Grade 11
Unit 1
LANGUAGE ARTS 1101
LEARNING AND USING STANDARD ENGLISH
CONTENTS
I.
II.
III.
WHY STANDARD ENGLISH? . . . . . . . . . . . . . . . . . . . . . . . .
2
Acquiring a Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Dialects of American English . . . . . . . . . . . . . . . . . . . . . . . .
6
Learning a Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Levels of Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
DICTIONARIES: GUARDIANS OF THE STANDARD. . . . .
19
Language Purists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Johnson’s Grammarian Approach . . . . . . . . . . . . . . . . . . . .
20
Webster’s Democratic Approach . . . . . . . . . . . . . . . . . . . . .
21
Usage Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
Anatomy of a Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Types of Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
VARIETIES OF WRITTEN STANDARD ENGLISH . . . . . .
30
Types of Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31
Types of Written Standard English. . . . . . . . . . . . . . . . . . .
32
Technical Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33
Informational Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
Literary Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
Author:
R. Clay Conner, M.A.
Editor:
Alan Christopherson, M.S.
Illustrator:
Alpha Omega Graphics
804 N. 2nd Ave. E., Rock Rapids, IA 51246-1759
© MMVII by Alpha Omega Publications, Inc. All rights reserved.
LIFEPAC is a registered trademark of Alpha Omega Publications, Inc.
All trademarks and/or service marks referenced in this material are the property of their respective owners. Alpha Omega Publications, Inc.
makes no claim of ownership to any trademarks and/or service marks other than their own and their affiliates’, and makes no claim of affiliation to any companies whose trademarks may be listed in this material, other than their own.
LEARNING AND USING STANDARD ENGLISH
Students spend their days in language arts classrooms learning what has traditionally been called
“correct English.” Few understand the big picture behind such instruction, to move students beyond their
natural, native language in order to acquire an artificial one that serves as the communication “glue” of
society, locally and globally. For those in whose homes Standard English is spoken, the journey isn’t long
but it is challenging; for others, it is akin to learning a second language.
This unit seeks to equip you with a broader understanding of why you must learn what you may feel
you already know—English. Section I asks you to consider how you learned language in the first place as
well how region and social groups influenced your development. Natural language learning is briefly contrasted with formal instruction in Standard English, the shift in emphasis moving from speaking to reading and writing.
Section II considers the role of dictionaries in setting and preserving Standard English. This section
will provide a brief history of dictionaries to trace their purpose across centuries, looking at the shift from
prescriptive standard (locking the language down) to descriptive catalog. Included will be a brief review
of the major components of a dictionary entry. Emphasis is placed on using the dictionary as a practical
tool to guide you in using Standard English.
Section III is a survey of the kinds of written Standard English you will need to negotiate as a young
adult and beyond, together with the situations calling for their use. Technical, informational, and literary
texts serve to illustrate the “forms” you must know and use.
OBJECTIVES
Read these objectives. The objectives tell you what you will be able to do when you have successfully completed this LIFEPAC.
When you have completed this LIFEPAC, you should be able to:
1. Recognize differences between natural acquisition of language and formal instruction in a
language standard.
2. Explain what a standard language is (i.e., compared to natural language) and why a standard is important.
3. Identify ways in which one’s language can help or hinder interaction in society.
4. Identify standard and nonstandard varieties in language samples.
5. Determine appropriate language usage based on real-life scenarios.
6. Explain how and why dictionaries were first compiled and how they’ve changed across centuries.
7. Describe the structure of a typical dictionary.
8. Identify and use the elements of a dictionary entry.
9. Use the dictionary to solve problems (e.g., multiple spellings, ambiguous definitions, answer
questions about usage).
10. Describe the characteristic “form” of technical, informational, and literary texts.
11. Identify the overall purpose of a text based on its structure and vocabulary.
12. Distinguish between the major forms surveyed based on analysis of written samples.
13. Write formal English for a variety of real-life situations.
Survey the LIFEPAC. Ask yourself some questions about this study. Write your questions here.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
1
I. WHY STANDARD ENGLISH?
Have you ever wondered, “Why have I been learning English in school if I grew up speaking it?” It’s a
question that crops up in most English language arts classes at some point. What’s your answer?
Here are a few typical ones you might hear.
• You need to speak, read, and write correct English in order to be successful in society.
