mock examples Flashcards
“you have the right to remain silent”
pronoun, stative verb , descriptive adjective - frozen formality (joos) - clarity for arrest, abiding by law
“do you know why you have been stopped?”
interrogative, auxiliary verb - instrumental power (fairclough) - trying to calm him down and keep the peace
“i was like erm im at the biggest award show in the country”
fillers, superlative - Norwich study (trudgill) - entertaining range of audiences on morning tv in interview informing fans of experience and reflecting on them - MLE accent, descriptive attitudes and covert power
“the biggest artists in the world on like the biggest song in the world right now”
superlative, nouns, adverbs - framing (goffman) - promoting himself to gain attraction from audience and support
“you’d never tell would you? i never had the accent, i was born better”
pronouns, negative, comparative - synthetic personalisation (fairclough) - RP, prescriptive attitudes and overt prestige - entertainment: providing backstory/context for audience for joke
“that’s how they talk in the black country, it’s like that i’ve got no neck and no future”
relative pronoun, proper noun, negative - framing (goffman) - RP, covert prestige, prescriptive attitudes - using stereotypes to mock for humour
“My job is to serve you, the people because if there is one point we politicians need to remember it is that the people are our bosses.”
possessive determiner, conjunction, quantifier - synthetic personalisation (Fairclough) - directly addresses “you, the people,” to create the illusion of a one-to-one conversation. By framing (goffman) “the people” as “our bosses,” he positions himself as a servant of the public, which builds trust and aligns himself with their interests. This rhetorical strategy fosters a sense of inclusivity and empowerment for the audience, making them feel valued and influential in the political process.
“The doubters, the doomsters, the gloomsters - they are going to get it wrong again.”
definite article, neologism, adverb - influential power (fairclough) which focuses on persuasion rather than coercion. By using a triadic structure with alliterative terms like “doubters,” “doomsters,” and “gloomsters,” Johnson dismisses critics in a way that is memorable and engaging. The confident assertion that “they are going to get it wrong again” seeks to influence the audience’s perception of these critics as pessimistic and untrustworthy. This builds support for Johnson’s optimistic vision and portrays him as a decisive leader capable of proving the opposition wrong.
“alex scott spoils a good presentational job on the bbc olympics team”
proper nouns, indefinite article, evaluative adjective - divergence (giles) - overt prestige, prescriptive attitudes, upper class background, RP - influencing others to ridicule against regional accents
“alex in the fencin rowin boxin kayakin weightliftin & swimmin”
ampersand, phonetic spelling, mixed mode, dynamic verbs - member of conservative party on twitter - working class omitt -ing (trudgill) - critiquing accent to maximise differences
“Could I just ask, could I—is it Graham?”
modal verb, repetition, interrogative, adverb - negative politeness (Brown and Levinson) used to minimize imposition and acknowledge the listener’s autonomy. Miriam’s use of hedging (“Could I just ask”) and the question form (“is it Graham?”) shows respect for Greg’s personal space and allows for his input. By framing her query tentatively, she reduces the risk of appearing rude or overbearing. This strategy aligns with the principle of avoiding imposition and maintaining Greg’s face needs.
“Yes, certainly.”
interjection, adverb - agreement maxim (Leech) which encourages agreement and reduces conflict. Greg’s use of “certainly” is a polite, cooperative response that avoids disagreement or hesitation, even though Miriam’s request is unexpected.
MG: “You was a teacher as well, right?”
RR: “I was, yeah, and I didn’t care.”
interrogative, discourse markers, back channeling, monitoring features- situational power (O’Barr and Atkins), where authority and control are dependent on context rather than inherent status. In this case, RR, a former teacher, reflects on their professional role with humor and detachment, implying that their power was tied to their position rather than personal investment. The acknowledgment that they “didn’t care” subverts the expected image of a teacher’s authoritative role, undermining the traditional power dynamics associated with teaching.
MG: “I was like, bruv, that’s my coat.”
abbreviation, sociolect, possessive determiner, concrete noun - casual formality (Joos’s intimate style), characterized by colloquial language, informal terms like “bruv,” and narrative-style storytelling. The relaxed tone reflects a close and friendly interaction between the speakers, suitable for a humorous anecdote. This informal register contrasts sharply with what would be expected in a formal or authoritative context, emphasizing the conversational and relatable nature of the dialogue.
“But you guys put yourself in a really difficult position yesterday where you could have been firmly excluded from school.”
reflexive pronoun, adverb - divergence (giles) a concept within Accommodation Theory where a speaker maintains their distinct style or tone to emphasize authority or distance. The teacher’s formal and direct phrasing (“firmly excluded from school”) signals their authoritative role, reinforcing the seriousness of the situation and creating a professional boundary between themselves and the students. By not softening their language, the teacher asserts control and communicates the gravity of the students’ actions.
