1. Mode

2. Agenda Finish mode Language use and language users

3. Key Terms –note these down as we go… Prototype model Variation Register Situation of use Situational characteristics Dialect Accent Sociolect Idiolect

4. Starter: Discussion Discuss with your partner the mode of your homework text. Focus on: 1.How spoken mode features in writing help to convey meaning 2.How the language choices that text producers make depend on the convention of the medium they are writing in 3.How the language choices text producers make depend on their own purposes for communicating

5. Does this text demonstrate characteristics of both modes? Where?

6. How can we identify mode? Writing is:Speaking is: ObjectiveInterpersonal A monologueA dialogue DurableEphemeral PlannedSpontaneous Highly structuredLoosely structured Grammatically complexGrammatically simple Concerned with the past and future Concerned with the present FormalInformal DecontextualisedContextualised Check your answers

7. The prototype model A final way of thinking about mode and distinguishing between types is to categorise and classify based on a prototype model. In any given category, there will be ‘good’ and ‘less good’ examples. = a model of looking at differences within a category or mode by thinking about typical and less typical examples.

8. The prototype model ? ? ? Place the three texts we have looked at in their correct position on the prototype model.

9. Language use and language users Variation is a key characteristic of both language use and language users. This means that language variation is always systematic in that language choices are always influenced by contextual factors. = The differences associated with particular instances of language use and between groups of language users

10. Register The register we use (which can be written or spoken) depends on the context, or situation of use. For example: A teacher teaching 6 th form class A written report of a hotel Buying chips in the fish and chip shop A work meeting with your line manager What is the implication of these contexts for the register that will be chosen? = A variety of language that is associated with a particular situation of use = A specific place, time and context in which communication takes place

11. Situational Characteristics (key aspects of context) The relationship between the situational characteristics and language choices is crucial since they motivate a speaker/writer to adopt a certain register. If someone was delivering a speech at someone’s wedding anniversary, what approach might they take? = A key characteristic of the time, place and contexts in which communication takes place

12. How can we identify situational characteristics? Who are the people communicating? What is their relationship? Where is the setting? Are they communicating face to face or are they separated in time and place (e.g. by email, telephone, letter)? What is the purpose of the communication? Look at the conversation between Alice and Gill again. Does their register match the context? What do you notice about the text given its context? What is its context?

13. Language Users How does your language differ to other people’s? Discuss. Regional variation (dialect/accent) (Word and structure/pronunciation) Social group variation (sociolect) E.g. Rugby club vs. London fashion week? Individual group variation (idiolect) Your ‘speech style’ = Variation in words and structures associated with a particular geographical region = Variation in pronunciation associated with a particular geographical region = Variation in language use associated with membership of a particular social group = Variation in language use associated with an individual’s personalised ‘speech style’

14. Talking point What about age and gender? Do these also affect our language use?

15. Representation e.g. tabloid vs. broadsheet How might both these types of newspaper writing report the election of Jeremy Corbyn differently? = the portrayal of events, people and circumstances through language and other meaning- making resources (e.g. Images and sound) to create a way of seeing the world

16. A way of seeing the world How does this story ‘see the world’? What clues are there that identify representation in this text?

17. Homework Rewrite the story of ‘The Tiger who Came to Tea’ so that is demonstrates different representation. Or, compare the differences between adverts in the 1860s and 1960s. How are they different?