Say goodbye to the female brain. Say hi to the female mouth

If you're an avid blog-reader, you'll remember last year's Myths of Mars and Venus story in which top linguist Deborah Cameron tore into the American bestseller The Female Brain. To summarise it, the writer of The Female Brain, Louann Brizendine made a claim that women use some 6000 more words a day than men, while Cameron (who is writing her own Myths of Mars and Venus) makes the point that there can be no "average" man or woman, least of all an average number of words we speak, because we use language differently depending on who we are, what we do, where we go and why we're doing it, and while gender may have some part to play in our language, it's one of many many factors.

The latest take on this comes in last week's news stories on a piece of research in Science magazine, reported here and here. According to The Guardian's story on this, "Men and women talk as much as each other, suggests a study which says that, on average, both genders speak around 16,000 words a day - a fact challenging the traditional notion that girls are considerably more chatty than boys".

The research is covered in more detail in The Times article here:

The first rigorous study exploring the verbosity of men and women has found both sexes equally capable of irritating jabber. The typical woman speaks an average of 16,215 words a day, while an average of 15,669 words pass the lips of men, a difference so small it is not statistically significant.

The most loquacious people of all, indeed, tend to be men, but men are also the most taciturn. All three of the biggest talkers who took part in the research were male, the most prolific of whom yakked his way through 47,000 words in a day. The most effusive woman managed a mere 40,000.

At the other end of the spectrum, one man spoke an average of just over 500 words each day. There were nine men who spoke fewer than 2,000 a day, compared with only four women.

As an average of 16,000 words are spoken each day, people who talk at 120 words per minute — the speed at which the BBC’s Huw Edwards reads the news — would end up speaking for a little more than two hours of the 17 they typically spend awake.
The Little Britain character Vicky Pollard, by contrast, speaks at 330 words per minute, and would get through the average daily word allocation in just 49 minutes.

The findings, from a team at the University of Arizona, overturn a notion that is not only popular with the public, but which has also found its way into scientific research.

The debate about male and female talk is continued here in a Times editorial, here on the BBC website and here in an article from today's Guardian. But as many commentators point out, the stereotype of women being chatterboxes is such a deeply ingrained social myth, that whatever the research presented to counter it, many refuse to accept it.

Useful for:
ENA3 - Male female conversation

Ms - a missed opportunity?

The word Ms. - mostly used by women who don't see the need to reveal their marital status - gets extensive coverage in this Guardian article. The debate about Mr, Miss and Mrs goes to the heart of feminist linguistics.

Many (or should that be femy) argue that the titles given to women and men in English reflect a male dominated society in which women's status as married or unmarried is marked, while men have a single generic title. Some have argued that this shows that women's status in language is inferior. The article looks at the 40 year history of the word and attitudes towards it, commenting along the way that many young people have never heard of it, despite its prevalence in the 70s and 80s.

In my (obviously male) experience of attitudes to its use in English lessons, many students associate it stereotypically with either divorced women who wish to make a (possibly bitter) point about their new found single status, or more dismissively as referring to "those weird women" (probably feminists, possibly lesbians, maybe even wearing Nepalese yak-fur hoodies) who complain about everything and probably want to ban words like "history" and "human" for being too malecentric. But, this article explains exactly why Ms. is an important word and why it should be used. And it makes some much needed points about why language matters and how gender is often constructed through some of our language use.

Useful for:
ENA1 - Language & Representation
ENA5 - Language Change

Ee bah gum is ee bah gone

Yorkshire dialect is disappearing, I tell thee. At least, that's according to a report in today's Independent which reports on a new exhibition in the Yorkshire Dales that includes results of a local survey on people's use and recognition of dialect terms.

In the article, it's made clear that the Yorkshire accent is not under threat, but that the dialect (the lexis, semantics and grammar of the regional variety) is disappearing. The blame is placed squarely at the door of new technologies and the death of traditional farming industries, by the project's author Jo Cremins: old words associated with farming implements and practices have gone the way of the farms themselves, while the spread of new technology has speeded up the spread of standardised forms of the language, especially among younger people.

