War Terminology & Origin

 

bomb (n.) 

1580s, from French bombe, from Italian bomba, probably from Latin bombus "a deep, hollow noise; a buzzing or booming sound," from Greek bombos "deep and hollow sound," echoic. Originally of mortar shells, etc.; modern sense of "explosive device placed by hand or dropped from airplane" is 1909. Meaning "old car" is from 1953. Meaning "success" is from 1954 (late 1990s slang the bomb "the best" is probably a fresh formation); opposite sense of "a failure" is from 1963. The bomb "atomic bomb" is from 1945
 

The word bomb originated from French, Italian and Latin (borrowing)The word bomb, previously used to describe a sound (adjective), was used as a noun to describe an explosive (conversion).
Bomb was also used as slang, this is known as (amelioration) as it was used in a positive way. Therefore  there were multiple new meanings of bomb (broadening)

Soldier (n.) 

c.1300, souder, from Old French soudier, soldier "one who serves in the army for pay,"from Medieval Latin soldarius "a soldier" (source also of Spanish soldado, Italian soldato), literally "one having pay," from Late Latin soldum, extended sense of accusative of Latin solidus, name of a Roman gold coin ).

The -l- has been regular in English since mid-14c., in imitation of Latin. Willie and Joe always say sojer in the Bill Mauldin cartoons, and this seems to mirror 16c.-17c. spellingssojar, soger, sojour. Modern French soldat is borrowed from Italian and displaced the older French word; one of many military (and other) terms picked up during the Italian Wars in early 16c.; such as alert, arsenal, colonel, infantrie, sentinel.

Old slang names for military men circa early 19c. include mud-crusher "infantryman," cat-shooter "volunteer," fly-slicer "cavalryman," jolly gravel-grinder "marine." 
(borrowing); based on the French term 'soudier' also meaning someone who serves in the Army. soldier also originated from Latin, Spanish and Italain. the meaning of the word soldier also changes from a roman gold coin.(broadening)

Grenade (n.) 

"small explosive shell," 1590s, earlier "pomegranate" (1520s), from Middle French grenade "pomegranate" (16c.), earlier grenate (12c.), from Old French pomegrenate (influenced by Spanish granada); so called because the many-seeded fruit suggested the powder-filled, fragmenting bomb, or from similarities of shape.

 

Grenade meant pomegranate in French (borrowing). It was then recognised as a small bomb, this is deterioration as it then develops a negative meaning. As the meaning changes the language change can also bee seen as broadening.

 

Army (n.) 

late 14c., "armed expedition," from Old French armée (14c.) "armed troop, armed expedition," from Medieval Latin armata "armed force," from Latin armata, fem. of armatus"armed, equipped, in arms," past participle of armare "to arm," literally "act of arming," related to arma "tools, arms" . Originally used of expeditions on sea or land; the specific meaning "land force" first recorded 1786. Transferred meaning "host, multitude" is c.1500.

the word army again oringinates from the french term 'armee' and the Latin term 'armate'; this is an example of borrowing.

 

 

 

 

http://etymonline.com/ 

http://www.telegraph.co.uk/news/newstopics/howaboutthat/9700432/The-trench-talk-that-is-now-entrenched-in-the-English-language.html

 

 

 

 

Paragraph from Media Text 

Keep It Simple

During the course of the presidential campaign, Obama kept his main message — “change you can believe in” — simple and memorable.  Obama’s speeches are also known for being direct and assertive. His speeches lack complexity yet he never fails to get his message across. Not only is his short, snappy slogan easy to remember, it symbolises his approach to the issues that America faces; it gives the impression that he aims to resolve these issues quickly and effectively.

Keeping it simple keeps the audience interested and makes your speech more memorable.

Emphasize a Word or Phrase

Dr. David McNeill from the University of Michigan found that Obama also uses his voice admirably. Unlike many other passionate speakers, he: breaks it down, drops his volume, and pauses for impact. At other times he speeds up his pace and raises the volume of his voice to emphasize a key sentence.

