for a few years now. As such, I wouldn't stress too much about getting 2 texts for the AC, but it is possible.
An AC on 2 texts would probably differ somewhat from the standard. It would still be important to analyse each text's language and relate back to function/social purpose/register as is standard. However, for a 2-text AC it would be interesting to then discuss the similarities and differences in the texts' language, and relate this back to the differing functions/social purpose etc.
Hope this helps ;D
For the AC, do you need to have a topic sentence at the start of each paragraph? Or can you just dive into it?VCAA does not specify whether or not you need to have topic sentences. Personally, I'm a big fan of the topic sentence and think they're great to have in ACs. Also, the sample high-scoring ACs from the examination reports tend to have topic sentences, so they are probably worthwhile including.
Also, if an example I'm analysing is repeated many times, do I just cite a few line references?Yeah, I'd just cite a few line numbers. No point wasting time with an extensive list that doesn't add much.
What is included in information flow under discourse (contributing to text's cohesion)??? :DIn the Study Design (link here), VCAA lists: "information flow including clefting, front focus and end focus"
What's a good length for an essay in the exam? Is 700 words too much or is that considered the norm?I wouldn't say that's too much. VCAA sample high-scoring essays tend to be anywhere from 600 to 1000 words, so 700 words is comfortably within that ballpark. And of course, the quality of your essay is more important that its precise length.
Is it likely that we'll be given an extract from a short story to write an analytical commentary about? There doesn't seem to be much to write about for File 5 (A Double Buggy at Lahey's Creek) from the Lingofile workbook.
are we allowed to use stimulus from other essay topics as quotes without being penalised?
Hi does anyone know if it is essential to include linguist quotes? Will they penalise you if you do not include any?
Hi everyone,
Could I just ask, can we use contemporary examples from the American Context, obviously not for the essay topics that ask for the Australian context and identity, but what about for topics relating to swearing or taboo?
For example, could I talk about Trump swearing in a recent tweet or any media release?
Or does every single example have to be Australian?
Thanks a lot guys! :)
Hi everyone,
Could I just ask, can we use contemporary examples from the American Context, obviously not for the essay topics that ask for the Australian context and identity, but what about for topics relating to swearing or taboo?
For example, could I talk about Trump swearing in a recent tweet or any media release?
Or does every single example have to be Australian?
Thanks a lot guys! :)
Hi guys!You will find that you will write essays your way in English Language. I suppose if you can find enough to discuss in the article in a quick amount of time, that is entirely possible. I used to go via the subsystems instead though, as that works for both written and spoken texts.
Just wondering on how to properly structure/group together the body paragraphs for an analytical commentary. I'm not sure on the whole 'topic' for the whole body paragraph and what is appropriate to talk about. For example, is it okay to have a body paragraphs on the following points: spontaneity of the conversation, register of the conversation and then the relationship between interlocuters?
Thanks!
You will find that you will write essays your way in English Language. I suppose if you can find enough to discuss in the article in a quick amount of time, that is entirely possible. I used to go via the subsystems instead though, as that works for both written and spoken texts.
Okay! Thanks :)
hey what is the difference between semantic field and domain?These are really really similar if not to a certain extent quite same!
/həˈləʊ̯/,
I am trying to make a flowchart/mindmap of all the areas of study and big ideas in English Language to show how they relate to each other. I was wondering if someone could give me some advice for what I should include?
So far I've got:
Social purpose + context + register --> language choice --> addresses many needs (face needs, PC, coherence/cohesion) + language innovation and varieties (neologisms, SAE)
I'm also trying to include all the conversational strategies (floor, turn-taking, minimal responses ...)
Any ideas?
identity, culture, domain, medium, mode etc. could all also work well :)I've mainly put those things under headings that I previously mentioned. E.g. I put mode under context, and identity under the list of things (identity, face needs) that language choice can address.
I've mainly put those things under headings that I previously mentioned. E.g. I put mode under context, and identity under the list of things (identity, face needs) that language choice can address.
Ah, ok. Are you including things like para linguistic features? Do you want to address unintended impacts? Language change?Yeah I'd basically just like to cover the whole course's main ideas. Specifically, I'd like to show the main inputs into a discourse (the input factors of context, social purpose, register, relationship structure etc that are prior factors), then show the actual elements of the discourse (e.g. Whether active or passive voice is used, politeness conventions, or what types of semantic patterning are used) and then show the flow-on effect to its effects on society and individuals identity etc .
Yeah I'd basically just like to cover the whole course's main ideas. Specifically, I'd like to show the main inputs into a discourse (the input factors of context, social purpose, register, relationship structure etc that are prior factors), then show the actual elements of the discourse (e.g. Whether active or passive voice is used, politeness conventions, or what types of semantic patterning are used) and then show the flow-on effect to its effects on society and individuals identity etc .
I've drawn it out (vaguely) but I still don't know how to easily upload a photo to AN xD
Hypothetically, if I was to make notes on only 10 concepts in English language, what would be the most important? For example:
-spoken vs written vs e-communication (I know it's no longer considered a straightforward dichotomy, but still)
-formal vs informal spectrum
-features of political speech
-lexical patterning
-connected speech processes
-cohesion/coherence
-etc etc..
What would you say are the most worthwhile ~10 topics?
Hey,
So syntactic patterning is basically deliberately ordering a sentence in a certain sequence so for a given purpose (e.g. For coherent/cohesive syntax or to memorably highlight the most important elements of the sentence).
The three types as per the study design are:
Antithesis: using syntactical structure to show contrasts (write quickly and you will never write well, but write well and you will soon write quickly)
Listing: can use dot points or commas (I study methods, spec, Lang, and chem)
Parallelism: repeating similar clauses or phrases to emphasise a theme (see Churchill's speech, we shall fight on the beaches)
Just to add on:
Lexical patterning is essentially the repetition of lexemes throughout a text, with simple lexical patterning being the repetition of the same word, whilst complex lexical patterning is the repetition of the same word with different derivational/inflectional morphemes attached. As already mentioned, this may be used to emphasise a certain point (the interlocutor’s social purpose may be linked here), as well as to bolster the cohesive nature of the text (by creating semantic links between sentences). Just note that this differs to morphological patterning - examples include ‘mishy mashy’ and ‘He studies philosophy, geography, and sociology'.
With lexical choice (i.e. word choice), this can be important, say, if the writer/reader wants to increase the entertainment value of his/her piece, or add a sense of flair to the text - this is commonly done with hyperbole. There are plenty of other implications of lexical choice; you will mainly discuss these in the AC. And with syntactic patterning, you will almost certainly refer to the three in your AC since they are usually easy to find and good to talk about with reference to the social purpose of a text.
^^Thanks so much, TheAspiringDoc! :)I don't think lexical patterning = semantic patterningSpoiler
What is a stylistic feature?
Hi EngLangers! :)
I have my Eng Lang SAC coming up this week, so would really appreciate some help!
Just wanted to ask whether conversion of word class and creative word formations are always features of an informal register?
For example, on one line, a text says "It's not your fault Game Changers" and then on the next line, the text said "Keep on changing the game."
