1. Exploring Grammatical Change

2. Quick revision … Put the following events in the correct order: Norman Invasion The invention of the Printing Press Angles/ Saxons/ Jutes invasion Viking invasion William Shakespeare The Mission of St Augustine Celtic Tribes Samuel Johnson’s Dictionary Julius Caesar and the Roman Invasion

3. How did you get on? Celtic Britons 55BC – Julius Caesar and the Roman Invasion 449 AD – Angles/ Saxons/ Jutes 597AD – Mission of St Augustine 793 AD – Viking Invasion 1066 – Norman Invasion 1476 – Invention of the Printing Press – William Caxton 1564 – 1616 – William Shakespeare 1755 – Samuel Johnson’s dictionary

4. Grammar REMEMBER AO1 The mark scheme rewards a systematic approach to analysis, so planning and annotating the data will help you structure your ideas together. What would you look at under the framework of grammar? Create a colourful mind map, sharing ideas with your partner.

5. Analysing Grammar

6. SYNTAX Reminder – syntax = the way words are arranged to make sentences Your analysis of the grammatical features SHOULD include a comment on the syntax. Remember texts from the Late Modern English period have a very formal style with unusual syntax. Add this to your mind map for revision

7. STANDARDISATION Remember that the most noteworthy grammatical changes had already happened before the Late Modern English period as the language grew from its early influences from other European invaders. (Think back to our time-line task at the start of this lesson) Who was important in the standardisation of grammar?

8. Write a 100 word response … 1.What is meant by the term ‘Standardisation’ and who were the key people concerned in this process? Key words – prescriptivism, descriptivism

9. Data Analysis Consider the extract from Hester Thrale Piozzi’s 1789 work ‘Observations and Reflections Made in the Course of a Journey Through France, Italy and Germany’. This text is compiled from her travel journals and reveals some fundamental changes in grammar and syntax. As you read it, underline the phrases that seem ‘strange’ to you.

10. Key features you may have noticed about the grammar are: “no very common occurrence” “I know not” “For windows we have none” Negation – Constructing a negative in the (18 th is unlike the modern use of the verb ‘do’ “certain it is” Syntax – The syntax differs from modern usage as the complement comes before the main subject and verb “continues still” Syntax – The adverb comes before the verb here “One a little” Pronouns – This uses a pronoun we now view as archaic and representing an RP accent

11. “at London” Prepositions – choices seem odd in using “at” instead of “in” Punctuation/ Sentence Types The punctuation enhances the complexity of the text for a modern audience. The majority of the sentences are compound or complex and the extract shows the fashionable style of the time in its multi-clause sentences with colons and semi-colons joining runs of connected sentences. “while I am starving” Contractions – There is a lack of contractions throughout the text. This could connote a more formal style or a change in practice in later Modern English texts to adopt more conversational tones.

12. Add to your mind map … As a result of reading and analysing the extract, now add five ideas onto the ‘grammar’ mind map you began at the start of this lesson.

13. Essay Writing Read again the extract we have just studied in class and pretend that this is your exam text. Consider CONTEXT – remember that this is a piece of travel writing Spend ten minutes writing your grammar paragraph (AO1) about this text. Remember to use the notes made this lesson, to write in a formal style and include short, sharp quotations to demonstrate your analysis.

14. Key Grammatical Changes across Late Modern English – Add to your mind map! CenturyPracticesSome Influences C18th Formal style with complex sentences, multiple subordination and embedded clauses Standardisation, Hierarchical and formal society with emphasis on conventions and rules. Writing valued as separate from speech C19th Grammatical formality still evident, although sentences less complex than in C18th Continuing standardisation. Changes in class attitudes. Beginnings of universal education. Dialectal voices represented in Literature.

15. C20th/ 21st Simpler syntax and co-ordination, including minor and simple sentences, more popular in media/ advertising Non-standard spelling and punctuation used in text/ e mail forms Worldwide and American English. Technology Social levelling and equality Oral languages/ forms affecting writing styles Growing informality Growth of entertainment and leisure industries.

16. Contemporary Changes Currently, persuasive media such as advertising use pronouns as ‘synthetic personalisation’, creating a pseudo relationship with their audience. This persuasive device often results in a more conversational text and so seems more appealing to the intended audience as it pretends a close, friendly relationship with them. Norman Fairclough coined the term ‘synthetic personalisation’ – write this in your Language Glossary

17. Homework Be on the lookout for synthetic personalisation on television and in magazines. Be prepared to share your findings with the rest of the class!