• People will think you’re uneducated if you don’t know how to use English properly.
• Using language effectively is an important part of using the gifts God has given you.
No doubt, these answers get at important reasons for English classes. It is true that you should take
every opportunity to glorify God by making wise use of His gifts, including language. It is also true that
you need to read, write, speak, and listen well in order to enjoy career success in the twenty-first century.
A hundred years ago, most people needed strong bodies along with capable minds and hands to handle tasks requiring interaction with things, not people (farming, factory assembly line, etc.) Over time,
machines have taken over many of these tasks.
Today, while farming, manufacturing, and the trades remain important, most jobs reflect a global shift
into the information age. Humans spend much more of their time interacting with people and ideas, not
things. English has become a world trade language, and communication skills are now among the most
important “assets” a person can possess regardless of field.
Still doesn’t really answer the question, does it? After all, you know English so why are you learning it?
This section tries to answer this question by comparing the kind of English you grew up using with
the kind of English you’re taught in school. In doing so, the section seeks to help you:
• Understand the purpose and importance of learning Standard English.
• Develop increased awareness of varieties of English and how you use language.
• Connect effective language use to successful interaction in society.
SECTION OBJECTIVES
Review these objectives. When you have completed this section, you should be able to:
1. Recognize differences between natural acquisition of language and formal instruction in a
language Standard.
2. Explain what Standard English is (in light of language as a phenomenon) and why a standard is important.
3. Identify ways in which one’s level of ability to use Standard English can help or hinder
interaction in society.
4. Identify standard and nonstandard varieties in language samples.
5. Determine appropriate language usage based on real-life scenarios.
VOCABULARY
Study these words to enhance your learning success in this section.
colloquial language
idiom
nonstandard English
slang
dialect
jargon
overgeneralization
Standard English
holophrastic stage
natural language acquisition
second language acquisition
telegraphic stage
Unless you were born into a family that spoke a different first language, no one really taught you
English. You acquired it naturally—just sort of soaked it up like a plant soaks up sunlight and makes food
out of it. Hearing the language of your parents, siblings, and schoolmates was enough to give you what
you needed to get started. How did you do this?
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ACQUIRING A LANGUAGE
Many linguists (language experts) believe that human beings are simply “pre-wired” for
language. This means that, given normal, healthy development (i.e., a loving, nurturing
environment with lots of interaction with parents and other caregivers) a person simply
picks up language because he was designed to do so—no English classes necessary. In fact,
by age five the average person has reached close to adult capacity in certain aspects of spoken language—the sound system (phonology) and sentence structure (syntax). Other
aspects, such as vocabulary development and a more sophisticated understanding of language in context, continue to develop into adulthood.
Here’s a glimpse at the stages of natural language acquisition. Don’t forget that you
did this too!
0–6 months. Waaaaaaaaaaaaaahhhhhh!!! An infant’s best
defense against hunger, cold, sleepiness, and dirty diapers is a
healthy cry that pierces the ears. If you ask your mother, you’ll find
you used it for just about everything, and kept her busy coming up
with ways to make it stop. When she did, you made “happy” noises
like gurgling and cooing. You used no real language during this
“silent” period, but you were certainly communicating.
6–12 months. Ba ba da da ma ma! At some point, you entered
the so-called “babbling” stage. Here, you “played” with a huge variety of sounds, many of which you repeated as you started warming
up to use language. Cries, grunts, and a few gestures (e.g., hands
reaching up to be held) served as “speech.” Your first words might
have included mama, da da. (Your parents might debate about
which you said first.)
1–2 years. According to linguists, you entered the holophrastic stage when you began to use one-word sentences. Here are a
few you might have used:
Mo?
Go!
Bie!
I want more… (usually cookies or milk)
Let’s go! Go away!
Give me a bite of food.
Sometimes that one word meant more than one thing:
Wawa?
I want water (milk, juice, etc.) I’m thirsty. I’d
like a drink.
Mama!
I want Mama! I want Daddy!
Dow!
I want to get down (lap, high chair, the top shelf,
etc.)
Pick me up!
