Social and Personal Identity Flashcards
What is the structure for the social and personal identity essay
INTRO: Discuss the genre, audience, purpose and register of the text. Then describe the tenor and say how it is affected by these factors and summarise the ways in which subject presents a self and say how they do this considering context. Then list 3 adjectives to describe both subjects.
MAIN BODY PARAGRAPHS: Firstly, use an adjective as topic sentence. Then find evidence to support the adjective, then use lexical term to describe the evidence. Then talk about how this lexical term and evidence are used by the subject to present an identity. Then move onto second text. E.g. contrastingly, similarly. and repeat the steps above.
CONCLUSION: Explore the connections between both sets of data. Are they both personal? Summaries both subjects identities, through class gender, age, etc. Compare and contrast experiences of both subjects. Look at how their experiences have impacted their identity.
Austin’s speech act theory
Speaking is like acting. When we talk we do something, like introducing, greeting or begging.
Giles accommodation theory
People accommodate their language for purpose and audience. We converge our language to accommodate the person we are talking to, to make them feel appreciated and valued. We can converge our language in many different ways, for example, diluting our accents, talking slower, or using a person’s local slang.
Diverging our language is when we emphasise the differences in our language to the language used by the person we are talking to. For example, exaggerating our accent.
Bernstein’s restricted and elaborated code
Restricted code contains deictic words which are used when other people understand the meaning of certain words and utterances because they have the contextual information.
Elaborated code is using more descriptive words which explain situations to those without the contextual information. Consider why they are used in the context of the data and the relevance of shared background knowledge.
Deborah Tannen’s ‘genderlect’ theory.
Describes male and female different use of language. Men use language to obtain dominance and are concerned with status and independence. Women use language to create bonds and build rapport with one another. They look to show understanding, avoid conflict and use more questions. Women use expressive language. Men use referential language.
Joos’ five registers
1) Frozen
2) Formal
3) Consultative
4) Casual
5) Intimate
Lexis and semantics
Lexical field, metaphors, conceptual metaphors, idioms, similes, personification, euphemism, dysphemism, antonyms, snyonyms.
Grammar
Modal verbs, verbs, adverbs, nouns, abstract nouns, adjectives, active and passive voice, sentence length, pronouns, determiners, anaphoric, cataphoric references, relative clauses, (beginning with ‘who’, ‘which’ or ‘that’). They can provide important additional details.
Discourse
Different voices being used by the writer, e.g. direct, indirect address.
Exploring regional identity
Dialect words, are they comfortable with their regional identity. Are they aware of any prejudices against their regional background?
Lexical field
What does it reveal about their interests?
Literary devices
Consider their impact in the presentation of their social and person identity.
Euphamism
An indirect expression substituted for one considered to be too harsh or blunt when refereeing to something considered to be unpleasant or embarrassing.
Dysphemism
An unpleasant term used instead of a pleasant or neutral one.
Antonyms
Words with opposite meanings
