Jasmine’s English Language Blog

Independent Learning Tracker: w/c 23/03/20 https://docs.google.com/spreadsheets/d/1mDzhJoeTtyDZ8WBN0sahLHslaFkdFBJVB6Mw55lIZJY

Independent Learning Tracker: w/c 16/03/20 https://docs.google.com/spreadsheets/d/1_6QBivXREoYDeNwW8YZjjFBEJmChKmfCwarbW9v4UDE

Independent Learning Tracker: w/c 9/03/20 https://docs.google.com/spreadsheets/d/1h4n9afPalaHjzF3HKNEzphOMA7DnwDnKDvWF2n99h4s

Dan Clayton's blog post - Legs-it and baby bumps https://englishlangsfx.blogspot.com/#!/2017/03/revising-gender-for-as-level-legs-it.html This blog post talks about how gender has been represented in a recent Daily Mail newspaper headline - 'Never mind Brexit, who won Legs-it!' - alongside a picture of Nicola Sturgeon and Theresa May. Initially, Clayton talks about how from a semantics point of view, the headline shouldn't cause offence as 'legs' are simply a body part we have and not derogatory compared to words such as 'slag' and 'slut'. However, whilst using the phrase 'legs-it' may seem inoffensive at first glance, the connotations it has when put next to a picture of strong female politicians suggest that the Daily Mail finds their physical appearance more important than their job. Later in the blog post, Clayton references a similar situation that happened recently, as when Amal Clooney visited The United Nations, all Time magaz...

Dan Clayton's blog - Analysing patterns and structures post - summarised https://englishlangsfx.blogspot.com/#!/2019/10/analysing-patterns-and-structures.html In a previous blog post, Dan Clayton looked at what examiners said about pattern and structure in last years A Level exams; they noticed that 'those students who had a clear sense of each of the texts as a whole were far more coherent in their responses' Clayton agrees with this as he says 'it's more useful and interesting to focus textual analysis on structures and patterns than single words or even single sentences' - looking at patterns is also more effective under limited time conditions, like in an exam, and he teaches this to his students. He says that if students wanted to avoid the disjointed one word at a time approach in the exam, they should look for a range of features in each text they have to analyse, including semantic fields and extended metaphors, lexical patterns and repetition, syn...

Independent Learning Tracker: w/c 2/03/20 https://docs.google.com/spreadsheets/d/1OnqIxCHBF54h-uwXRJduKgD74Hb3mJ602HXDNty9BhI