This story fits into the wider discourse around what's called dialect levelling, but as we have seen from the work of linguists such as Sue Fox and Paul Kerswill, dialects are also springing up as well as dying out. So, while some varieties of Yorkshire dialect may well be fading away, largely because their users no longer seem to need them or identify with them, others - often influenced by popular culture and Caribbean and American varieties of English - are growing and spreading.

And if you want more information about Yorkshire dialect try here and on the excellent BBC Voices website here (West Yorkshire) and here (North Yorkshire).

Useful for:
ENA5 - Language Varieties

Huzzah!

Congratulations to all A2 students for a) turning up at the right time to sit ENA6, and b) appearing relatively happy with the paper. It's all over now, apart from those of you doing the AEA paper tomorrow morning, so well done and thanks for all the hard work, good times and ... sob... good luck to you all in the future.

I won't be around for A Level results day as I've decided to leave the country on that day (not that I'm worried or anything), so stay in touch, add your comments to the blog from wherever you go, and if you come back to get your certificates in December, I'll buy you a half of shandy.

ENA5 and ENA6

Good luck with tomorrow's ENA5 exam, and ENA6 later in the week.

For tips on ENA5 exam technique and last minute revision on both units, have a look here: http://englishlangsfx.blogspot.com/2007/05/exams-exams-exams.html

and here:
http://www.change.bethkemp.co.uk/

and here:
http://www.cobcenglang.homestead.com/A2page.html

And now it's time to reclaim the p-word

Following hot on the heels of debate about the dreaded n-word, this article in the BBC news magazine, takes a look at debate in the Asian community (Is there really such a "community" or is that a dubious label itself?) about the p-word "p*ki". Here's a brief excerpt:

The origins of the P-word, as its known in polite society, are far more recent than its black equivalent, which dates back to the 16th Century.

Its first recorded use was in 1964, when hostility in Britain to immigration from its former colonies in the Asian sub-continent, was beginning to find a voice.

Despite being an abbreviation for "Pakistani", its proponents tended to be less discriminating about its application - directing it against anyone with brown skin, be they Indian, Pakistani or Bangladeshi. Sometimes even non-Asians who happened to have a dark complexion found themselves on the receiving end.

Forty years on, use of the word is still highly sensitive and has the potential to cause great offence. Earlier this year, it was alluded to in unbroadcast material from the Celebrity Big Brother house, when Indian housemate Shilpa Shetty became the target of racist abuse.

The whole issue of words being used by one group in an offensive way and by another group as a term of solidarity seems to be too much for some people's minds to cope with, and two responses to this article suggest that it's causing brain meltdown and hurrumphs about "political correctness gone too far" in sections of white society (Again, is there such a thing as white "society", or even a "white community"?):

I understand the sentiment, but surely it's mad to have a word thats "OK" for some groups to use, and highly offensive for everyone else? Either a word is offensive to some people, or it isn't. Andrew, Glasgow, Scotland It is racial discrimination for one race of people to be able to do something when others cannot. Either the terms are racist and should be condemned whenever used or everyone should be able to use them without fear of reproach. The current situation of supposed political correctness is illogical. Alex, Colchester, England

Useful for: ENA1 - Language & Representation ENA5 - Language Change

Made up words and fruity phrases

Two interesting articles in The Independent last week take a look at how language changes and what we think of these changes. In the first article, Philip Hensher responds to the new words in the Collins Dictionary (as covered here) by asking if some of the new words featured actually exist in real usage, a question that students have asked every year when we’ve covered this topic in class. I mean, who uses bromance, manboobs and bobfoc?

Hensher’s article is worth a read for his wider take on the nature of language change:

Language is a living thing, not something to be entombed and frozen. One of the ways it changes most rapidly is through its vocabulary. It's not the only way novelty makes itself felt, but it's the easiest to grasp. A new term for an old thing emerges - "banging" for "excellent", taking over from "wicked". Or, occasionally, a new term for a new thing - no one knew any term for "carbon footprint" before that particular term, because nobody had the concept. The appeal of novelty demands to be recorded, however bogus the particular instance.