Now this is obviously conversion of word class from noun Changers to verb 'changing.'
but then if I had to answer how this conversion of word class contributes to the register of the text, would I say that it contributes to the formality or informality?
I was really confused because the whole text is highly informal !! But at the same time, the verb 'changing' doesn't sound that informal. So what register should I write?
And what would be the main takeaway? It a text uses creative word formations and conversion of word class, is it always going to represent informality (despite being quite standard) or will it then show formality (when it's standard conversion like what's happend with 'changers' here) ?
Thanks so much guys !! :)
Hi to my literal next door neighbour,Thanks so much, neighbour!! ;D ;D
No, conversion of word class or creative word formations are not strictly features of informal register. Firstly, addressing the conversion of noun to verb 'changers to changing' would not contribute to register imo because both are used perfectly well in formal situations e.g. in TEDtalk. However, if it's asking specifically for how 'changers' to 'changing' contributes to register you can look at it syntactically. I think that the way it's addressing the audience as plural noun 'changers' in the first clause sort of elevates their relative power and status, and the verb 'changing' implies that as changers this is their job to continue. We can also extrapolate that to "keep on changing the game" implies positive change and this sort of structure makes me think it's adding to a more formal register. Although I don't know the situational context, it sounds like a presentation because of the plural noun, so I think that immediately implies a colder social distance.
Also back to creative word formations, the reason why I don't think it's only a feature of informal register is because creative word formations and creation of neologisms helps keep language adaptable to society. For example, coinages like 'email' is a blending of 'electronic mail' and we use 'email' for the sake of convenience even in formal situations. Hope that helped, neighbour! :D
Hi EngLangers! :)
I have my Eng Lang SAC coming up this week, so would really appreciate some help!
Just wanted to ask whether conversion of word class and creative word formations are always features of an informal register?
For example, on one line, a text says "It's not your fault Game Changers" and then on the next line, the text said "Keep on changing the game."
Now this is obviously conversion of word class from noun Changers to verb 'changing.'
but then if I had to answer how this conversion of word class contributes to the register of the text, would I say that it contributes to the formality or informality?
I was really confused because the whole text is highly informal !! But at the same time, the verb 'changing' doesn't sound that informal. So what register should I write?
And what would be the main takeaway? It a text uses creative word formations and conversion of word class, is it always going to represent informality (despite being quite standard) or will it then show formality (when it's standard conversion like what's happend with 'changers' here) ?
Thanks so much guys !! :)
Does anyone know what some features of a formal register are? And how do they show that the register is formal?This is straight from the Study Design, so I'm basically just copy-pasting!! :)
Cheers
Does mispronouncing someone's name affront their positive or negative face needs? I'm quite confused because my teacher's definition doesn't really fit with the study design definition .. ???I'd say it's threatening positive face. Because you want everyone to know you as a person, you know, preferably with correct pronunciation of your name!
Hey everyone,
*this is 1/2 related*
can anyone explain the types of phrases (noun, verb etc) and how to identify them in a sentence
Thanks :)
Hey everyone,
*this is 1/2 related*
can anyone explain the types of phrases (noun, verb etc) and how to identify them in a sentence
Thanks :)
My advice for parsing (breaking down a text into its different sections, such as phrases), is to look for the head of the phrase. For example, in that noun phrase above, grandmother is the noun. Everything else ("the old and very wrinkled") is just modifying that noun, so it collectively forms a noun phrase.
I'm not very good with syntax - it's one of my least preferred subsystems. But I think good practice would be taking a slab of text, such as the one I've included below. Try to highlight, say, all of the noun phrases initially. You can do it in this thread, and then we can discuss if you have any questions or anything is unclear. :)
We asked a random selection of our tutors one simple question: “What’s your best VCE advice?” We wanted just one simple piece of advice each – just to get to the good stuff. This is part one of what they said! This is our second instalment of the VCE megaguide. You can read Part 1 here.
VCE MegaGuide | Tutor #1
Shifting from passive note taking techniques to more active processes definitely improved my understanding and my grades.
“It would have to be saving time whilst studying. That means studying smarter – not necessarily longer. It’s easy to fall into the trap of passively copying out slabs of information from your textbook, websites, and notes from your teacher – I know this because I used to do it. And although it may feel like you’re hard at work (your hand is sore, you’ve spent an hour or two slouched over your textbook etc.), this is not very efficient at all. This isn’t to say note taking is bad. In fact, you should definitely be creating summaries for your subjects. But this should be an active process.
This means make your own diagrams, charts, tables. Use your own words – an easy way to ensure this is to not look at your resources the entire time that you are making your notes. I also find that writing out notes on topics, or sections of certain topics, that I already know about in great detail is a massive waste of time – I tend to use the note taking process as a way of trying to understand things that still don’t seem clear to me.
Lastly, you could also try creating your notes by making your own questions and then answering these questions in your own words. In my experience, shifting from passive note taking techniques to more active processes definitely improved my understanding and my grades, as well as saving me a great deal of time which is such a precious resource during VCE.”
Hey guys, just a quick question. What's the difference between the social purpose and the function of a text? Can they be overlapping or if not the same? What would some examples be if they are different?
Hi everyone! :)
Could I just ask,
1. When you are given an informal spoken text, do you analyse the discourse features as well? In this case do you have to talk about the cohesion and coherence strategies as well? Or can you just talk about one of them since you're going to talk about discourse features as well?
2. When you have multiple text types to analyse for an AC, (cartoons with text and then small comments relating to that issue), how do you structure your AC? Do you look at the collective social purposes of these texts? or any other way? I have no idea about this... do you have to talk about all the components in your intro?
3. How many words for an AC are realistically feasible in 60-65 mins? I do write pretty fast, but just if on the SAC day there's an utterly difficult text/s to write on, then I'd have to take into consideration the extra thinking time as well. But overall? any idea?
Also, how much would you be aiming to write for an AC in the exam? (AC in 40-45 mins?)
4. When writing about the context, can you say cohesion and coherence are used to ensure the text suits its situational and cultural context?
It's just that I write too much so I wanted to combine some things so I won't have to write two separate paras for coherence and cohesion and then context. That's just getting too many words right now so thought to combine. Can I do this?
Thanks guys! :)
Would love to read a response!!
Hi all!
Just a question,
What's the difference between the deictic expression "there" and the adverbial "there"
Would you call "there" a deictic expression if it was only relevant to the context and if you wouldn't be able to understand it without knowing the context?
And then you'd call "there" an adverbial if it just sounds right? in plain english? without any need to understand context?
I'm thinking of an example (just if my difference sounds confusion),
"I saw her there."
Would you say the "there" is a deictic expression or an adverbial?
I think you'd need to know the context, as in where's the place that I'm talking about, etc, but then "there" is an adverbial of place as well...
How do you tell the difference?
Any examples would be awesome!! :)
Thanks a lot guys!
Thanks a lot exit!
I just had another question:
If the writer of an informal text writes "WTF???!!!"
should I call this an abbreviation for the swear word?
Would this be non-standard capitalisation as well?
it's an abbreviation for the entire phrase, not just the swear word. Writing swear words and other taboos when relevant is completely fine in the exam so I would just write out the full phrase unless this is something that you're uncomfortable with.Thanks miniturtle!