CLA : Reading 

Methods 

Phonics; phonics is a systematic approach to teaching children the sounds that make up words.Words are broken down into the sounds they're made up from and then these sounds are 'blended' together to make the word.
So, for example, with 'dog', children learn the sounds the letters d,o, and g make separately and then how they blend to say 'dog'.
Note that it's the sounds the letters make that are important at this stage and not the letter names (i.e. not 'ay', 'bee' as in the alphabet song etc).
Phonics also helps children spell as they can hear the sounds in a word and then translate them back into the letters needed.

An alphabet table using each letter sound.

a ape	a antelope	a armadillo	b bear	c civet	c cat	d deer
e emu	e elephant	f fox	g gerbil	g goldfish	h hippo	i ibis
i inchworm	j jaguar	k kangaroo	l lizard	m monkey	n nightingale	o okapi
o ostrich	p peacock	q quail	r rabbit	s snake	t tiger	u unicorn
u umbrella bird	v vole	w walrus	x ox	y butterfly	y yak	z zebra

Using symbols on top of the following letters will simplify the letter sounds.

The Look and Say Method; With the 'look and say' method children learn to recognize whole words or sentences rather than individual sounds. Children  will look at a word which you sound, and in turn will repeat the sound (the word). Flashcards with individual words written on them are used for this method often accompanied with a related picture.It is also recommended with this method to use whole short sentences rather than individual words. Write a short sentence representing the picture displayed. Say the sentence and ask the child to repeat it while pointing and looking at each individual word as he/she repeats what you said.

By making word cards you can create different sentences again and again. You can use each word card first to learn individual words and then laying the word cards together to form a sentence. You may need to make several word cards using the same word;  e.g. the  -  and   in order to form proper sentences.

The Language Experience Approach; This particular method actually uses children's own words to help them read. They may draw a picture of Dad in the car. In that case you would write underneath the drawing;Dad is in the car. A picture of a playground would read; We went to the park or playground. A picture of a cat could read; The cat sat on the mat. A picture of walking the dog could read; Mum walks the dog to the park.

Views

David Reedy, UK Literacy Association

The teaching of reading should encompass a balance of teaching strategies including a systematic approach to phonics and other word reading strategies, and a significant emphasis on children experiencing a wide range of texts, including moving image and digital - all available to read from the very beginning.

Phonics teaching is an important component of the teaching of reading, but not all words in English are phonically regular (the linguist David Crystal estimates 80% are, but the other 20% contains many of the most common words in English).

Young children need more than phonics to read words accurately. For many very common words in English such as "come", "once", "was", "the", the best method for accuracy is to read them as "sight" words - that is, using the strategy of look and say. In addition, in order to be fully accurate in word reading, we have to use meaning gleaned from the context in many cases, for example "read", "lead", "sow", "close".

Prof Maureen McLaughlin, International Reading Association

Reading is a complex process that involves multiple factors including decoding, integrating background experiences, having purposes for reading, and using skills and strategies to construct meaning. For very young readers, the process begins with issues such as the alphabetic principle and concepts of print. The goal of successful reading is comprehension.

There are five pillars of literacy - phonemic awareness, phonics, fluency, vocabulary, and comprehension. All contribute to reading comprehension. Students need ample opportunity to learn, practice, and use these skills. Researchers report that students' construction of meaning is enhanced when they use a repertoire of reading comprehension strategies, including predicting, self-questioning, visualising, monitoring, summarising, and evaluating.

Lisa Morgan, speech and language therapist

Reading effectively for meaning and pleasure involves a complex range of skills, most of which rely on strong speech and language skills - using sounds to decode, knowing how words work together and understanding the vocabulary to gain meaning, for example. We know that children with good oral language skills are likely to become good readers.

In the UK, more than one million children have long-term and persistent speech, language and communication needs (SLCN). We know that these children are at greater risk of literacy difficulties.

Add to this the evidence that highlights that in areas of social disadvantage upwards of 50% of children are starting school with delayed language, then this raises key questions about ways to support children with SLCN to learn to read.

