Hi Lauren, I wonder if you could indicate where I might find your overdue homework: activity 11, and the exploration of the adverts?
Thanks,
Mrs Beckett

Language and Technology

In giving guidance to people studying the subject, the examiners advise them to study: the variety of language forms insofar as they are affected by

• the technological medium used for communication (e.g. telephone, radio, television, computer);
• the social functions that such media perform in both interpersonal and mass communication;
• historical and contemporary changes, where appropriate.

In particular, the guidance says, candidates should examine

• everyday functions and activities in context
• discourse features.
  
  The examiners suggest that candidates should consider:
• advantages, sometimes called affordances or potential capabilities, enabled by such technology;
• constraints, as in entering text on a phone or keyboard;
• how technologies such as text chat and answer phone messages show features of interaction more commonly associated with spoken conversation.

The examiners advise teachers to use varied types of text in presenting the subject. These might, for example, include:

• transcripts and written records of actuality;
• accounts of popular attitudes in print media;
• examples of represented text (such as invented e-mail messages in fiction and advertising), and
• excerpts from any investigations, including those done by students.

This may help us to distinguish between the technology in itself, and the things we do with it, from a linguistic perspective. In terms of modelling our ideas about technology and language, we may think

• first of the different technologies (printing, telephony, radio and TV, e-mail and so on)
• and only then about what we do with them.

Alternatively, we may think first of the kind of language interactions we make, and then of the technologies that enable this. In this kind of model, we might usefully think of

• levels of openness and privacy - is the language used in a public or restricted context?
• ownership of the communications - does an interaction or any of its results belong to anyone and if so, in what way?
• topology - are these one-to-one, one-to-many, many-to-one, many-to-many interactions, or something else?

Activity- Graphology

 

The use of this iconic symbol is to allow the brand to be easily recognised and therefore the customers will immediately know its one of their products. Logos help distinguish one business from another. Business names get reused in different categories all the time. In order to differentiate a particular business, a logo will be used. Also, often the marketer doesn't have the space to put the company's full name on every promotional knickknack used for branding purposes. A logo is a shorter representation of a business.
A well-designed logo catches the eye and identifies the company without the need for analysis or reading. When you see the yellow "M" known as the "Golden Arches," for example, you do not need to think or read anything else to recognize it as the fast food chain McDonald's. When you see a white, lowercase "f" in a blue box on you computer screen, you know instantly it's Facebook.Good logos "go viral" -- people know the logo and its associations so intimately that they start to use it themselves to make a statement.
Logos take an element of a company or product and make it appealing to its target audience. In the United Kingdom, for example, the Conservative party unveiled a new logo in 2006 that used the color green and the image of a tree to appeal to an environmentally conscious new generation. The Toys"R"Us logo uses bright colors and a bold, rounded font to appeal to children.
As we are exposed to various differnet marketing brands everyday, it makes it a quick way to recognise the individual ones and also shows us which ones are more well known than others.

 

 

 

 

Fairy Tale Ideas

• Hansel and Gretel
• Snow White - Dwarves want her to leave
• Little Mermaid - fishermen trying to hunt her for museum artifact, oil spills are intoxicating her so she thinks the fish are talking to her
• Alice In Wonderland - hallucinates because she's high on ecstacy

Tips For Writing Short Stories

1. Collect ideas for your story e.g. small snippets of information
2. Begin with basics of a short story:

Introduction: introduces characters, setting, time,weather, etc.

Initiating action: the point of a story that starts the rising action.

Rising action: events leading up to the climax or turning point.

Climax: the most intense point or turning point of the story.

Falling action: your story begins to conclude.

Resolution: a satisfying ending to the story in which the central conflict is resolved—or not!

3.Know your characters. For a story to be believable, the characters have to feel genuine and realistic.
4. Decide who will tell the story e.g. First, second or third person
5. Organize your thoughts. After you've prepared the basic elements of your story, it can be helpful to do out a time-line in some way to help you decide what should happen when
6. Start writing.
7. Re-read and edit your story. Get a second opinion by asking someone else to read it

Tip: Read other short stories to help you write your own, take not of the style and how it's written. Pay attention to how the authors develop their characters, write dialogue, and structure their plots.

How Am I Finding English Language?

Throughtout this half term I have found english language to be interesting and I quite enjoyed writing the story for the Halloween flash fiction competition. However, I find it difficult to remember all of the lingustic methods and how they link to each other. I have found the lessons different from what I thought they would be but I still enjoy them. To understand the methods further I will try and think of examples for each of the lingustic methods which could help me remember them.
I especially enjoyed turning the classroom in to a mini maze to try and link each type of text to each other as it was helpful but aslo fun at the same time.
I think and hope I will enjoy the rest of the english language course.

Inspiration For My Story

I got the inspiration for my story from a task we were given; this was to create a Halloween themed flash fiction story for younger years 7-9 for a competition. This story consisted of 500 words and had to be suitable for the audience. The purpose of this story was to entertain the younger audience throughout the Halloween season, to do this I influence them to feel scared and build tension whilst they read the flash fiction and used a variety of lingustic methods such as idioms, metaphors and different sentence types. I used a variety of vocabulary and synoyms that I knew they would understand and would be suitable for their reading ability.

I decided to write my story about paranormal activity happening in the woods at night. I chose to do this because we naturally associate the dark with feeling scared and mystery, this would effect them by enhancing them to find out what the paranormal activity was and why it happened. I named my flash fiction 'Stay Out of the Woods' and this would encourage them to think of why they needed to stay out of the woods and what would happen if they went in there. By talking about the spirits only coming out at night it makes the story more creepy than if it were to happen in the day, this is because the dark is about the unknown and what we can't see.