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Features of spoken vs written language
Relationship between spoken language and written language
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Written discourse differs in many aspects from spoken discourse. In written discourse, there is no "Phonological resources to help you structure the information"(86). Also, in written discourse, there is no "opportunity for the addressees to interrupt and ask for clarification"(86). That is only the written text has to be clear, with careful wording following grammatical structure in forming sentences. In spoken texts, there are no sentence boundaries, so intonation is very important. However, sentences are incomplete, and ambiguous because of the shared background between the participants. One of the major differences between spoken and written is the noun phrases. In written discourse, the noun phrases structure is more complex …show more content…
It is a news article, entitled, "Donald Trump's lies about the popular vote", and the second text is a spoken one, a television presidential debate between Clinton and …show more content…
In the written text, there is very few use of pronouns as heads of noun phrases in contrast to text (2), the spoken, in which most of the noun phrases consist only from a personal pronoun such as (We). Whereas, in text (1), the noun phrases consist of lexical nouns, as the text is packed with more information, than text (2). Because the structure of the noun phrases in the written text are more complex, therefore in text (1), the percentage of pre-modification (determiners-numerative-describers-classifiers) are greater than text (2) the spoken text. Similarly in the written text, the noun phrases are longer, therefore the percentage of post-modification is greater than in the spoken text. Because text (1), has more package of information and more variety, the writer uses various sorts of determiners: the definite article (the), the indefinite article (a), demonstratives (that-this), possessive pronouns (his). Lexical nouns in the written text are preceded by describers and classifiers because in the written text, sentences must be clear, and the meaning should be complete as there is no opportunity to ask the writer about unclear utterances. The post-modification in the written text is more complex as the phrases or clauses post-modifying the noun phrases are much more complex and longer. Lexical variety in all the components of
Birk, Newman. “Selection,Slanting,and Charged Language.” Language Awarness:Reading for College Writers.Ed Paul Escholz, Alfred Rosa, and Virginia Clark. 11th ed. Boston:Bedford, 2013. 223-31. Print
In the course of this class, we have discussed the differences between spoken and written language. And it has been generally agreed upon that spoken language is easier than written language. Yet, we seem to have agreed that it is necessary to have a strong grasp of spoken language before learning to write. This is the natural progression for children. They learn to talk first and then we move on to teaching them how to write. Keep this idea in mind. And I agree that spoken language is easier, in a conversational manner. We speak to our ...
In Chapter 8, the author Marquis R. Nave illustrates how important sentence structure is by pointing out a few important things when forming sentences adequate to use in your writing. He starts by saying that lucid and efficacious word usage to form sentences in writing becomes vital when you need to write papers in a higher education institution. Once the scholar grabs control of his or her ability to communicate their message to the reader lucidly and efficaciously they gain the power to an improved and ordered thought process. Now a person can start to search for new ways of using dialectal to communicate their message in a way not usual to the norm. A scholar only has the power to govern their writing when they correctly put together
The English language is continuously changing, due to influences from around the world. He notes the tendency of English writing and political speeches to make verbs phrases and to write or speak in the passive tense, which creates wordy sentences. The writers use unnecessary verbs and nouns to increase the amount of words and to make their writing sound impressive.
Complex sentences are more likely to be prevalent in formal writing. They provide a lot of detail. However, too many long sentences would easily lose the reader’s interest and would not engage them whereas short sentences are more punchy and quick, however they are not very detailed. T...
Oral and Written Communication skills are two of the most important skills a person could have in the workplace. Without the ability to effectively communicate or understand communication in written or auditory form taking and giving direction would be extremely difficult. Oral communication is simply the act of talking and listening. If a person can effectively convey his thoughts in spoken word and interpret others spoken words into their intended thought then they can effectively communicate orally. The same concept can be applied to the written word. The U.S. Deptartment of Labor breaks oral communication into two areas:
Every day, we use spoken language in order to communicate as well as to express our opinions on certain topics. The manner in which we communicate and use paralinguistic features varies according to the context of the situation. Moreover, spoken language is affected by our idiolect as well as our sociolect. We can relate these ideas to the setting of the school classroom. In a classroom, teachers primarily, use spoken language for bonding in order to establish or maintain personal relationships with students. In addition to that, teacher use spoken language to exchange information to develop students’ understanding and knowledge. Furthermore, teachers use spoken language for power in order to gain control over the classroom. Transcript A, B, C and D are detailed examples of how these concepts are adapted in the different classroom environments. However, there is evidence to support that the theories of spoken language can also be challenged.