And he raises another possible take on new words when he says “You can't make up language as you go along; it would be truer to say that it invents you, the way you have of seeing the world as well as expressing it”

In a second article, Joan Bakewell looks at swearing and taboo language, especially the changing responses to “bad words” over time. This is made all the more relevant by the recent n-word and p-word scandals on Big Brother. And she links language change to the wider currents of change in society when she says,

Sexual words... now have a wider currency and acceptability. They crop up in the workplace, shops and offices, the school playground, and they litter the vocabularies of comedians and comic shows… With the loosening of sexual behaviour has gone the parallel freedom of language.

The rising taboo words are now concerned with race and discrimination. The BBC's survey found that "P*ki" was now rated the most offensive word of all, with the n-word a close second. And it was reportedly an untransmitted rhyme that used the P*ki word that invited Ofcom's most severe criticism of Big Brother. If swear words are those that have the most power to offend, then it appears we aren't really worried about religion and sex any more, but we do really care about racism.

So, if you use the New Words, New Woes post to mug up on processes of language change, these two articles give you a wider perspective and some useful material to look at the contexts to our language use.

Useful for:

ENA5 – Language Change

Thanks to Chas for these links

The Big Brother n-word fall-out continues

Predictably, the press are in uproar over Emily's use of the n-word on Big Brother and various articles have appeared about the history and use of the word itself. One is from today's Mirror, penned by DJ Spoony of Radio 1 fame. Others are easy to track down with the help of Google, even if you are unlucky enough to have the pitiful research skills of Tre from The Apprentice.

And for lots more on the dreaded n-word and its history, just type it in the search bar at the top of the page and Bob's your uncle.

Big Brother is watching the racists

After the Shilpa Shetty and Jade Goody racism debacle earlier this year, it doesn't come as much of a surprise to see that Channel 4's Big Brother is feeling a bit sensitive about accusations of racism. And in response to the use of the n-word by Emily Parr to a black housemate Charley Uchea last night, they've removed her from the house, according to this BBC news article. What was the context of the word? What was meant by it? Was Emily trying to get down with her "homegirl"? Or is she an ignorant racist bigot? Is it all a stitch-up by Endemol and Channel 4 to regain themselves a bit of respectability after their recent hammering by the Standards Authority. The Guardian is offering a "provisional transcript" here so have a look. Watch this space... Useful for: ENA1 - Language & Representation ENA5 - Language Change

New words, new woes

Just in time for ENA5 revision, here comes an article on the BBC news website all about new words that feature in the Collins Dictionary. Among the latest additions are WAGs, hoodies, man-bags, pro-ana and 7/7. Also making an appearance are carbon-offsetting, brainfood and Londonistan.

So, as a revision exercise (and this month’s Haribo prize-winning competition) how about finding 5 separate language change processes at work in the examples quoted in the BBC and newspaper articles and putting them as comments below. The first 3 correct responses will get a prize.

And for those of you interested in why these words are formed – the social and political background to language change – have a think about issues like the environment, celebrity culture and healthy eating, then try to group some of the new words into these categories.

These other articles in The Guardian, The Telegraph and The Independent feature the same story with some different examples, and might also offer you the chance to look at how the stories are handled by different broadsheets. If you remember that on ENA6 you may have to write a broadsheet article for question 2a, it's perhaps worth comparing these articles to see what kind of style devices are used and how the issue of language change is introduced to a non-specialist audience.

Useful for:

ENA5 – Language Change

ENA6 - Language Debates

When is a gang not a gang?

When it's a group, an anti-social gathering of hoodies, or a click/clique. That's what the Youth Justice Board are saying anyway, and they should know as they've been studying youth behaviour and crime and they think that labelling a gathering of youths as a "gang" actually makes the young people concerned more likely to see themselves as social outcasts and push them towards a genuine gang culture of organised crime, illegal cash and drug dealing.

And we all know where that leads, don't we? Rarely to the multi-million dollar incomes and uber-bling lifestyles of knuckleheaded gangstas like 50 Cent and The Game, but more often to Feltham, smelly stairwells in rundown towerblocks, crack pipes and the sharp end of another idiot's shank.