The word-sentences you learned were the important ones in life—naming words
(nouns) and verbs signaling desire for food, sleep, comfort, action, and independence. Your
sound system was still developing at this stage. Amazingly enough, you always picked the
easiest sounds to say—m, b, d, ah, oh, oo. You stayed away from more difficult sounds like
k, r, and l. If you learned words with consonant clusters like the –wn in down, you dropped
one of the consonants to make the word easier to say (dow_!).
2–3 years. You graduated from the one-word stage to the twoand-three word stages when you began to say things like:
All done!
I’m all done (eating, playing, etc.)
Uh oh! Mess! Uh oh! I made a mess! (or) Look! There’s a
mess!
Dad! Nana! Dad! Get me a banana (please)!
Go home now. I want to go home now.
3
In this telegraphic stage, you spoke in sentences, but you dropped all the “unnecessary” words, just like people used to when sending a (very expensive) telegram before telephones came into regular use.
3–5 and beyond. At some point you stopped sending
telegrams and decided to add all those “unnecessary” words, like
pronouns, prepositions, and articles. Sentences may have been simple, but they were full-fledged English (eventually complete with
r’s and l’s). Your vocabulary expanded rapidly. Sentence structure
became more complex—adult-like by around age five. Interesting
errors started popping up.
I taked the book to school.
We goed to get pizza.
I took the book to school.
We went to get pizza.
You were making overgeneralizations, errors resulting from always following a particular rule in English grammar without adjusting for exceptions to that rule. In the first
two examples, you formed the past tense for take and go by adding -ed. After all, other
important words at this time of life—walk, talk, play, jump—all did that. Knowing which
verbs were regular and irregular would come in time. Some you would never pick up without an English class.
Here are other interesting errors of overgeneralization you might have made as you
grew older, each reflecting an increasingly sophisticated use of language.
I drink dozens of water.
I drink a lot of water.
I saw two deers in the forest.
I saw two deer in the forest.
The ground was really dry that it soaked
up all the water.
The ground was so dry that it soaked up
all the water.
You can’t “count” water, can you?
As a four-year-old you didn’t know that, so you’re perfectly happy to use dozens interchangeably with a lot. A seven-year-old might still use a plural form deers for an irregular
noun plural deer. A nine-year-old or beyond might still struggle with idiomatic phrases like
so…that.
It’s astounding to think that a child moves from no language to basically adult language
in just five years with no formal teaching. It happens all the time. You did it too.
A Note on Second Language Acquisition:
If you’ve begun to learn a second language, you’ll understand that what children do easily in learning their first language is extremely difficult for adults. Linguists argue that a
critical age for language learning exists (somewhere between age 6 and 12) beyond which
a person will never be able to achieve “nativicity” (i.e., speak like a native).
Interestingly enough, learners of second languages do similar things to those described
above for first language learners. Consider the example below, which roughly represents
what a person from East Asia (China, Japan, etc.) might say early on in learning English.
The errors or missing elements are highlighted in the Standard English equivalent.
I sleep wer. Bed vely comefetabow.
I slept well. The bed is (was) very comfortable.
The example shows that the speaker left out function words like articles (“the”) and
auxiliaries (“is/was”). He over-generalized the verb form (sleep instead of slept). The example also shows a struggle with more difficult sounds like consonant clusters and r’s and l’s.
Part of the second language learner’s struggle is because the learner’s first language
competes with the second one. Ways of pronouncing words and ordering them in sentences
are ingrained and often get in the way of learning the second language.
4
➼
Complete these activities.
1.1
As a baby and young child, you went through stages of ______________________________________
that allowed you to learn English.
1.2
In the _______________________________________ stage, you used two- or three-word sentences to
say everything you needed to say. You left off articles, pronouns, and prepositions.
1.3
In the ______________________________________ stage, you used one-word sentences.
1.4
Sometimes, you applied a rule everywhere, even places where it didn’t apply. This tendency is
called _______________________________________ .
1.5
A person learning a new language as an adult goes through a process called
_________________________________________________________ .
➼
Answer true or false.
1.6
_______________
No one taught you your native language.
1.7
_______________
Human beings are pre-wired for language.
1.8
_______________
It takes a person about twelve years to master the sound system of his/her
native language.
1.9
_______________
It is more difficult to learn a second language than a first language.
1.10
_______________
Humans learn sounds in their order of difficulty.
➼
Match the stage of natural language acquisition to its description.