Thanks miniturtle!
So this is an informal feature, but could I also call it non-standard capitalisation?
Or is it that because the article this was in, was on an online blog (where it's accessible to anyone)? and so the writer chose to not swear?
Or does abbreviating the swearing phrase make it formal? although it's non-standard capitalisation of the interrogative "what the f**k?"
Thanks a lot! :)
In what sense would it be non-standard capitalisation?Oh sorry I must be overthinking it then...
Hi everyone!
I don't fully understand how end focus and front focus aid cohesion. Would someone please explain this?
For example, with end focus the reader/audience will focus on the new information if it's situated at the end. But how is this cohesive / how does it allow to make links between the text?
Thank you very much! :)
Hi everyone!
It would be really great if someone could reply, because I have my AC SAC on the first day of term!
1. Could you please give some examples of consistency (coherence)?
Is it like using the same font, or only particular things are italicised in an article?
Also, for example if it was a blog post, can you say
"The logical ordering of comments below the blog post is consistent to the situational context of an online blog where commentators can reply to the main post at the end of the page."
Or is this too basic?
I just can't think of when to use consistency.
2. Also, I don't know the difference between field and domain. Are they the same thing?
3. Is it really necessary to go deep into the Standard Australian English features in an informal AC? Definitely putting them in means that you're meeting one of our criteria: "sophisticated understanding of the concepts of Standard and non-standard English as they relate to informal language usage"
But should you focus on formality too much? Or would you suggest mentioning a few features in the social purpose para (if they fit there) and then a couple in the coherence/ cohesion para?
Thank you very much!
What metalanguage can be used to describe the words "yep" and "yeah"Hey!
Hey!
Depends when they're used in that context.
They can be minimal responses or devices for 'back-channelling' - basically just affirming
or they can be used as discourse particles e.g. to signal the end or subsequent change of a topic:
So if both interlocutors were talking about the weather, and then one of them says:
"So yeah I went to the party and she was there."
Sorry if this a bad example for the discourse particle!
Just tried to writed what I felt :)
Thanks for you help. What is the purpose of emphatic stress and lengthening of sounds? What functions and social purposes can these two features achieve?Just letting you know, 'lengthening of sounds' is not a metalanguage term or anything! Just say 'emphatic stress on the phoneme...' and then if the whole word is emphasised, just say 'emphatic stress.'
Would you consider this sentence to use Standard or Non-Standard English? "you would've got gold with Kevin Bloody Wilson" - "gold" is referring to a gold medal, and "Kevin Bloody Wilson" is referring to one of his songs.
What are your thoughts? :)
I think it might be relatively non standard. but i dont know why it is non standard and put it into words.
Well, are there any particular parts of it that strike you as being a bit non-standard?
Perhaps using the song artist's name as an abstract noun in place of "song". I dont really knowSorry I'm interrupting this, but just my thoughts,
Sorry I'm interrupting this, but just my thoughts,
So I think that sentence is perfectly standard in that context. Both the interlocutors (or there may be more, I just haven't counted) are in a favourable and semantically appropriate context to infer that 'gold' refers to a medal and 'Kevin Bloody Wilson' refers to an artist (also, I don't think it refers to a 'song.' He's a musician, so I think don't mention anything about a 'song'?)
And, also if you think about it otherwise (forget the context), that sentence sounds and means perfectly standard!
So if I didn't know what was going on, I'd interpret that ok, someone's going to get something really really rewarding and precious just like precious gold (this would be metaphorical), or either they're going to get actual, physical gold, just because they've got the support from Kevin Bloody Wilson.
And if I didn't know who he was, that wouldn't matter at all! I'll just need to infer that Kevin...must be a really cool and invaluable person! :)
Sorry if all of this sounds really confusing!
But just as a summary : not everything has to be mentioned in a sentence/s to tick the standard box for those. If it's suitable to the context, then it's perfectly standard.
The sentence would've been non-standard if 'Kevin Bloody Wilson' wasn't capitalised (I mean that first letters of every word, because it's a proper noun)
The contraction 'would've' again is that dual-faceted example. I wouldn't call it non-standard, I'd just call it an informal feature. Why? Because it's perfectly 'standard' (appropriate) for the context that they're in --> it's a conversation, people want short, sharp convo, especially on an informal medium.
Once again, please please feel free to choose not to go by what I said, because I do Eng Lang too!!
So I'm never ever perfect :)
Thanks!
Thanks for your insight, I really appreciate it. Do you think the use of "yeah" and "yep" makes it non standard and the use of "yeah" as a discourse particleI'd just call them informal features. Once again, they're standard or appropriate to the context - it's an informal convo. So informal language like 'yeah' and 'yep' are accepted and encouraged, so they're standard.
I'd just call them informal features. Once again, they're standard or appropriate to the context - it's an informal convo. So informal language like 'yeah' and 'yep' are accepted and encouraged, so they're standard.
Sorry but you know how I think about non-standard, I think to myself has the word and/or the sentence structure, spelling, etc... been changed/modified?
If the answer is yes, then it's probably non-standard.
But nothing's been changed to 'yeah' and 'yep.' Someone once just made these up as synonyms for 'yes' so now everyone says this in an informal context.
But, if the transcript says 'gonna,' 'woujya" (phonological) or "wanna go?" (do you want to go) then this is informal, but also non-standard! Because the interlocutor has modified or put their own touch to the norm of writing 'want to,' or 'going to.'
And also they've ellipted the subject - non-standard syntax.
Hope I make sense! :)
Hello, I am writing a analytical commentary and I'm having issues with the third and fourth paragraph (prosodic features and content (subsystems). Right now im stuck on linking prosodic features back to (register, standard of english, social purpose, function etc.). I can easily pick up on them because the key is right up on the text, but the text is a sports talk show with comedians in it interviewing sportsman, there is alot of short pauses, lengthening of sound, overlapping speech and emphatic stress on perhaps key words for sentence, e.g. "I think that's fantastic". There also is alot of laughing, because well the hosts are comedians.
Any help is greatly appreciated.
Hi guys,
Was just wondering if anyone had any paragraph ideas for this essay prompt?
'If you want people to share your point of view, the formal register offers the most effective linguistic choices. Do you agree?'
Hey, welcome to ATAR Notes! :)
What are your thoughts so far? Interesting topic!
Well, I think formal language can be used to establish expertise through the use of jargon and therefore makes the user's points more credible and people would then share the same point of view. But then on the other hand if formal language is used for political correctness for example, it may manipulate the people's views rather than encourage the same point of view.
???????
Hi all,Idk if this will help you but my teacher said the "stylistic and discourse features of the text" dot point should be addressed throughout the essay because they also are presented throughout the whole text.
I'm not sure how to structure my AC for formal spoken text.
1. Do the phonological features, topic management, etc have to have a separate para? Or can we weave these things into social purpose/context para?
2. Where do we talk about coherence and cohesion strategies? Should this be limited though? Since we have to focus more on phonology as well?