So, getting linguistic about this (and moving away from my pulpit) are the Youth Justice Board adopting a position of linguistic determinism? Is the label "gang" actually influencing young people's behaviour? Well, apparently it is. According to the BBC article about the YJB's report, they argue that "glamorising such offenders may encourage them to become involved in more serious criminal behaviour".

And it's a double-edged label too:

Young people themselves resent the way the word gang is used to describe any group behaving in an anti-social way. It suggests the term "group related" rather than "gang related" is a better way to describe their activities.

So, just a day after the ENA1 Language & Representation paper, why cover this? Well, I've always argued that English Language is for life not just for exams. Or was that dogs and Christmas... I get confused.

And if you want to read a genuinely well written account of London's gang/group-related culture then take a look at this article in today's Guardian.

And to find out more about the words "gang" and "clique", have a look at the OED online (if you use college computers, you'll be able to access it for free).

Useful for:
ENA1 - Language & Representation
ENA6 - Language Debates

Good luck!

Good luck to everyone taking ENA1 and ENA3 tomorrow morning. Remember to eat some breakfast (to feed your brain!), to get there early, and to read the question papers properly. Stick to your timings and remember that the first question on each paper is worth twice as much as the essay question, but that you should give yourself enough time to answer both fully and a bit of time at the end to check those pesky apostrophes, spellings and sentence boundaries.

Mental, bonkers, one sandwich short of a picnic

Just a quick link here to an article in last week's Guardian (that I was too buried in coursework marking to see at the time). It's about the language used to label people who might otherwise be known as "mad" or "crazy". As the writer Jo Brand explains:

The liberal consensus is that the careless and flippant use of words such as "fruitcake" and "wacko" reveals a disrespectful ignorance towards people with mental health problems. The Guardian's own in-house style guide counsels against using such "clearly offensive and unacceptable expressions as loony, maniac, nutter, psycho and schizo". But if you want to talk about mental incapacity in English you will not find yourself lost for words. This is one of the richest areas of our language, and we seem to revel in the joyful creativity of coining words that skip around, compartmentalise and poke fun at the serious issue of mental illness.

Another social group for your answers on ENA1, perhaps?

Useful for:

ENA1 - Language & Representation

Exams, exams, exams

The exams are approaching, but I’m not going to do loads of revision posts as in years before: not because I can’t be bothered, but because you can just click on the links to the other posts here and the advice remains the same.

Here are some little extra bits that might help you though, along with my top tips with what I think could appear (last year I was completely wrong about these, so whatever…):

ENA1

Remember that question 1 is all about a mix of engaging with what the text is all about and how it represents its subject (be that a person being described like the Shaun Wallace text last year, a person being interviewed like the Peter Fox text of 2005, or a job/idea/product) and labelling word classes. We’ve done nearly all we can on this in class, so what you can now do yourselves is practise past papers (available as hard copies in the LRC, or via the AQA website linked off the side bar) and make a point of reading a few broadsheet style articles. You can revise word classes by using the Internet Grammar of English site here. But remember, you mustn’t go too far with grammar on this unit: you don’t need to cover clauses or sentence types (simple, compound, complex), but you must look for sentence functions, tense & aspect, active/passive voice and those lovely word classes.

My top tip for the type of text this time is a piece of instructional or advice writing. If I’m right I will award myself a packet of Haribos.

The essay questions should be very familiar to you by now, but remember to use the feedback sheets I’ve done for you and which are available on the w drive in college or from Teachit as pdfs here and here. Also, there is loads of stuff about CLA available from the ENA1 revision tips post last year, while for Language & Representation, I like this site. I also like this site, but that’s another story…

ENA3

All the advice I can give on this comes from Beth Kemp’s rather splendid A Level site here so just go here and visit it.

All I’d add is that we’ve covered Deborah Cameron’s recent material on social constructionist theories of male female conversation for a reason, so make sure you use it, if you can find room for it in the gender essay question.

My top tip for the type of transcript this time is an extract of someone telling a story and the listeners’ interaction with the storyteller. If I’m right I will award myself another packet of Haribos. And a bottle of wine.