1.11
_______________
holophrastic stage
a. Stage 1
1.12
_______________
silent period
b. Stage 2
1.13
_______________
adult capacity
c. Stage 3
1.14
_______________
babbling stage
d. Stage 4
1.15
_______________
telegraphic stage
e. Stage 5
➼
Match the language sample to the stage of natural language acquisition.
1.16
_______________
I putted the toys on the shelf.
a. babbling stage
1.17
_______________
Gurgle! Coo. Waaaaaah!
b. telegraphic stage
1.18
_______________
Sand shoe! (I have sand in my shoes!) c. adult-like overgeneralization
1.19
_______________
ba ba, da da, ma ma!
d. holophrastic stage
1.20
_______________
Mo? (I want more!)
e. silent period
5
DIALECTS OF AMERICAN ENGLISH
Regional Dialects. If you were born and raised in the United States, you grew up
speaking American English (as opposed to British or Indian or Philippine English). Like all
English speakers, you trace your language ancestry back to Anglo Saxon. The Bible verse
below, Luke 2:49, offers a whirlwind journey of language change over 1500 years:
ANGLO SAXON
(1000s)
MIDDLE ENGLISH
(1300s)
EARLY MODERN
(1600s)
MODERN
(1900s)
þa cwæð he to him.
hwæt is þæt gyt me
sohton: nyste gyt þæt
me gebyrað to beonne
on þam ðingum ðe
mines fæder synt;
& he seiþ to hem,
what is þat ÿee
soÿten me? wisten
ÿee not for in þo
þingis þat ben my
fadris it behoueþ me
to be?
(Wycliffe translation)
And he said unto
them, How is it that
ye sought me? wist ye
not that I must be
about my Father’s
business?
(KJV)
Why were you searching for me? he asked.
“Didn’t you know I
had to be in my
Father’s house?”
(NIV)
Reasons for these changes require a course in the history of the English language. For
this lesson you need only know that English was restricted to the British Isles for centuries
where it flourished in several dialects, the London dialect eventually emerging as the
standard. English later began to take on national varieties due to the expansion of the
British Empire in the seventeenth–twentieth centuries. (You should know your American
history well enough to understand how English ended up in North America.)
Depending on where you grew up, your American English is of a particular type in a
particular region. Linguists have mapped out varieties of American English based on major
geographical regions which they break down into sub-regions. These regions reflect settlement patterns associated with the establishing of the American colonies and later growth
as a new country.
6
Where are you from? Alabama? Then you speak a variety of Southern American
English. Massachusetts? Then you speak one of the many dialects that make up New
England varieties. How about California? You speak General American English along with
most of the other speakers in the Midwest, Southwest, and Northwest.
The major regional dialect areas have distinct characteristics, but not so distinct that
the residents of each area can’t understand each other—it’s all American English.
Differences come in two major areas: pronunciation (accent) and vocabulary with some
minor differences in sentence structure and idiom.
Pronunciation. Consider the following sets of words. Do all of these sets rhyme for you?
They don’t for everyone.
caught, cot
marry, merry, Mary
due, do
pin, pen
for, four
roof, hoof
Don, dawn
Vocabulary. The major regions also use different words or phrases to mean the same
thing. Which to you use?
Pail, bucket
Sack, bag
Pop, soda, tonic, soft drink
Faucet, spigot, tap
Fridge, icebox
Folks, kin, family
Over yonder, over there
I reckon…, I think…
Below are some perhaps overstated examples that capture some major regional differences in running speech. Accents are spelled out.
Paack the caah! Let’s get a tonic and some chowdah. It’s wicked good!
(New England)
Park the car! Let’s get a soft drink and some chowder. It’s very good!
(General American)
He’s fixin’ to po’ the cEment, so y’all might could heyalp.
(Southern American)
He’s going to pour the cement, so you could help, you know.
(General American)
Of the three regional varieties, General American is closest to Standard English. If you
grew up in the South or the Northeast, chances are that you’ve had to learn how to switch
back and forth between Standard English and your regional dialect.
Ethnic dialects. You may also have a distinct ethnic (racial) heritage that has its own
strong cultural identity and language characteristics. Just consider a few of the ethnic
dialects (sometimes called ethnolects) alive and well in the United States (all are American
English dialects.