also if this language is not one which is of a mother tongue then it
I believe the audience subconsciously demands that the body of the speech is well organized and informative. This is important to ensure that the audience stays
In this essay I intend to investigate how differently one of the closed word classes, determiners, are approached in a series of pre and post corpus-based English grammar reference books, course books and practice books. And the theme of my investigation is how corpus affects the development of English teaching materials. The grammar reference books I intend to analyze and compare are “A Comprehensive Grammar of the English Language” (ACGEL) and “Cambridge Grammar of English” (CGE). The former is an indispensable grammar reference book first published in 1985, which has been widely consulted in researches in relation to English linguistic studies, while the later offers clear explanations of both spoken and written English grammar based on authentic everyday usage.
Cohesion is the basis of any article. It is a main step of linking appropriate terms or grammar form into an article. So cohesion method generally includes two types which are: lexical and grammatical cohesion. In any text, lexical cohesion is the result of chains of related words that take part in the maintenance of continuity of lexical meaning. While grammatical cohesion could be defined as the relations between sentences and paragraphs that produce unity in any text. This present study trace the lexical and grammatical cohesion in the following three articles: Black. Male. Feminism, published in an African American magazine, See the Highlights of Africa with Presidential Private Jet Vacations, extracted from
At this level, the investigation specifically targets the linguistic dimension of discourse: phonological (stress, pitch, volume, intonation) or graphical structures (headlines, bold characters, layout); syntactic structures (word order, topicalization, clausal relations, split constructions); semantic structures (explicit vs. implicit, implications – insinuations, vagueness, presuppositions, allusions, symbolism, collective symbolism, figurativeness, metaphorism); pragmatics (intention, mood, opinion, perspective, relative distance); formal structures (idioms, sayings, clichés, set phrases, language patterns); logic and composition of the discourse (argumentation – strategy, types, cohesion,
Text linguistics is a “discipline which analyses the linguistic regularities and constitutive features of texts” (Bussmann, 1996: 1190). According to this definition, text linguistics is mainly concerned with studying the features that every piece of writing should have in order to be considered as a text. It is also defined by Noth (1977 in Al-Massri, 2013:33) as “the branch of linguistics in which the methods of linguistic analysis are extended to the level of text.” This means that text linguistics aims at producing rules and methods that can be used to analyze the whole text. This approach has been put forward by the two scholars Robert-Alain de Beaugrande and Wolfgang U. Dressler in their seminal book “Introduction to Text Linguistics”, in 1981. The study of texts in linguistic studies starts in
I feel that obtaining good speech skills can be vital to resolving workplace issues. Becoming more direct and getting straight to the point with my speech has impacted my experiences in increase my ability of not losing my listeners interest and avoiding improper articulations by speaking or communicating clearly and effectively to obtain a good impression of his or her listener because a person only gets one time to make a first impression. We must understand the power of the tongue. Changing our words can change our situations.
This study aimed to investigate how the speaker employs personal pronouns (we, you, I) in scholastic discourse with special attention to the utilization of "you" through the analysis of the Michigan Corpus of Scholastic Communicated in English (MICASE). The result of the study was that there was only one common pronoun used which is “you”. One is a hypothetical form “if you were/are” in college students’ speeches, which demonstrates that the speaker intends to engage the audience in the talk, rather than using impersonal forms or third person. The use of third person point of view will not make it ambiguous. “You” requires a specific person for addressing to a certain person making it personal and less formal. Because of this, “you” should be avoided in academic writing. In addition, the reason why “you” is frequently used because the pronoun “you” collocates with verb such as “you get”, “You think” “you have” and etc. This stud y about personal pronoun has bearing on the present study since both deals with pronouns. The study supports the present study since both are about academic. In addition, the findings of the study will justify that using the pronoun ‘you’ will not achieve the sense of objectivity in academic writing.