ENA5

Once again, we’ve done loads on this in class and you have a mini-text analysis along with a copy of the mark scheme to help you revise. You’ve done 5-6 textual analysis past papers since November (more if you’re Angelica, Sherelle or Romaine!) but there are a couple more in the LRC that you might not have done. My tips for revising this are to use the brilliant British Library Texts in Context site here to take a tour of writing 1600 – 1945 and sample various genres such as recipes and travel writing, before looking at this bit of the site for a wider view on language change and the BBC Voices site for more on varieties and change.

For the essay questions, Raj has given you powerpoints on how to write essays on Varieties and I’ve done the same for Change. Check the w drive next week and we’ll make sure we’ve saved them all there for you.

My top tip for the type of text in the texts from different times is an example of a recipe. If I’m right I will award myself another packet of Haribos. And another bottle of wine. Hic!

ENA6

The daddy of all exam papers and one that should suit the creative writers of you out there (hello Kwame) as well as the analysis heads too (bonjour Evelyn, Delphine and Joss).

We’ve spent a lot of time looking at the individual questions but maybe not quite as much time as I would have liked on actually writing the 2a answers, so there’s your top tip – do some writing for different audiences. My advice to some of you has been to use the blog and particularly the links to broadsheet articles about language issues such as attitudes to change, punctuation and accents, and to get hold of e magazine from the LRC (or the e mag website – see me to get the password). Look at the ways in which sometimes rather dry language topics can be injected with a bit of humour and accessibility.

My top tip for the topic on this paper this year is a hedged bet: either it’ll be language change and attitudes to it (prescriptivist/descriptivist debates) or recent accents and dialects (MEYD/MLE etc.). If I’m right I will award myself yet another packet of Haribos. And another bottle of wine. And a spell in rehab.

Good luck, anyway. Please post comments to the blog if you want help. I’m happy to take emails but it might be more useful to all students if you post any ideas, worries or questions here so everyone can chip in.

Stop the cusswords in classrooms

Channel 4 on Monday night is featuring an episode of its Cutting Edge programme all about young people and swearing. Cunningly titled Mind Your F-ing Language, the programme will (according to the Channel 4 blurb) "reveal the rich and hidden world of the language that kids actually use, and look at one school's attempts to deal with swearing".

The programme is trailed by this article in today's Telegraph, which looks at the impact the swearing ban has had on the featured school.

A good idea or a load of bo****s - you decide.

Useful for:
ENA1 - Language & Representation
ENA5 - Language Change

N-words with attitude

Following on from yesterday's post about Russell Simmons of Def Jam calling for an end to the use of the n-word in rap lyrics, and last year's article about New York City Council banning the word, comes a story taken from The Language Log blog about a school in Omaha, Nebraska. The publication of a student newsletter (link to the pdf file here) featuring an article about the n-word and the attitudes of young people towards it has caused a stir in the local community and led to the suspension of the college's principal (since reinstated). I think this is interesting on two fronts: firstly, the language issues - as ever - are pertinent to what we discuss in ENA1, ENA5 and ENA6 about racist language, changing words and debates about language; secondly, as a piece of writing aimed at young people, the newsletter feature is worth a read, particularly if you're looking for approaches to introducing a controversial topic to younger readers. And with ENA6, question 2a being all about doing just that, it would be a good idea to have a look to see what works and what doesn't. More of this in class next week... Useful for: ENA1 - Language & Representation ENA5 - Language Change ENA6 - Language Debates

Stop the cusswords in hip hop. Y-O.

It's been an interesting week for all lovers – whoops, I mean students – of offensive language. CBS broadcaster Don Imus – who is white - was suspended earlier this month for referring to a mostly black women’s basketball team as “hardcore hos…nappy headed hos”. The BBC news website helpfully points out:

"Ho" is slang for prostitute and "nappy-headed" is a derogatory term for the hair of many black people.

Watch the clip here.

Meanwhile, Russell Simmons, the boss of the Def Jam record label, famous for its pioneering of early hip hop acts such as Public Enemy, Run DMC and The Beastie Boys (ask your dad…or me), has called on rappers to tone down the cusswords in their lyrics and stop using such terms as “bitch”, “ho” and “nigga”.