3. Can the topic management, turn taking (discourse) go in the same para as the phonology? Just because this all related to the speech?
Thanks so much guys! :)
Idk if this will help you but my teacher said the "stylistic and discourse features of the text" dot point should be addressed throughout the essay because they also are presented throughout the whole text.Thank you!
Cohesion is like glue that sticks the whole text together and can be configured to be many features across a range of subsystems, so I don't think it fits in just one.
Hi. First time posting here. After reviewing syntactical patterning in terms of formal language, I'm kinda stumped on how parallelism, antithesis, and listing relate to formality, because all I'm getting at is that it usually relates to coherence and cohesion. Not to mention it's properties feel the same for informal language. My teacher says that it depends on the social purpose, to which affects the register, but I'm still lost.Hi! Welcome to AtarNotes :)
Hi! Welcome to AtarNotes :)
I don't really see a strong connection between listing, parallelism and antithesis and coherence and cohesion. But like your teacher said, these are syntactical features, and you can definitely use them in a social purpose/ register para.
I just thought to give you examples of these things, and so I found Paul Keating's speech in the 1990s talking about injustices to Aboriginal Australians.
So here are the examples I found, and hopefully you'll see the connection between them and social purpose:
1. Parallelism: "how well we know the land we live in. How well we know our history. How well we recognise the fact that, complex as our contemporary identity is, it cannot be separated from Aboriginal Australia. How well we know what Aboriginal Australians know about Australia."
So this can be linked to social purpose, in that Keating was trying to promote social harmony and encouraging equality between the natives and non-Aboriginals.
You'd lose the opportunity to talk about social purpose here, if you tried to somehow link this to coherence and cohesion.
2. Listing: "That is perhaps the point of this Year of the World's Indigenous People: to bring the dispossessed out of the shadows, to recognise that they are part of us, and that we cannot give indigenous Australians up without giving up many of our own most deeply held values, much of our own identity - and our own humanity."
So this is listing because after the colon, one phrase and two clauses are written.
The list implies that non-Aboriginals need to do a lot now, to ensure they are respectful of Indigenous people --> links with social purpose of encouraging equality and promoting social harmony.
3. Antithesis: "Nowhere in the world, I would venture, is the message more stark than it is in Australia."
So this is antithesis because 'world' and 'Australia.'
Because this sentence gives end focus to Australia, it means that we have a national responsibility. (link to social purpose) And also that this inequality matter is focussed in Australia --> so it sort of gives us that guilt (again, link to social purpose)
I hope these examples help you in some way :)
Thanks!
Ah thank you for the reply. I guess I always associated these with coherence and cohesion because parallelism and listing involves emphasis towards specific information, clear information flow, and the way listing affects formatting. And like you said antithesis because it gives front/end focus which is a part of information flow.Yeah I agree, you could link this to coherence and cohesion the way that you've said :)
While I can understand how they can relate to social purpose, I was also wondering how they would directly relate to formal register for a paragraph on register if possible. If you have to link it to social purpose how would you?
I only know two, being that children use Morphology to apply past tense rules onto irregular verbs ("lose" -> "losed") when they could never have heard someone say that around them (Behaviourism) and that children innately understand the Syntax of a basic sentence structure being (subject - verb - object) without somebody specifically telling them that's how sentences are structured.I would actually say morphological overgeneralisation (what you describe as "losed") is an example of innatism, not behaviourism. It is as you say - the child has unlikely heard that non-standard construction before, hence implying they knew it without any learning or interaction with others. It is innate knowledge, somehow known by children who otherwise shouldn't know. It might be considered an example of Chomsky's theory of universal grammar.
Can Someone help me plan an essay with the topic Australian English embodies the ideals that Australians Cherish: Egalitarianism and anti-authoritarianism, sympathy for the battler and desire for a fair go. These characteristics are being eroded by the spread of American English, especially among the young, and the increasing cultural complexity of Australian society.
Do our quotes and examples need to be from 2018? or can we source them from previous years
I know this may sound kinda silly but does anyone have any predictions for the text for Sections A or B or the broader essay topic themes for this year's exam? VCAA 2016 and 2017 had a newspaper article for Section B so I wouldn't be surprised if we did (or even didn't) have another newspaper segment/column. I am hoping there will be a spoken text for Section BMy teacher thinks there may be some sort of literature, like a poem or short story, as there hasn't been in quite a while... which would mean brushing up on figurative language. Just a guess though.
What kind of things should I be revising over the holidays to prepare myself for unit 1 of eng language??Probably nothing.
Probably nothing.
But if you really want to I'd recommend you get a metalanguage glossary and make a quizlet or Anki flashcard set so that you can frequently test yourself on metalanguage as that would help it stick in your mind and give you a huge headstart!!! (I learnt no metalanguage at all in 1/2 in didn't really start learning it properly until late term 3 in year 12 - which improved my marks massively since that's what the subject revolves around!)
Don't bother with IPA. It can impress an examiner if you learn a couple of examples by memory but mostly it doesn't matter :)
I am reading over it.I think in general something active (like flashcards which require you to search around in your memory to recall it) is better for making it stick in your memory than something like passive reading - so making a flashcard deck would again be my recommendation (so for the repetitiveness!)
thank you so muchFeel free to name your second-born-child after me
I think in general something active (like flashcards which require you to search around in your memory to recall it) is better for making it stick in your memory than something like passive reading - so making a flashcard deck would again be my recommendation (so for the repetitiveness!)
It is good to look over high-scoring essays though :) Gives you a bit of a feel for the structure of the essay intro (intro sentence, sign-post the 3 body-paragraphs, concluding sentence relating to the intro) and then how to structure body paragraphs - it's relatively formulaic from my experience!
p.s. a good tip I read on AN and used in the exam is to have 1 BP agree with the prompt, 1 BP disagree with the prompt, and 1 BP say "it's not black and white and the truth of the prompt statement varies according to context" - I found this added a lot of depth to my essays)
Also - you can start looking for 2019 media examples of examples used in previous exam reports. E.g. if someone talked about how Standard English garners overt prestige in the 2016 exam report, find a 2019 example of Mercedes using the Standard in Australia to reinforce their classy image :)
Good luck and have fun with it - that's what can really help motivate you to go above and beyond! :D
Feel free to name your second-born-child after me :P
Hi!
What are some good tips for writing intros and conclusions?
Thanks!
ps: I don't know if i have posted this in the correct way- so any tips on how to are appreciated!
Thankyou so much! Just another question, how should I embed quote into conclusion to conform to assessors standards?? Should I say something like: As famous linguist once said........
Thanks again!
I was wondering if anyone knows whether we can write in dot points in the SA section of the 3/4 exam?
As for any of the English subjects you need to use full sentences following SAE conventions, and can't use dot points at all in the exam
Does anyone know whether an expletive is any swear word, or whether expletives only refer to swear words used in frustration/surprise?Expletives are often defined as being that but I'm not sure how much it matters in the context of assessment. It might be best to ask your teacher.
Does anyone have any practise sacs for Unit 3 AOS 1. I feel so unprepared for this sac. Our whole class feels like we've learnt nothing! help!
when answering a question about informal language - how does one explain why a certain lexical item is informal?It being non-standard is pretty much central to it, maybe clarify through its use in an informal setting (eg. texting a friend).
for example an online chat was given and the lexeme 'geeeeeee' was used - how do u explain how it lowers the register??
aside from 'it is a non-standard lexeme'
Hi!
I was just wondering if coherence and cohesion contribute to the formality of a text? For instance, would it be correct to say that 'the lack of coherence in the piece reflects its informality?
Thanks!
Hi!
I was just wondering if coherence and cohesion contribute to the formality of a text? For instance, would it be correct to say that 'the lack of coherence in the piece reflects its informality?
Thanks!
Hey! I was wondering where we could find essay questions to practice for English Language.
how does one actually enjoy english language. I'm primarily a math/science student and do better at eng lang than standard english, but hate it anyways. Is there any techniques anyone has to make it somewhat enjoyable
Hey!
If you're looking for essay prompts on a particular topic, let me know what the topic is and I can give you a list of past VCAA prompts on that topic and maybe some other ones as well ;D
I'm currently year 12. I don't struggle with the content it's just I find the whole subject completely boring, likes theres nothing worse that I could think of doing, than sitting down and doing a section A and B
I'd like essay's on Social identity, language change and Jargon
I just realised how much I’m struggling with finding quotes! I’m doing so much research through social media and T.V but I feel like I’m not getting the right quotes and I’m wasting time! Does anyone know where I can find some really good quotes to use for my essays?Have you had a look through here? Generally I’d recommend checking up books or articles by Kate Burridge, David Crystal, perhaps Stephen Fry and some by Julian Burnside, amongst other linguists. I’d also be checking out any linguistics-related articles on The Conversation or any newspaper, which might include some great relevant and recent quotes and examples.
Does anyone know where I can find some really good quotes to use for my essays?
Hi!
Can anyone tell me if it is okay to do unit 3 and 4 English languages in year 11 as I am completing year 10 English in year 9. So I will have to complete unit 1 and 2 next year. I'm not sure if it is allowed because this means I will not do any English in year 12. Do I have to repeat English?
Hi, I was wondering whether doing 3/4 Eng Lang is a necessary or useful foundation to have if you want to pursue linguistics at uni? I did 1/2 last year but then not enough people at my school chose it for 3/4 so I'm just doing mainstream English now. If I were to study linguistics at uni, how behind would I be without 3/4 knowledge? Cheers.
^ Thanks so much EulerFan, that's really helpful info.
Hope you don't mind a follow-up question, when you did linguistics at uni (I'm assuming for undergrad) were you able to choose what area of linguistics to 'specialise' in, like sociolinguistics, ethnolinguistics etc? Thanks.
SEND HELP.....URGENTWelcome to AN! If I'm not mistaken, this is an English (mainstream) oral?*
so i have my oral presentations this coming week and need advice.
My topic is about 'paramedic assault and overtime shifts.'
Problem is I can't seem to find a suitable hook.
Can someone please suggest ideas in relation to my topic?
Thank you in advance
Hi, I was wondering whether doing 3/4 Eng Lang is a necessary or useful foundation to have if you want to pursue linguistics at uni? I did 1/2 last year but then not enough people at my school chose it for 3/4 so I'm just doing mainstream English now. If I were to study linguistics at uni, how behind would I be without 3/4 knowledge? Cheers.
Hey there,Most schools don't have a Eng Lang stream between Years 7 to 10, so most students will be in the exact same boat as you. Given that Eng Lang U1/2 starts from the very beginning and assumes no background, you won't be at any disadvantage and generally, no preparation is needed.
I am yr 10, and looking to do eng lang 1/2 in yr 11 (next yr). I was just wondering how I can prepare for this, considering I have been doing english since yr 7.
Thanks :)
Quick question relating to metalanguage and the scope of the 3/4 study design...
My teacher today discouraged my class from using the term 'diminutive' in our analysis of texts, for the reason of it 'not being on the study design and thus not assessable'
But I'm a bit confused because despite this being one of my favourite metalanguage buzz words to whip out in an AC, I've also seen and heard it used in many places including at the ATARNotes lectures. I could have sworn it was acceptable to use this term, even though it isn't specifically listed on the study design.
Okay, first of all, great question. ;D ;D
Here's my two-cents-worth:
I used to advice people to learn as much metalanguage as they could, and to try and really push their metalanguage beyond what was listed on the EngLang Study Design.
However, on the VCAA examination report from last year (link here), the EngLang examiners wrote that students should "[l]earn and understand the metalinguistic terms and concepts published in the VCE English Language Study Design (pages 17 and 18)" and "[a]void use of language terms not on the list".
I don't think they've ever mentioned this point before on examiner's report, but they seem to be making quite a strong point. So I agree with your teacher in that regard, and now as a tutor I get students to now focus strictly on metalanguage in the Study Design.
What's difficult about this is how to describe some things (e.g. diminutives) with metalanguage that is in the Study Design. VCAA does mention "suffixation in Australian English" (Study Design, p. 17), but they don't have a word equivalent to 'diminutives', which is a lil painful tbh.
(oh, and also what's slightly annoying about this is when VCAA uses non-Study Design metalanguage. Like they had a question about proper nouns on the exam a few years ago, and a question on verb tense more recently. Proper nouns and tense are both not in the Study Design, and yet they've still cropped up on exams...)
So yeah, VCAA seems to not want to see metalanguage terms that aren't in the Study Design. But it's often difficult to do this when a term isn't in there.
Okay, first of all, great question. ;D ;D
Here's my two-cents-worth:
I used to advice people to learn as much metalanguage as they could, and to try and really push their metalanguage beyond what was listed on the EngLang Study Design.
However, on the VCAA examination report from last year (link here), the EngLang examiners wrote that students should "[l]earn and understand the metalinguistic terms and concepts published in the VCE English Language Study Design (pages 17 and 18)" and "[a]void use of language terms not on the list".
I don't think they've ever mentioned this point before on examiner's report, but they seem to be making quite a strong point. So I agree with your teacher in that regard, and now as a tutor I get students to now focus strictly on metalanguage in the Study Design.
What's difficult about this is how to describe some things (e.g. diminutives) with metalanguage that is in the Study Design. VCAA does mention "suffixation in Australian English" (Study Design, p. 17), but they don't have a word equivalent to 'diminutives', which is a lil painful tbh.
(oh, and also what's slightly annoying about this is when VCAA uses non-Study Design metalanguage. Like they had a question about proper nouns on the exam a few years ago, and a question on verb tense more recently. Proper nouns and tense are both not in the Study Design, and yet they've still cropped up on exams...)
So yeah, VCAA seems to not want to see metalanguage terms that aren't in the Study Design. But it's often difficult to do this when a term isn't in there.
Hey @bacteriophage!
I'm really sorry that I didn't get to this question in time before your SAC! I hope that it went well though! I thought that I would still answer this question because it will still be relevant for the EOY Exam.