For some children with SLCN, a phonic approach, within a context of focused language enrichment and opportunities, will work well to support their reading development. For others, it absolutely won't. For some, assessing their phonic skills in Year 1 through the phonics screen has been OK. For others, it absolutely hasn't.

benefits of reading 

1. Mental Stimulation

2. Stress Reduction

3. Vocabulary Expansion

4. Memory Improvement

5. Stronger Analytical Thinking Skills

6. Improved Focus and Concentration

7. Better Writing Skills

http://www.lifehack.org/articles/lifestyle/10-benefits-reading-why-you-should-read-everyday.html
http://www.readingrockets.org/teaching
http://www.teachingtreasures.com.au/homeschool/reading-methods/context-support-method.html
http://www.bbc.co.uk/news/education-19812961
http://www.parentdish.co.uk/kids/how-your-child-will-learn-to-read-at-school-and-what-you-can-do-to-help-reading-at-home/

phonological development

children make predictable pronunciation errors (not really 'errors' at all, when you stop to think about it) when they are learning to talk like adults. These 'errors' are called phonological processes, or phonological deviations. 

Phonological Processes in Typical Speech Development

Phonological Process Example   Description   Pre-vocalic voicing car = gar A voiceless sound preceding a vowel is replaced by a voiced sound. Word final devoicing red = ret A final voiced consonant is replaced by a voiceless consonant Final consonant deletion boat = bo A final consonant is omitted (deleted) from a word. Velar fronting car = tar A back sound is replaced by a front sound. Palatal fronting ship = sip sh or zh are replaced b y s or z respectively Consonant harmony cup = pup The pronunciation of a word is influenced by one of the sounds it 'should' contain. Weak syllable deletion telephone = teffone Weak (unstressed) syllables are deleted from words of more than one syllable. Cluster reduction try = ty A cluster element is deleted or replaced. Gliding of liquids ladder = wadder Liquids are replaced by glides. Stopping ship = tip A stop consonant replaces a fricative or affricate. easier sounds ; p, m, h, n, w, b, t, d. more difficult sounds; k, g, f, v, "ng" y,  r, l, s, "ch," "sh," j, "th" http://www.talkingkids.org/2011/04/speech-sounds-and-kids-part-2.html http://linguistlist.org/ask-ling/lang-acq.cfm http://www.education.com/reference/article/stages-language-development-first-words/

Example methodology
Language and technology ; paralinguistic features in text messages; similar age group and social class,possibly in the same friendship group (similar personalities) - compare the graphology patterns. Ethics : permission to use the texts from sender and receiver. Choosing a sample ; every other 5 texts - create the same conversation template and see how participants would respond to  basic questions.

Ideas for investigation/media text

1. language and power - language used by politicians; hows its different depending on the situation; how it changes depending on the subject of the speech; comparing speeches and conferences with other politicians or with the general public ; the imbalance of power ; how language it effected.

   

1.
G- Advertisement / notice
R- Informal
A- Students and staff of St.Brendan's
M- Multi-model 
P- Persuade
S- St. Brendan's page on Facebook

2.

G- Notice      

R- Informal    

A- athletic students

M- Multi-model  

P- persuade

S- Colleges Netball &

Rugby team.

1. Features ; 'Win Cinema tickets' 

The graphology of this poster is eye-catching as its multi-model and include different fonts and images, this helps the text be consumed as the audience see this poster in a hall way or on a wall , therefor they are probably going to walk past it, however because its eye-catching they'll stop and read it as it captures their attention. The poster uses imperative sentences for example 'win 2 cinema tickets plus popcorn and drinks', '... share us to enter' and 'like us on Facebook' by using short imperative sentences, not only does it provide simple instructions for the audience, it makes them feel obligated as the instructions come across demanding.

By the author using a logo on the corners of the page, it informs the audience that it is and official notice.

2. Features ; 'We need you'

The graphology of this poster is also eye-catching as is uses images and different color fonts, this is essential in catching the attention of the audience as it invited them to stop and consume the text. The poster also uses declarative sentences / synthetic personalisation as it directly addresses the audience and makes them feel obligated to take part, therefor its persuasive. Imperative sentences are used e.g. 'represent your college' this also makes the reader feel obligated. Rhetorical questions are used e.g. 'Do you enjoy playing Netball or Rugby' this helps the audience consume the text as the ask themselves the question. The image used is Mr.T standing in a pose that point towards the audience, this pose was used during the war, this suggests that the poster is subtly demanding the audience to at least read the text as it catches their attention. By the author using a logo on the corners of the page, it informs the audience that it is and official notice.