An article in The Independent reports:

"The words 'bitch' and 'ho' are utterly derogatory and disrespectful of the painful, hurtful, misogyny that, in particular, African American women have experienced in the United States," Simmons' organisation, the Hip-Hop Summit Action Network, said in a statement.

"The n-word is a racially derogatory term that disrespects the pain, suffering, history of racial oppression and multiple forms of racism against African Americans and other people of colour," it added.

The article continues by talking about the origins of hip hop and how the money-driven genre of gangsta rap has fetishized some criminal aspects of the African American underclass, celebrating their anti-social lifestyles in their lyrics.

As language students, we know these words matter, but what is their impact on us and society? If we get rid of the words Simmons suggests do we tone down the most extreme and violent ideas within the lyrics? In other words, if we do away with some of the words will we also do away with some of the extreme feelings provoked by them? Is the use of such words in lyrics actually normalising them? Is it making people outside the group who originally used the terms start to adopt them: wiggas from Norfolk farming villages, 10 year old boys from Peckham, 60 year old radio DJs?

And there are wider issues too. Why has it become acceptable to refer to women as hos and bitches? Who let this happen?

For more on this debate, you could look at this blog and this article on Radio 1 Extra’s website.

And there’s a Haribo-related prize to the first person who can post the name of the rapper whose lyrics are misquoted in the title of this post.

Useful for: ENA1 – Language & Representation

Scrobbling Avril Lavigne

April 10: heard this on my car radio the other day. I'm so in touch with youth culture! My admin assistant Lindsay found the lyrics to Avril Lavigne’s catchy new number 'Girlfriend' for me, courtesy of Yahoo. Here's a typical specimen of the teenspeak the sk8r girl uses so compellingly (is this Valley Girl speak, or grunge-meets-pop?):

Hey! Hey! You! You! I don't like your girlfriend! No way! No way! I think you need a new one Hey! Hey! You! You! I could be your girlfriend …[etc]
I think about ya all the time You're so addictive ...(parental advisory bits censored)[Bridge] She's like SO WHATEVER You could do so much better I think we should get together now And that's what everyone's talking about! …She's so stupid What the hell were you thinking?! [repeat]
Inspired stuff. I posted this on my college VLE forum, when I researched Ms Lavigne’s ‘whatever’ usage:
Further to my posting yesterday : one site I tried is Last.fm, which introduced me to my new word of the day: 'scrobble'...Here's how UrbanDictionary defines it:
1. When Last.fm automatically sends the name of each song played by audio player, they call this “scrobbling.”
The application will scrobble your playlist.
2. Can replace most verbs to indicate that an action has been performed, and that it has been logged or recorded by a 'scrobbler', which is a system that records whatever you're scrobbling, although the scrobbler may not necessarily exist.
If you played 64 games of Fifa 98: Road To World Cup, you could say "I scrobbled Fifa 64 times today." Or if you were on the phone, you could say "I was updating my PhoneScrobbler".

There are more usages and an etymology, but like parts of ‘Girlfriend’, these are parental advisory. Here’s some of my students’ responses…
'My brother has an account with last.fm, which is so annoying cos it makes my computer at home so damn slow, seeming he downloaded the software to go with it, but still! He always uses the word scrobble now, like he uses it for everything! [Note the teen-usage of ‘like’ there!]
It's a very good site mind, there is absolutely everything on there music-wise! You can even have your own top ten, depending on what you have listened to the most.
As has already been said, when you listen to music using a comouter (sic) music player such as iTunes, the music will be recorded as listened onto your account, thus being scrobbled, then put into the chart.
But me being me, listened to some songs [which I am not even going to explain as they are bad] and was accidentally logged into his account. He then had random music which is so not cool to have showing on his profile and got told off by him! Well if he was clever enough he would have logged out! Sorry, having a rant.'
And this from another: 'I personally hate this song and wish Avril Lavigne would hurry up and decide if she's a goth, a sk8r or a Paris Hilton wannabe! Oh yeah, and addictive doesn't rhyme with delicious!' (If she can rhyme ‘whatever’ with ‘better’, why not? Look at Byron’s ‘Don Juan’ if you really want to see some deliberately off-beat rhymes!!)
Sorry if all this sounds too trivial as we approach exams, but I do think this could be useful for language and representation (the grungy girl subverts gender stereotypes…or does she?); language change (following on from Dan’s recent fascinating post about the history of ‘whatever’; then there's all that usage of 'like', number homophones, shared cultural references, etc.). So academic rigour is sustained, and teacher’s cool credentials … probably shot. Ms Lavigne, sk8r or Paris Hilton, does seem to be going down the ‘Hey Mickey’ pop stream (or is that ‘drain’??)