I'm 100% on your side. I used a very similar structure for all of my ACs throughout Year 12, and I thought that it allowed a great depth of discussion, allowed me to show off as much metalanguage relevant for U3 (and a bit from U4) as possible, as well as being a pretty standard formula that was applicable for any AC. My advice at the end of the day is to stick to your guns. You say that you are confident in this structure, and I think that whichever structure you are most comfortable and confident in is the one that you should use for the EOY exam.
Further, the other teacher's suggestion sounds a bit whack... it sounds a bit incoherent in terms of providing examples from all over the text, as well as being a bit too specific on certain parts of the text and not really viewing the text as a whole. Maybe just take a quick reflection/ look over the feedback for this SAC, and then change your work accordingly for the next SAC. However, for the EOY exam, I would recommend your previous structure, because it's actually a really strong format!
Good luck with the rest of Eng Lang and I really hope that you are enjoying the subject!
Hey guys I have a questions about contemporary examples.
Is it suitable to use contemporary examples from 2018 or do they all have to be from 2019? Thanks!
Is the Broad Australian accent considered non-standard English, or more like an extreme in the continuum of standard English?
Yo anyone got some recent examples of call-out culture/cancel culture which can be linked to discrim lang (and also linked to to e-lang as a result of social media)?I’m pretty sure there’ll be some linguistic gold from the whole James Charles/ Tatiana Westbrook situation earlier this year. Not only was it an example of cancel culture, but it was also very prevalent on social media, particularly on YouTube.
I’m pretty sure there’ll be some linguistic gold from the whole James Charles/ Tatiana Westbrook situation earlier this year. Not only was it an example of cancel culture, but it was also very prevalent on social media, particularly on YouTube.
Yo anyone got some recent examples of call-out culture/cancel culture which can be linked to discrim lang (and also linked to to e-lang as a result of social media)?
examiners wont like u cos it aint in the Australian contextAnother example could also be the very recent Michael Leunig (famous Australian cartoonist) situation that happened yesterday, where the cartoonist drew attention to women’s usage of phones in his work. Leunig has been described as “misogynistic” over it amongst other things. The language used both in the cartoon and in response to it might be of interest to current Eng Lang students: link here
Another example could also be the very recent Michael Leunig (famous Australian cartoonist) situation that happened yesterday, where the cartoonist drew attention to women’s usage of phones in his work. Leunig has been described as “misogynistic” over it amongst other things. The language used both in the cartoon and in response to it might be of interest to current Eng Lang students: link here
Ooh yes that's goldTo turn the tables a bit on you, what do you think? People could interpret the cartoon and its resulting backlash in several different ways.
Unsure what to really quote from the article tho
In terms of linguistics, what is the big draw away from it
@AngelWings; I've always found the 'reactions' to a variety of non-PC language (eg. Izzy Folau earlier this year) seem to be more reflective of the attitudes to varieties and views of taboo than original examples. Do you think it's fair to bring up these 'responses' (eg. Clementine Ford's labelling of Leuning as a '...gronk') as good pieces of evidence for essay topics requiring 'the views of Australian society on discriminatory, taboo, or socially divisive language'?As I said, it’s been a while since I did Eng Lang and that area was a smaller aspect of the study design in my time, if my memory serves me correctly, so I might be on the wrong track entirely. The main part right now is probably to agree with the current study design and what VCAA assessors are after, so if they don’t really agree that responses should be included, then simply don’t risk it during the exam and, instead, we look for a different example.
Likewise, do you think you could call Leunig's cartoon 'formal'?Honestly, I’m not 100% sure myself. I’m generally more inclined to say informal language, but formal context (as it’s published in The Age), but after those mistakes above, I’m not so sure of myself.
Can someone please explain covert and overt prestige? Thanks!
In a (summer holiday) homework essay, is it okay to use examples from quite a few years back, or must they all be from this year? I've found a really good example from 2006 but it's quite dated clearly.
Hey guys :)
I feel like this may not be entirely relevant to this thread but I was wondering if someone could start a new resources/examples/articles topic in the eng lang board for 2020 just as a place to compile everything because all I could find was one called 2018 examples and the latest posts are from mid-2019 which is not going to be very useful for 2020.
I would do it myself but I have no idea how I would start or structure it so I thought someone on here might be able to.
I think it would be a good idea since eng lang resources are so hard to find so it would be good if it's all in one place and if lots of people contribute it then it would make finding examples easier.
I'm stuck on thinking of a third body paragraph for an essay, the topic saying that Australian identity is strongly related to informal language usage. I've already talked about it being a medium of expression and it reducing social distance and indicating the easy-going nature of Australians but I can't for the life of me think of the last one. Could someone help me out?This really all depends on your contention. You want it to be slightly more complex than a basic agreement with the prompt, otherwise you'll struggle to hit the higher marks.
Hey :)
Welcome to the forums!
Sounds like a great idea, I'll set one up now :)
thank youuu
What is the purpose of loud volume in a speech? It's a prosodic feature but I don't know how to explain how it's used.
For context: Person A is congratulating the audience of their citizenship
What tense should the analytical commentary be written in? i.e present tense, past tense...
Hi Nikita1313!
I'm pretty sure that it's a complex compound sentence, which would be indicated by the independent clause before the comma, the dependent clause that is paired with the coordinating conjunction after the comma and the subordinating conjunction after the dependent clause (as indicated by the phrase after the "and" in the sentence).
Hopefully, this helps :)
Have a great week and kind regards,
Darcy Dillon.
Hi Nikita,Thankyou :)))
Welcome to AN! :)
Compound-complex sentences have at least three clauses, with at least one coordinating conjunction and at least one subordinating conjunction joining clauses.
They also have to have at least two main clauses and at least one subordinating clause.
Complex sentences contain two or more clauses and only subordinating or correlative conjunctions joining clauses.
Based on this information, what do you think the answer is?here's what i think the answer is. not entirely sure though so let me know if you disagree"He was a mess" - Main clause
"bemoaning his lack of appreciation from the audience" - subordinate clause
"and" - coordinating conjunction
"and threatening action" - subordinate clause
"if" - subordinating conjunction
"if they did not clap for him" - main clause
Darcy posted while I typing, but I'll leave this up here.
hi, I have a question about prospective essay topics for unit 4,Hi!
as the study design has changed due to the circumstances of this year, what sort of questions would we get (or what would we NOT get)?
also, in terms of finding language examples for essays my teacher has been very unclear to this end. I have tried to collect some things but still don't know what to look out for. should I look for actual examples of language use e.g. trawling through tweets and watching politicians' conferences, or find articles documenting language change (the latter is really difficult!)
hope someone can help!
AC AC AC AC AC AC AC AC AC AC AC
My question is what is the goal of an AC?
I have been doing well on my sacs and can write a good AC but I'm struggling to understand the point of it.
I know I need to:
Write an analytical commentary on the language features of the text In your response you should
comment on the
- contextual factors affecting/surrounding the text
- social purpose and register of the text
- stylistic and discourse features of the text.
But what am I commenting on? Am I trying to show what these features are(low register ect..), using the language as evidence... or how the social purpose and register dictate the language?
Thanks in advance :)
Heys guys :)Paralinguistic language refers to anything non-lexical, i.e. features that don't have words. Phonology focuses more on alliteration, assonance, etc, phonological features.
