This term I feel that I am doing Ok in English Language. The lessons so far have sometimes been quite filled with information and occassionaly hard to grasp but I now feel looking back that I understand all of the terminonlogy and with some revision I will be very confident on it.
I'm enjoying learning about and studying English Language and I'm glad that I picked it for As Level.
Thursday, 24 October 2013
Reasons behind "Emily"
The commentary of Halloween flash fiction story “Emily”
written for Year 7-9 within a school.
Lexical choices:
The lexical choices of the story are of a scary descriptive nature as the purpose of the story is to scare/ spook the audience. Whilst the purpose is to scare and also describe, due to the audience being of a young age the story can’t be too scary of gruesome, but it does need to make an impact and leave an impact on the audience. Some of the lexical choices from the story are many adjectives in order to describe. Some of the adjective picked from the story are: “Darkness”, “Deathly”, “Abandoned”, “musty”. The verbs used are: “Suddenly”, “Scurrying”. Also in the story first and second person is used. By first and second person being used it allows the audience to feel a part of the story and allows them to place themselves as the narrator due to them being nameless and only referred to as “I” or “You”
The lexical choices of the story are of a scary descriptive nature as the purpose of the story is to scare/ spook the audience. Whilst the purpose is to scare and also describe, due to the audience being of a young age the story can’t be too scary of gruesome, but it does need to make an impact and leave an impact on the audience. Some of the lexical choices from the story are many adjectives in order to describe. Some of the adjective picked from the story are: “Darkness”, “Deathly”, “Abandoned”, “musty”. The verbs used are: “Suddenly”, “Scurrying”. Also in the story first and second person is used. By first and second person being used it allows the audience to feel a part of the story and allows them to place themselves as the narrator due to them being nameless and only referred to as “I” or “You”
Discourse structure:
The discourse structure of this flash fiction story is of narrative, however, due to it being flash fiction the writer has to write a whole story within 500 words. Whilst the story still has a beginning, middle and an end it has been significantly reduced in order for it to still fit in with the term ‘flash fiction’.
The discourse structure of this flash fiction story is of narrative, however, due to it being flash fiction the writer has to write a whole story within 500 words. Whilst the story still has a beginning, middle and an end it has been significantly reduced in order for it to still fit in with the term ‘flash fiction’.
Sentence Types:
In this flash fiction piece there are a range of different sentence types. In the very opening sentence we see the writer use single word sentences “Cold. Darkness.” By the writer using single word sentences it adds emphasis to the text and allows the writer to take a pause between each word and create a scene in their mind. In the story we see repetition of the word “Emily” due to her being the main character, “Halloween” is also repeated due to this being significant to the theme of the story and because this is the day that the story takes place on.
In this flash fiction piece there are a range of different sentence types. In the very opening sentence we see the writer use single word sentences “Cold. Darkness.” By the writer using single word sentences it adds emphasis to the text and allows the writer to take a pause between each word and create a scene in their mind. In the story we see repetition of the word “Emily” due to her being the main character, “Halloween” is also repeated due to this being significant to the theme of the story and because this is the day that the story takes place on.
Phonological Features:
In the flash fiction story we also see a lot of phonological features such as: Sibilance and Onomatopoeia. The sibilance that we see in the text is “stupid school”, “stripy sea”. We also see the use of alliteration in the text “Wind whistling” “rats running”.
In the flash fiction story we also see a lot of phonological features such as: Sibilance and Onomatopoeia. The sibilance that we see in the text is “stupid school”, “stripy sea”. We also see the use of alliteration in the text “Wind whistling” “rats running”.
Graphology features:
The features of graphology we see in the text is that the word Emily, is in a different font with red colouring. There is also a picture included of a boy standing in front of a mirror with a ghost/scary looking girl behind him.
The features of graphology we see in the text is that the word Emily, is in a different font with red colouring. There is also a picture included of a boy standing in front of a mirror with a ghost/scary looking girl behind him.
The reasons why I included all of these features were to
appeal and create an impact on the audience. I wanted the audience to whilst
feel tense and left wondering, due to them being of a young age I didn’t want
them to be too scared. By including things such as alliteration it creates an
emphasis on what is being described and leaves an impact on the audience. I
chose the title “Emily” because it is the main character and by it being a
single word, I felt that it would be more intriguing and bring more interest
than a sentence or descriptive title.
Friday, 18 October 2013
Halloween Flash Fiction "Emily."
“Emily.” Flash
fiction by Emma Tungatt
Cold. Darkness. Leaking Pipes. Smashed windows. Squeaking
doors blowing in the deathly draft. You’d think this sort of place would be in
an abandoned home or warehouse that’s been untouched for decades, but this room
exists where you’d least expect it. The school toilets.
No one goes
in the school toilets, unless you are the bravest of the brave. The school
toilets aren’t just scary because they’ve been abandoned and neglected for
years. It’s the little girl that makes them scary. The little girl called,
Emily. Emily gets angry easily, especially when you go into the toilets without
her permission… that’s why my friends and I went looking for her.