Top tips for AS and A2

It's about that time of year when students ask for revision help, so here's a list of all the top tips we've put together for both AS and A2 exams. Some of these we've put together ourselves, while others are links to other people's sites and blogs, but the toppest tip of all though, is do some revision now and keep doing it consistently up until the exam: don't leave it all 'til the last minute.

ENA1
Top tips for textual analysis
Child Language advice and revision tips
Child Language other sites to help you revise
Language & Representation advice and revision tips

ENA3
Top tips for the whole paper

ENA5
Top tips for textual analysis and managing your time on the paper
Top tips for language change and varieties

ENA6
Top tips for whole paper

A good tip for revision of basic (and not so basic) grammar is this brilliant, teach & test yourself site at UCL. It takes you from the basics of word classes like nouns and verbs into more complicated areas such as clauses, tense and aspect, and the passive voice. It's great.

And remember, for lots of other wider reading and different angles on the main topics, try typing in phrases like "powerless language", "racist language", "male female conversation" & "CLA" to get links to other articles and posts. Referring to some of the ideas and researchers in these posts, or building their approaches into your own angle on the topic could mean all the difference between an A and a B. Or a B and a C, or a ... you get get the general idea.

Please post any revision questions here as comments.

The changing face of "whatever"

We all know what it means now; even our parents use it and a man older than me (!) used it – apparently unironically - to his young son in the Ikea queue this morning. It's whatever and it's making teachers angry. At least, it’s making teachers in the ATL union angry at their Easter conference.

A survey of 400 teachers found that the "Wha'ever" and "Am I bovvered?" phrases, from the Catherine Tate Show, were the most used in the classroom - ahead of catchphrases from the Simpsons and Little Britain. The sulky adolescent retort of "Am I bovvered?" was recently demonstrated by the Prime Minister Tony Blair, in a comedy sketch recorded for Comic Relief. Teachers were concerned that copying the language and attitude of television characters could have a damaging impact on classroom behaviour.

Like so many slang expressions - greazy, moist, shank or even that old classic brap brap - whatever has morphed its meanings during its 30 (ish) year existence. This article on the BBC website's magazine traces its meanings from 1960 counter culture slang, through the valley girls of 70s and 80s America, Jerry Springer's working class audiences and into British streets and the mouth of the delightful Vicky Pollard.

1973: Meaning "that's what I meant", US Secretary of Defense briefing paper for returning POWs

1982: Meaning "you decide", San Francisco Examiner

1980s: Used regularly by California "valley girls"

1986: "Whatever man, whatever", in film Platoon

1990s: Used by the Jerry Springer crowd

Late 1990s: Reaches UK's rich female teenagers

Early 2000s: UK street language

2003: Little Britain's first TV series

Sources: OED, linguist Tony Thorne

But like lots of other expressions that move from the streets to mainstream usage, whatever is probably doomed to go the same way as bling, losing its cutting edge in the mouths of old folks, Trinny and Susannah yuppie clones, and wannabe trendy English teachers. But then again, cool has always been cool, and some other slang terms remain in circulation for a long time. It all depends on what it sounds like, how it's used and who uses it. And so long as it winds teachers up, it's probably still got currency for a while.

"It's used as a punctuating term, the answer to everything," says Ralph Surman, a deputy head teacher at a primary school in Nottingham and a member of a government task force on school behaviour. "It's like a toddler saying 'no'. They don't mean 'no' but say it to everything because it feels nice. The syntax feels nice on the teeth and the tongue."

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ENA5 - Language Change