1. Tuesday 07/29/14 Staple: Pink sheet Timed writing Rubric *Turn in to class bin

2. Tuesday 07/29/14 In complete sentences, answer the following:  Why is language important?  How does a person’s communication skills impact their daily interactions?  Describe a time you felt judged by your communication skills or judged another person based upon theirs.

3. REGISTER in language usage with implications for teaching. Closer Connections Conference October 1 and 2, 2009 Missy Slaathaug

4. We tell our thoughts, like our children, to put on their hats and coats before they go out. H.W. Fowler, A Dictionary of Modern English Usage

5. Register defined Sociolinguistics = the intersection of language and society How does language reflect society? How does language shape society? “ Questions of language are basically questions of power.” Noam Chomsky, quoted by S. Romaine

6. A simple observation: In different situations, people use different forms of language.

7. Depending on the situation, we use  different words and phrases For example, to refer to death: died, passed away, passed, passed on, moved on, expired, croaked, bought the farm, passed from life temporal to life spiritual, went to meet her Maker, be taken, meet one’s end, perish, kick the bucket  different grammatical patterns Gimme a dime. Could I trouble you for the time? Do call me.

8. How do we start to analyze register? Depending on the situation – So - look first at the components of the situation. What is actually taking place? Where? Who is taking part? What is their relationship? What part is language playing?

9. Consider : Social setting Situation Addressor Addressee Topic who, what, when, where

10. A fancy academic definition The concept of register is typically concerned with variations in language conditioned by uses rather than users and involves consideration of the situation or context of use, the purpose, subject- matter and content of the message, and the relationship between the participants. Suzanne Romaine, 1994

11. Register refers to:  the variations in language which reflect the particular situation the goals of the communication the relationship between the speakers  power  education  intimacy

12. Joos’ Five Clocks The concept of register has been around a long time.  introduced in the 50s.  Martin Joos outlined it clearly in his 1961 book The Five Clocks.  quoted, referred to, kicked around by many others: Cheryl Carter, Suzanne Romaine, and also Ruby Payne in her book A Framework for Understanding Poverty.

13. Frozen  printed, unchanging language, formal, almost scripted phrases that do not vary Examples:  The Bible  The Lord’s Prayer  The Pledge of Allegiance  Laws  Preamble to the US Constitution

14. Formal  One way communication, no interruptions  Used in impersonal, formal settings  Follows a commonly accepted format - complete sentences, more complex syntax and specific word usages  Often used to show respect Examples:  Introductions between strangers  Rhetorical statements and questions  Speeches, pronouncements made by judges,  announcements  standard for work, school, public offices and business settings

15. Consultative  Two way participation, professional setting  Background information is provided (prior knowledge is not assumed).  Interruptions and feedback fillers allowed (“uh-huh”, “I see”).  More complex syntax, longer phrases Examples  Doctor:patient, lawyer:client, lawyer:judge  Teacher:student,  Superior:subordinate  Colleagues:peers

16. Casual  Very informal language, slang is common  No background information provided  “Group” language – must be a member to use  Interruptions common  Context and non-verbal communication important Examples:  friends and acquaintances  family  teammates  chats and blogs

17. Intimate  Non-public  Intonation as important as wording and grammar  Often a private vocabulary Examples:  husband, wife  boyfriend/girlfriend  twins (siblings)  pets, I would also add Interesting to note here, this is the language of sexual harassment as well.

18. Wednesday 07/30/14 You Need: 1. English Binder 2. Notes from yesterday’s class 3. Summer Read book 4. Something to write with Reflect on your homework from last night: What communication registers did you use most often? What do you think this reveals about you as an individual?

19. How do we know what register to use?  How does this work? Language is behavior Part of our cultural code, unwritten rules Taught explicitly to children (and teens!) Absorbed as we mature Labored over consciously as we get older  in academic settings, or writing speeches  other? Mostly – we both learn registers and slip between them without conscious thought. It is part of being fluent in a language.

20. Language is all about power To re-visit this idea – We mark and judge people immediately upon speaking with them. We make judgements about their educations their backgrounds their incomes their intelligence We adjust ourselves in our relationship to them, according to each piece of linguistic information we receive.

21. EXPECTATIONS keeping in mind language = power We expect people in authority to speak a certain way, using the formal register. Businessmen Politicians Supervisors, administrators Professors, teachers Professionals (doctors, lawyers) TV Newscasters

22. A simple truth You must master the upper registers if you want to get to certain upper positions in American society. (Barring rap stars, athletes, actors and some other groups. They seem to have a ticket to ignore language register requirements.)

23. Tuesday July 29,2014 In your warm-ups tab answer the following in complete sentences: 1. What does it mean to have convictions? 2. How do you feel young adults are viewed/judged by society based on their convictions or lack thereof? 3. How have you felt judged, whether based upon your age or speech? http://sethgodin.typepad.com/seths_blog/2012/03/the-mathematical-impossibility- of-universal-delight.html

24. Taylor Mali: “Totally, Like, Whatever” https://www.youtube.com/watch?v=OEBZkWkkdZA In complete, thoughtful sentences reflect on the following: 1. What is Mali’s overall message in his slam poem and what did you “take away” from his words? 2. What does Mali mean when he calls this generation “the most aggressively inarticulate”? Do you agree? Why or why not? Support your opinion with examples. http://www.taylormali.com/poems-online/totally-like- whatever-you-know/