“I can’t believe we’re in school for Halloween this year!
What’s scary about being in school?” Whined Amelia. “The only scary thing in
this school is Mrs Cook when she hasn’t got make up on!” Billy joked. Billy was
always trying to make a joke out of everything. “I know something dead scary
that we could do...” Everyone turned to Charley, intrigued to know what this
dead scary adventure would be. “We could go see Emily.” “Emily doesn’t exist!
No one has ever seen her.” Billy protested. “That’s because they didn’t ask her
to play! You have to ask Emily to play, so she’ll come out from her hiding
place, my brother told me.” I corrected. “Let’s do it! I’m not having a boring
Halloween all because of stupid school” Amelia whined, again. “Yes! Tomorrow
lunch time, the 31st of October, Halloween, we will go and find Emily!”
Charley decided for the 4 of us. So that was it, we was going to find Emily.
Friday 31st October. Halloween. Lunch time; we all met at the usual
place, ate our lunch and set off to Emily’s toilets. Charley and Amelia went in
first, me and Billy followed.
The rain was
hammering against the filthy blackened windows. The wind whistling through the
crumbling decaying walls. The scurrying and squeaks of mice and rats running
around on the cracked tiles, the noise echoing around the room.
“We have to stand side by side, facing the mirror and chant
‘Emily, Emily, come out and play. Emily, Emily, what do you say? Emily, Emily
come out and play.’” Explained Charley. So the four of us got into a line
facing the mirror. Amelia, Billy and Charley started the chant; I just stood
there silently with my eyes sealed shut. Suddenly, there was a scream. An icy
chill spread around the room. I opened my eyes. There she was. Emily. Emily’s a
small, timid, little girl with plaits and bows in her oaky brown hair and a
musty pink pinafore over her stripy sea blue and dirty white top. Emily had
blood on her clothes and hands. She was a little girl who had death in her
eyes. Everything went dark. When the lights came back on Amelia, Billy, Charley
and Emily were gone, I was alone. I never saw my friends or Emily again.
Wednesday, 2 October 2013
Transcript on Video Game
From the transcript I found out firstly that there are four young boys involved playing a video game.
From the transcript we can see that the young boys are intrigued by the game and have been taken over by the thrilling excitement from it. We can see that the boys are intrigued and concentrating hard on the video game due to the length of the pauses they are leaving between talking, the slower pace shows concentration and that they are talking slowly to make sure they are not distracted from the game/ distracting the player from the game.
Also, from the transcript we see a lot of sociolect such as "I got shot by an invisible enemy", "The machine gun", "Light sabre". The boys are using language that would only make sense to someone who knows either the game, or someone who understands that the boys are talking/playing a game.
We see in the transcript imperative verbs such as "throw" and "now" this shows to us how competitive the boys are about the video game and how excited they have become that they get a bossy tone. We can see that the boys are of a close relationship because it is unlikely that you would talk to someone who you are not familiar with in a bossy, authoritative tone, also David laughs over Andrew when he talking, showing comfortableness and informality with one another.
We can see that the boys are quite young due to the words that the boys are using. For example, if the transcript was of a teenage group of boys there may be taboo language in the text and would be ruder, however, at the end of the transcript we see Carl say "ha fatty" this shows his young, immature age and shows to us a lot about their characters when not playing a violent video game.
We see from the transcript the use of pronouns such as "him" a lot, this could be because the young boys are talking about an opponent who they do not know the name of, or a simply talking about a character on the video game who doesn't have a given name.
From the transcript we can see that the young boys are intrigued by the game and have been taken over by the thrilling excitement from it. We can see that the boys are intrigued and concentrating hard on the video game due to the length of the pauses they are leaving between talking, the slower pace shows concentration and that they are talking slowly to make sure they are not distracted from the game/ distracting the player from the game.
Also, from the transcript we see a lot of sociolect such as "I got shot by an invisible enemy", "The machine gun", "Light sabre". The boys are using language that would only make sense to someone who knows either the game, or someone who understands that the boys are talking/playing a game.
We see in the transcript imperative verbs such as "throw" and "now" this shows to us how competitive the boys are about the video game and how excited they have become that they get a bossy tone. We can see that the boys are of a close relationship because it is unlikely that you would talk to someone who you are not familiar with in a bossy, authoritative tone, also David laughs over Andrew when he talking, showing comfortableness and informality with one another.
We can see that the boys are quite young due to the words that the boys are using. For example, if the transcript was of a teenage group of boys there may be taboo language in the text and would be ruder, however, at the end of the transcript we see Carl say "ha fatty" this shows his young, immature age and shows to us a lot about their characters when not playing a violent video game.
We see from the transcript the use of pronouns such as "him" a lot, this could be because the young boys are talking about an opponent who they do not know the name of, or a simply talking about a character on the video game who doesn't have a given name.
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