Class and Responsibility: Unterschied zwischen den Versionen
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* [http://www.bl.uk/learning/langlit/sounds/text-only/england/hackney-contemporary/ London Accent 1] | * [http://www.bl.uk/learning/langlit/sounds/text-only/england/hackney-contemporary/ London Accent 1] | ||
* [http://www.bl.uk/learning/langlit/sounds/text-only/england/peckham/ London Accent 2] | * [http://www.bl.uk/learning/langlit/sounds/text-only/england/peckham/ London Accent 2] | ||
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| + | * [http://www.youtube.com/watch?v=aV5MnagQenc Lorraine Chase-Campari Advert 1976 (at 1:29)] | ||
===RP or Oxford English=== | ===RP or Oxford English=== | ||
Version vom 29. November 2009, 14:11 Uhr
Inhaltsverzeichnis |
Class in Britain
Class and Language
Language Samples
- RP Received Pronunciation, University education
- The Queen's English
- "The Prince's English"
- Estuary English
- East London Soundboard
- London Accent 1
- London Accent 2
RP or Oxford English
Estuary English
Being Middle Class isn't funny ...
When you are Middle Class
| Musts | Problems/Fears |
|
|
Social Exclusion - if you can't be middle-class
See David Batty. Social exclusion: the issue explained
Signs of/factors leading to social exclusion:
- unemployment, poor skills ==> low incomes
- poor housing
- high crime
- bad health, drug addiction
- lack of medical care in deprived areas
- family breakdown
- high teenage pregnancy rate
- homelessness
- high number of young people not in education/training or employment and truancy/school exclusion
Solutions:
Government tries to establish institutions that
- analyse the causes and publish the results in reports.
- critically evaluate local governments' work to improve efforts to help socially excluded groups
- help to improve cooperation of departments / institutions to solve the multi-faceted problem
- initiate programmes to improve health of children, reduce teenage pregnancy and school exclusion and to counsel young people about education and employment
- coordinate efforts to encourage private investment in deprived communities.
Essay - Every child growing up in poverty is a ticking social timebomb
Collection of ideas
These children will often ...
| Thesis Statement | Supporting Points (more general/abstract) | Examples (specific, images) |
|---|---|---|
|
don't have money to buy special things -> steal | girls steal e.g. a Prada handbag |
|
can't express themselves, envy, surroundings are bad -> learn solving conflicts by violence, aggression as a way of getting money | throwing stones at expensive cars/ scratching with keys |
|
unemployed parents -> missing successful role models/ belief in working your way up | girl sees her mother prostituting herself -> role model for her later life |
|
children think they don't have a chance to get out of poverty/bad money situation | parents don't give their children any hopes (no disappointing later)
parents can't afford university -> tell them that from the start |
|
can't afford, what makes your dreams come true; work hard -> nearly no result; often have been rejected | s.o. wants to found a company but he doesn't even get the money from the bank |
|
no money/supporting background | |
|
believing in wrong promises, no achievement of big parties for poor people | total equality (left party), electing the right party against foreigners taking their jobs |
|
-> see violence | |
|
only way of getting money very fast, no need of qualification | |
|
girls want something that loves them, role models -> seeing it as normal |
Writing an introduction
Check if the introduction ...
- introduces the topic (+)
- gives readers an idea of what dirction the essay will take (+)
- provides an overview of the structure/line of argument (+)
- implies/poses a question and creates an expactation/interetst in the readers (+)
- states general truths/defines what needs no definition (-)
- asks questions/announces answers but does not give them (-)
Possible Introductions
- Question:
- Basic thesis/contrast ==> Definition:
- Surprising fact / statistic:
- Quotation:
