Types of Language
There are many ways of classifying language use. However, for the purposes of this syllabus it is proposed to classify language under
five general headings, which relate to the central concept of language as a powerful means of shaping and ordering experience. The five general headings are:
The language of information
The language of argument
The language of persuasion
The language of narration
The aesthetic use of language
links to the various other pages.
It is accepted that to classify language in this way is artificial. The general functions of language outlined here will continually mix and
mingle within texts and genres. So, there can be an aesthetic argument, a persuasive narrative, or an informative play. But if students are to become adept with language, then they need to understand that it is through these functions, used within a variety of genres, that language achieves meaning, power, and effect.
It is of primary importance in this syllabus that the students should engage with the domains of comprehending and composing in oral, written and, where possible, visual contexts. The subject "English" as envisaged by this syllabus is not limited to the written word. In the modern world, most students encounter significant language experiences in oral and visual contexts. The experience of language in the media in all forms, visual, aural and print, needs to be recognised as a prime, shaping agency of students' outlook. This wide range of encounters with language will be reflected in the assessment and examination of students.
So basically it's important to have these classifications of languages under different formats, e.g. Martin Luther King on youtube. Eoin Colfer reading...
Poetry read "The Play Ground Blues"
Young People Rapping...
Rap as poetry.
Because the fact is"most student encournter significant language experiences in oral and visual contexts"... Well, that's an understatement!
Perhaps a log/report on the various types of texts that each student encountered through out their weekend, or over the course of the first week. This is a nice "homework" as it's not really homework. The students would have to be given little note pads and pencils with which to record their experiences.
It should be more than simply recording though, it should also be classifying... like how would you describe an interaction with friends... What was the purpose of it. What was the purpose of that song on the radio? Did it have multiply purposes.
Students would then write a report on their interaction with language, was their any major themes or categories.
Students would then carry out a grounded theory categorisation of the the various different pieces of datas into groups or themes.
five general headings, which relate to the central concept of language as a powerful means of shaping and ordering experience. The five general headings are:
The language of information
The language of argument
The language of persuasion
The language of narration
The aesthetic use of language
links to the various other pages.
It is accepted that to classify language in this way is artificial. The general functions of language outlined here will continually mix and
mingle within texts and genres. So, there can be an aesthetic argument, a persuasive narrative, or an informative play. But if students are to become adept with language, then they need to understand that it is through these functions, used within a variety of genres, that language achieves meaning, power, and effect.
It is of primary importance in this syllabus that the students should engage with the domains of comprehending and composing in oral, written and, where possible, visual contexts. The subject "English" as envisaged by this syllabus is not limited to the written word. In the modern world, most students encounter significant language experiences in oral and visual contexts. The experience of language in the media in all forms, visual, aural and print, needs to be recognised as a prime, shaping agency of students' outlook. This wide range of encounters with language will be reflected in the assessment and examination of students.
So basically it's important to have these classifications of languages under different formats, e.g. Martin Luther King on youtube. Eoin Colfer reading...
Poetry read "The Play Ground Blues"
Young People Rapping...
Rap as poetry.
Because the fact is"most student encournter significant language experiences in oral and visual contexts"... Well, that's an understatement!
Perhaps a log/report on the various types of texts that each student encountered through out their weekend, or over the course of the first week. This is a nice "homework" as it's not really homework. The students would have to be given little note pads and pencils with which to record their experiences.
It should be more than simply recording though, it should also be classifying... like how would you describe an interaction with friends... What was the purpose of it. What was the purpose of that song on the radio? Did it have multiply purposes.
Students would then write a report on their interaction with language, was their any major themes or categories.
Students would then carry out a grounded theory categorisation of the the various different pieces of datas into groups or themes.