Part 1 Defining terms from the toolkit
(300 words)
Explain in your own words the terms below from English: a linguistic toolkit. To demonstrate your understanding, you should comment on two aspects for each term: where they are produced in the vocal tract and how they are produced. You should provide at least one example for each term. These terms will be useful to you in your response to Part 2.
palatal
plosive
affricate
You should write for a general audience with an interest in language, but no particular subject expertise. To target your non-specialist audience, you should carefully select relevant terms and concepts from the module materials and write in a clear, accessible style. Use your selected examples to make a clear link between academic terminology and authentic language in use. You should write no more than 300 words to cover all definitions for this part of your TMA.
Part 2 Essay
(1200 words)
Discuss why this story represents a case of accentism and suggest what the negative implications could be.
I was at a coffee machine and the man in front said I could go first as he was retired and didn’t have to go to work. He then asked what I did for a living … I said I’m an English teacher and he roared with laughter and said ‘A Scouser1 … teaching English!! … the kids have got no chance!’
(Adapted from The Accentism Project)
1 Scouser is another word for a Liverpudlian, that is, someone who comes from the city of Liverpool in the UK and speaks with a Liverpool accent. You can listen to a Liverpool accent by going to the Evolving English Voicebank. Navigate to ‘England’ and select one of the four voices of people speaking with a Liverpudlian accent. You may also be interested in the information on the Liverpool accent here.
In your essay you should draw on evidence, concepts, theories and terminology taught in Block 2, and make sure you demonstrate understanding of these. Your audience for
Part 2 is your tutor so there is no need to explain specialist terms.
You should write no more than 1200 words for this part of your TMA.
It is good academic practice to write in a concise way so please do stick to the given word limit.
note that there is no 10% leeway for the word limit for L201 TMAs and EMA. Your tutor will not mark beyond the word limit so may not read to the end of your assignment if you write over the limit. Please indicate the total number of words you have used at the end of your assignment.
Guidance notes
Part 1 Defining terms from the toolkit
The first part of this TMA asks you to demonstrate your knowledge and understanding of key terms used in the module materials by defining them in your own words for a general audience with an interest in but no specialist knowledge of the English language. You will therefore need to write clearly and plainly, defining any related terms that you use in your definitions and selecting effective examples. Your examples need to highlight your ability to relate your academic study to real-life language around you.
You should draw extensively on Section 2 of the linguistic toolkit in your answer. To make best use of the limited word count, you should organise your response as a report with headings (e.g. where the sound is produced, how the sound is produced).
Part 2 Essay
Structuring your essay
Start your essay by describing the issue of accentism in general and the particular case of accentism given in the short story. Draw on what you know about accentism and cite concepts from the module materials to support your argument of this being a case of accentism and the negative implications.
Make use of paragraphs to give structure to your essay, e.g. in general it is most effective to make only one key point per paragraph.
Each point should be supported by concepts from the module materials, explained using your own words and quoting directly only where necessary. (We suggest limiting quotes to no more than one per paragraph, with each quote taking up no more than one or two lines.)
To make your argument more convincing, it is often a good idea to recognise counterclaims, so give some attention to what arguments there could be against your position. To maintain structure, such counterarguments might also need their own paragraph.
Your essay should finish with a conclusion which sums up your argument.
What to include in your essay
Below are some issues and concepts that have been taught in Block 2 which you may like to consider in developing your argument. Note that you don’t need to consider all these points. You should also use Activities 10, 11 and 12 in Unit 8, Section 8.5
‘Understanding an assignment question’, as these are directly relevant in considering how to answer essay questions.
Based on the story, discuss how accentism is based on stereotypes about a particular variety.
Consider the indexicality of the particular regional features; in other words, what social meaning do particular features have?
How does the hearer respond and why? What does this say about the social perceptions of this particular variety of English? How might this contrast with the way in which the speaker likely sees themselves?
How can language variation and perceptions be interpreted within a wider socio-historical context? How do language use and social judgements relate to the particular historical, social and political factors in the UK (e.g. the North–South divide)?
To what extent do you think victimisation plays a role and to what extent is the speaker able to challenge stigmatisation?