Just started reading the 3/4 Living Lingo textbook.
I came across two definitions. That of Paralinguistic Cues and that of Phonology.
Paralinguistic language has tonality, pauses in speech etc as a part of it's definition, as does phonology.
So, what separates phonology from paralinguistic language?
Many thanks :)'
Corey
Also, what is the difference between the Domain of a text and the Setting?
Heys guys :)
Just started reading the 3/4 Living Lingo textbook.
I came across two definitions. That of Paralinguistic Cues and that of Phonology.
Paralinguistic language has tonality, pauses in speech etc as a part of it's definition, as does phonology.
So, what separates phonology from paralinguistic language?
Many thanks :)'
Corey
Paralinguistic language refers to anything non-lexical, i.e. features that don't have words. Phonology focuses more on alliteration, assonance, etc, phonological features.
The domain of the text is where the actual text is found, like if it's a blog the domain would be a website or on the Internet. Setting includes where the events in the text happened, like if it was a eulogy, you'd say a funeral or cemetery. Not too sure if setting can include domain though.
So Phonology is a subsystem. It is a big over arching word for all the parts of language that relate to sound. The other subsystems are morphology, lexicology, syntax, semantics and discourse(which isn't so much a subsystem but rather its own free standing thing).
Now... to the meat of it... Paralinguistic features is the term used to describe the elements of spoken communication that are not sounds. A quote from the English Language for Senior Students (page 74): "In essence, paralinguistic features are the non vocal signals beyond basic speech" this are things like eye-rolls and body language. The text goes on to say that there are some linguist that do include prosodic features (stress, volume, intonation ect) as paralinguistic features but I prefer the first definition.
The comparison: phonology is the word for all things sound related in language and is a subsystem. Paralinguistic features are not their own subsystem (they come under discourse). Paralinguistic features refers to all things that are not spoken in a conversation. There maybe overlap if you consider tone and other prosodic features a part of paralinguistic features but phonology and prosodic features are not the same thing. There are many many things that come under phonology that are not paralinguistic features such as Assonance, Alliteration ect that are concerned with the way speech sounds.
Hope this helps and I didn't make too many typos or mistakes
Great definitions of Paralinguistic language and phonology :)
However, I'm still unsure about the definition of Domain.
In the textbook there is this passage: "We distinguish texts on something called domain; this is the general sphere of interest or activity where communication happens; for example, religion, friendship work, etc."
This seems at odds with the definition you provided?
Would you consider the construction 'how good is' to be Aussie slang? I've noticed it popping up more ever since Scomo revived it with 'how good is Australia'. Other places I've seen it are mostly on social media - 'how good are the fcking tigs', etc. Not sure if it's distinctly Australian though.
Hey guys,
I was just wondering, what type of metalanguage term is 'zinger box' i'm not sure if its slang or if its jargon because it doesn't fully apply to those words so i was just wondering if there was a term that could refer to things like fast food items.
Thanks!
Hi, I was hoping to get some help with improving my expression in phrasing discussion of cohesion and coherence. Currently I've been told I usually state the feature, provide an example, and then explain its function, and for instance if I pick three different features to analyse, I repeat this pattern for all three. What are some better or more diverse ways to phrase explanation of cohesion and coherence, and change things up? Thanks :)
What's the proper metalanguage for the 'vibe' of a text?? In ACs, I really can't think of a better word to describe the general mood/atmosphere of a text without it sounding a bit odd - even 'mood' and 'atmosphere' don't feel completely right, but 'vibe' isn't really an appropriate word for ACs imo considering how it's pretty much slang. Ideas?
What's the proper metalanguage for the 'vibe' of a text?? In ACs, I really can't think of a better word to describe the general mood/atmosphere of a text without it sounding a bit odd - even 'mood' and 'atmosphere' don't feel completely right, but 'vibe' isn't really an appropriate word for ACs imo considering how it's pretty much slang. Ideas?Would something like 'tone' be what you wanted? (Note I'm only an English student, so I don't know really.)
What's the proper metalanguage for the 'vibe' of a text?? In ACs, I really can't think of a better word to describe the general mood/atmosphere of a text without it sounding a bit odd - even 'mood' and 'atmosphere' don't feel completely right, but 'vibe' isn't really an appropriate word for ACs imo considering how it's pretty much slang. Ideas?I tend to use persona, atmosphere and tone.
Just wanted to mention - I talked about tone in my essay and my teacher told me to try and avoid it. I think it's not part of the study design?
how do you tell the difference between back focus and front focus?
Hi everyone,Very late response, but back in 2014, the usual pattern was Section A or B would be written and the other spoken. (So it would never be both written or both spoken texts.) I don’t think this has changed much.
I'm just wondering what type of topics are we expecting in the essay this year? As well as the text type for Section A and B?
Is there a pattern with VCAA or is it just random every year?
Thanks for your help!
Hey guysOften these are copyrighted texts. I’d advise you see your teacher to get the full text.
I've been trying to get some practice for sec A's so i thought about going onto past vcaa exams but I can't find the texts that the questions are about. Are they available on some other vcaa page or are they just not available to us?
Thanks!
Hi,Been a long time since I did Eng Lang, but from memory, a clause has a subject and verb in it, whereas a phase has any set of words, regardless of word class.
What's the difference between a clause and a phrase?
hi, what's the best way to prep for an AC SAC? I'm not sure if I should be writing a bunch of practice ACs or spending time memorising the different features of informal language....any help would be greatly appreciated!There’s lots of ways you can do this and it depends on what you consider to be your weakness(es):
Hi
I need help writing an Analytical commentary. I feel like I'm just rambling on in my intro. Any tips?
(I've never done this before and I'm quite scared. As this is quite new. I don't know where to start.)
Hey guys,Hey Corey,
Would Fauna and Citizen be antithesis here?
https://snipboard.io/hw8gRp.jpg
Hey Corey,
I'd like to hear the reasoning behind your statement - what makes you say that? :)
The meaning of animal and human are kind of opposites? Maybe not :PHmm...
Additionally,I believe so :)
Is the repetition of 'The Australian Dream' here also antithesis?
https://snipboard.io/PhtySg.jpg
political correctness unites people. drop argument ideas thanks.I'd love to hear your ideas first! That way, we can flesh out areas of strength and weakness around the topic. Also, you will need contemporary language examples for the exam (and possibly SACs) so by researching articles on PC (see link below for example), you can start now.
hi all,
could anyone explain what deference and disfluency are??? i know they're not on the study design, but my teacher wants us to know what they are anyway - despite never having taught us what they are in the first place or mentioning these terms in ANY ppts or other resources... ::)
Hi all,
My English Language teacher told us that if we want to talk about phonetics in our expository essay, we'd need to use the IPA. However, in all the high-scoring/exemplar essays that I've read that mentions pronunciations of words in, I've never come across one that has any IPA symbols in it, just how one would write it out (e.g. 'parsta' vs 'pasta'), which leads me to my question;
Do we reaaally need to use the IPA in our essays or is spelling it out acceptable?
