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The discourse structure throughout the text is very variable. For example GG”look the aeroplanes” Evie interrupts by saying “aeroplanes again”. There is no concept of turn taking in this situation one might infer from Piaget’s theory that this is because Evie is not cognitively ready to understand this. The reason for the interruption might be because Evie hasn’t seen an aeroplane before in the sky, but only in books, she is most likely excited hence why she interrupted.

Another example of two people speaking at once within the discourse is GG and G. G” have you got a present for grandma” GG interrupts by saying “a present”. This is an overlap; however it is not by mistake. The reason for this is Evie has picked a flower which is a negative action. But by both G’s saying it’s a present you can infer from Skinners theory that this is positive reinforcement. The grandparents do not want to leave a bad impression of themselves upon Evie so they changed the subject to positive.

The grandparent’s lexis is clearly different because they are around Evie.For example GG”have they gone? Have they gone?” she is trying to keep Evie focused on the aeroplanes by using repetitive language. However when the answer is “it is” she replies “its way up in the sky those aeroplanes two, there’s two” The word sky is recasted for positive reinforcement to help Evie learn and also the lexical choice “two” is repeated the reason for this is to make Evie familiar with how many objects is two by seeing the planes in the sky.

Another example of how Evie has influence the lexis is when GG says “you’re more interested in bloom-bloomin’ stones” GG stuttered this is likely because she was going to use colloquial language such as “bloody”  but die to the presence of  Evie GG opted with a less taboo lexical choice.                                                               

Could you please indicate where I might find the outstanding homework on prescriptivism/descriptivism and adverts?

doc analysis

 

-Animals have different anatomy to humans therefore they don’t have the same speech

 

- The brain and language work together i.e. they are connected

 

- The left part of the brain is for language, the front part for speaking, the back  is for understanding and processing information

 

 -language is innate

 

-normal song was created by the finches despite never hearing it

 

-there is a gene which allows us to create words and sequences.

The history of the word "bitch" is that it used Old English bicce , elsewhere in Germanic only in Old Norse bikkja : it is altogether uncertain what is the relation of the two words, whether they are cognate, or if not, which is adopted from the other. If the Old Norse bikkja was the original, it may, as shown by Grimm, be < Lapp pittja : but the converse is equally possible. German betze , petze (only modern), if related at all, must be a germanized form of bitch . The history of the French biche bitch, and biche fawn, and their relation, if any, to the English word, are unknown.

Dog:
Etymology: Origin unknown.

The word belongs to a set of words of uncertain or phonologically problematic etymology with a stem-final geminated g in Old English which is not due to West Germanic consonant gemination and therefore does not undergo assibilation. These words form both a morphological and a semantic group, as they are usually Old English weak masculine nouns and denote animals; compare frog n.¹, hog n.¹, pig n.¹, stag n.¹, Old English sugga (see haysugge n.), Old English wicga (see earwig n.), and perhaps teg n. It has been suggested that these words show expressive gemination, perhaps due to their being originally hypocoristic forms. (For discussion see R. M. Hogg ‘Two Geminate Consonants in Old English’ in J. Anderson Lang. Form & Ling. Variation (1982) 187–202.) For some of the words, substratal influence has also been considered (compare pig n.¹). Because attestation of these words in Old English is generally rare and confined to glossaries and onomastic evidence (as in the case of dog n.¹), if they are attested at all, and also because there is often a better-attested synonym (in this case, hound n.¹), it seems likely that the words were stylistically marked in Old English, i.e. considered non-literary or informal.

 

 

Witch

Pronunciation: /wɪtʃ/

Forms: OE–ME wicce, wycce, ME–15 wicche, ME wichche, ME wychche, ME wycche, ME–15 wiche, ME wyche, wech, ME–15 wich, wytche, wych, ME–16 witche, ME–15 weche, (ME wecch, Sc. wesch-, wisch-, ME, 15 which(e, ME whitche, wheche, 15 wytch, Sc. vytche, vyche, weyche), 15– witch.... (Show More)

Etymology: Old English wicce (feminine), corresponding to wicca witch n.¹, both of which are apparently derivatives of wiccian witch v.¹... (Show Less)

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a. A female magician, sorceress; in later use esp. a woman supposed to have dealings with the devil or evil spirits and to be able by their co-operation to perform supernatural acts. See also white witch n.

Wizard:

Pronunciation: /ˈwɪzəd/

Forms: ME wys(e)ard, -sar, 15 -sarde, -zard, wyssarde, wissard, Sc. weser, 15–16 wisard, (16 wiseard, wizer), 16–17 wizzard, ( vizard), 15– wizard.... (Show More)

Etymology: late Middle English wysar(d, < wys, wis, wiss, wise adj. + -ard suffix. The pronunciation with voiced s (z) follows wisdom and wise

"Where do you want me?" to Professor Chadwick. This represents him being in authority however his could be due to their occupational positions as he is her boss not just due to their sex, although this could be deliberately done in the genre of the fiction.

Professor Chadwick is described as 'famous' by the narrator which creates an important status. The stereotype is met when he is described to be in control over the woman. This is implied when he 'demanded' the answer to a question from the theatre sister

Super slang
One example of this is evident in Ukraine, where a written variation of the national tongue has sprung up on internet blogs and message boards called "padronkavskiy zhargon" - in which words are spelled out phonetically.

It is often used to voice disapproval or anger towards another commentator, says Svitlana Pyrkalo, a producer at the BBC World Service Ukrainian Service.

 

Computer slang in Ukraine

The Mac and Linux communities even have their own word for people who prefer Microsoft Windows - віндузятники (vinduzyatnyky literally means "Windowers" but the "nyky" ending makes it derogatory).



There is no doubt that technology has had a "significant impact" on language in the last 10 years, says Ms McPherson.

Some entirely new words like the verb 'to google', or look something up on a search engine, and the noun 'app', used to describe programmes for smartphones (not yet in the OED), have either been recently invented or come into popular use.

 

 hijacking of existing words and phrases

Ms McPherson points out that the phrase "social networking" debuted in the OED in 1973. Its definition - "the use or establishment of social networks or connections" - has only comparatively recently been linked to internet-based activities.

"These are words that have arisen out of the phenomenon rather than being technology words themselves," she added.

"Wireless in the 1950s meant a radio. It's very rare to talk about a radio now as a wireless, unless you're of a particular generation or trying to be ironic. The word has taken on a whole new significance

Relection of course work

I would like to do a creative writing piece for my coursework, with a primary purpose to entertain.I feel as if im am able to demonstrate my writing skills via linguistic techniques.For example in my story i was able to demonstrate linguistic methods such as pathetic fallacy, I would be unable to implement these in the other options of coursework due to their more imformative naturure.I was also able to use various types of sentences eg compound and complex in order to create vivid images in the readers head