Thanks guys,
-Riley
hey guys,Hey, I think you sent this to the wrong thread. This is the English Language VCE thread which doesn't do analysis like this and this thread probably can't give you advice on literature. May be better to go ask on the English thread or the literature thread :)
I am in year 10 and I would like to know if english is my strong suit and if it is, I'll probs do eng lit. I have attached my argument analysis that i wrote earlier in the year, please feel free to let me know.
Through the countless debates and solutions proposed to prevent the heavy road toll, Johnathan Sprinter puts forth his take on the issue. In his letter to the editor, ‘P – Plate extensions Overdue’, Sprinter confidently claims that extending a 7- year restriction on p – platers, is the answer to the ongoing conundrum. The author appeals to the general public – more specifically, anyone who has the qualifications to drive. By doing so, his desperate need to have a large crowd on his side is evident.
From the outset, the author highlights the necessity of a 7-year restriction, by linking it to one of the most widespread causes of road accidents – drink driving. Sprinter introduces his viewpoint and the expectation he has towards the reader by posing a rhetorical question ‘If there was just one solution to prevent the heavy road toll... isn’t worth a try?’ This influences the reader to subconsciously agree with Sprinter’s question and therefore, formulate opinions that most likely support his contention. Moreover, Sprinter’s reference to the assistant commissioner of traffic control, not only makes his arguments seem more credible but also, creates a tone of seriousness within the reader, further advocating the importance of the matter at hand. Overall, Sprinter uses drink driving to attract the reader’s attention, simultaneously, underlining the need for an extension.
In the body, the author criticizes the irresponsible nature of p-plate drivers, continuously emphasizing the instability they hold. ‘Such irresponsible drivers… destroy their own lives (and) the lives of their families’. Sprinter paints a view that p-platers are a threat to not only themselves but also the lives of others, thus, positioning the readers to see p-platers as something dangerous. Building on this, Sprinter uses expert evidence from Professor Barton, a neurosurgeon at Coolabar Hospital, to state that ‘young adults are more likely make poor-split-second decisions on the road… since their brains aren’t fully developed’, the author denigrates the capabilities of p-plater drivers and portrays them as unstable. Further, influencing the reader to devalue p-platers as a subject. In a similar manner, Sprinter discloses an incident involving Emma Richardson- a teenage p-plater, who crashed her car after partying all night. The account of Emma severs as a closing evidence to proving Sprinter’s argument, where he once again, reinforces the idea that, p-platers are reckless and unstable. Essentially, Sprinter depicts p-platers in a negative light, in the hopes of the reader agreeing with him and therefore supporting the necessity of an extension.
In the closing, the author emphasis the urgency in taking measures by further disparaging p-plate drivers. Sprinter appeals for action by showcasing what Sweden - a highly sustainable and technically advanced country, has achieved by reducing their alcohol levels. ‘… lowering the alcohol levels from 0.5 to 0.2 Sweden registered a distinct decrease in fatal accidents.’ Sprinter invites the reader to visualize the potential outcome of a 7-year restriction, as well as, emphasizing the moral responsibility the readers hold to minimize ‘drink driving tragedies. ’This is accompanied by the author’s tonal shift from logical to undermining as he claims, ‘this mix (alcohol and drink driving) can be particularly fatal for young adults’ Although, some might interpret this as Sprinter feeling cautious for young adults, he’s in fact, reinforcing the idea that p-platers are irresponsible. Backing up on this, the imagery with a severely damaged car, strengthens his argument and therefore, compelling the audience to side in favor with Sprinter. The author concludes with a rhetorical question ‘Isn’t worth a try?’, which fosters the idea of unification, as if Sprinter is directly asking the reader to join forces with him, which in result, may make the reader more inclined, to respond to his call for action. Ultimately, the author appeals for action by portraying himself as the more sensible option.
hi
whats the difference between minimal responses and backchanelling?
thank you!
Hey,
I was doing insight section A and the last question was apparently marked holistically. Does this actually also happen for VCAA exams? And if they do, what are some tips (also like how do you structure your answer for these types of questions) on being able to do these 'holistic' short answer questions?
Thanks!
Hi Guys!
I'm currently writing a prac expository essay for the exam and the prompt that i've chosen revolves around the idea that social media impacts language.
Two questions;
1) does the news such as ACA, 7News, etc count as social media?
2) would words such as "vaping" and "chroming" (the thing where teens inhale aerosol deodorant stuff) be counted as neologism or blending?
Thanks!
Hiiiiiii I'm just another year 12 so these are just my opinions.
if the news is posted on a social media network like twitter or facebook then i would count it as social media.
May just be shortening and conversion of word class from noun vapour to verb vape? Don't think its blending because i don't know what other word it could be blended with and it could be neologism though vaping has been used for quite some time but yeah if you think vaping is some sort of new expression then yeah valid to call it a neologism. don't know where chroming comes from but may be something similar.
Does English Language have any oral presentations or is it more written responses?No, only written assessments in EngLang. There are short answer questions, analytical commentaries (involves analyzing features in a specified text) and essays.
hi all,See this thread on a discussion of social purpose :)
what does it mean what is the texts social purpose
Hey y'all - am currently in the middle of choosing subjects for VCE. I'm having the most trouble choosing which English I'll do. Just wanted to start off by saying English is one of my strongest subjects, however, I have no idea which variation to choose.
BUT, here are some of my questions with English Language
1. I believe for most schools it isn't offered until years 11/12 - so how did you go with learning quite a different variation of English compared to the English we've been studying since year 7? Is it a really big jump or was it manageable?
2. (Mostly yr 12's) How was the final exam? Two hours seems like a short amount of time to answer short answer questions, an analytical commentary, and an essay when most other English exams are 2+ hours. Was it difficult to finish it all on time?
3. Why did you choose English Language over reg English or Literature?
Thank you so much!! Bec xx
Ahhh this helps so much! Thank you for taking the time to reply - I really appreciate it. Those pages you linked are really helpful, I'll definitely be using those for the next few years!!No worries at all! I guess there's also the option of doing more than one English subject, too, depending on the rest of your subjects and availabilities. :)
I think after doing my research into each English stream I'm definitely leaning more towards English Language, it just seems way more interesting and as much as I love reading books and analysing the hell out of them, I think Eng Lang. will be a nice change (And I much prefer analysing over creatives any day!)
P.S. I have got a VCE journal on my page if you'd like to have a look :)
Hey y'all - am currently in the middle of choosing subjects for VCE. I'm having the most trouble choosing which English I'll do. Just wanted to start off by saying English is one of my strongest subjects, however, I have no idea which variation to choose.Hi, here are my thoughts on this:
BUT, here are some of my questions with English Language
1. I believe for most schools it isn't offered until years 11/12 - so how did you go with learning quite a different variation of English compared to the English we've been studying since year 7? Is it a really big jump or was it manageable?
2. (Mostly yr 12's) How was the final exam? Two hours seems like a short amount of time to answer short answer questions, an analytical commentary, and an essay when most other English exams are 2+ hours. Was it difficult to finish it all on time?
3. Why did you choose English Language over reg English or Literature?
Thank you so much!! Bec xx