• African American Vernacular—(influenced by African languages and early settlement history of the Southern United States)
• Chicano English (influenced by Mexican culture and the Spanish language of the
Southwest)
• Cajun English (influenced by French settlement of Louisiana)
• Jewish/Yiddish English (influenced by establishment of Jewish settlements in
Northeastern cities)
• Italian English (influenced by establishment of Italian settlements in
Northeastern cities)
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Again, these dialects are, for the most part, mutually understandable, differences being
primarily matters of pronunciation, vocabulary, and idiom.
Perhaps one of the most extensively studied ethnic dialects of American English is
African American Vernacular (AAVE), whose grammatical system for “be” verbs accounts
for much of its distinctness. Compare AAVE to Standard American English (SAE) below.
AAVE
He walkin’ this morning.
He be walkin’ every morning.
SAE
He is walking this morning.
He walks every morning.
(Action happening now)
(Routine action)
Social dialects. While a regional group is tied together by geographic area and an ethnic group by race and culture, a social group is tied together by other common identities
such as age, gender, religion, or hobbies. Do you attend church regularly? Were you raised
in a Christian home? If so, Christians represent one of your social groups. Consider a few
examples of the “dialect” used in Christian circles:
Brother, are you saved? Have you been redeemed by the blood of the
Lamb?
I witnessed to an unbeliever last night on visitation. She said she’s
born again. If she is, I think she might be backsliding.
The words in italics sound strange to a non-Christian, since the phrases all come from
different parts of the Bible or Christian tradition. If you’re part of a Christian community,
you hear or say things like this all the time—hopefully not without thinking!
Your peer group is also the source of one of your social dialects. Face it, teenagers definitely use their own special language, much of it pulled from the latest in “pop” culture
(television, movies, Internet, etc.) Here’s a sample you probably need no help to translate if
you use the Internet much.
So, like I IM’d Jason yesterday and he like tells me about a new podcast he’s downloaded. He says it’s way cool. I’m like, I gotta check this
out. I thought it would be lame, but it was awesome. I think I’ll blog
about it on MySpace™.
The example above is a mixture of technology jargon (podcast, download, blog,
MySpace) and casual language with occasional use of slang (like, way cool, gotta, check this
out, lame, awesome).
Slang is informal language used by members of a particular social group. Often, knowing how to use it determines whether you’re an accepted “member.” Slang is generally considered nonstandard language and in some cases viewed as controversial or even taboo.
Slang is not to be confused with jargon, the formal, technical vocabulary associated with
particular professions or fields of knowledge.
➼
Complete these activities.
1.21
Name the three major regional dialects in the United States.
a. __________________________________________________
b. __________________________________________________
c. __________________________________________________
1.22
What three types of dialects do many people speak?
a. __________________________________________________
b. __________________________________________________
c. __________________________________________________
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1.23
Which regional dialect is closest to Standard English?_______________________________________
1.24
Dialects differ from one another in what aspects of language?____________________________________
____________________________________________________________________________________________________
1.25
African American Vernacular, Chicano English, and Cajun English are examples of
____________________________ dialects.
1.26
Teenagers tend to use their own special language with each other. This language is an example
of a ____________________________ dialect.
1.27
________________________ is informal language used by members of a social group.
________________________ is technical vocabulary used in particular professions.
➼
Match the language sample to the type of dialect.
1.28
_______________
He be workin’.
a. Regional Dialect
1.29
_______________
I reckon it’s right time for supper.
b. Social Dialect
1.30
_______________
Pastor’s message was such a blessing!
c. Ethnic Dialect
✍
Writing Assignment.
1.31
Think about your own language usage. Use the questions below to write two or three
paragraphs describing the kind of English you grew up speaking. Use a separate sheet
of paper.
1. In what ways is your natural language different from Standard English?
2. Did you grow up in the United States? In what region? In a city, a small town, or the country?
3. In what ways is your accent different from other regions or from Standard English?
4. What about vocabulary? Think of specific words or phrases that you use that would be considered nonstandard.
5. What aspects of your natural language make it a challenge to learn Standard English? Do you
speak Standard English at home? Are you learning English as a second language?
Adult Check ___________________
Initial
9
Date
LEARNING A STANDARD
By now, you should recognize the following characteristics of the English you learned
at home:
• It came to you naturally as a child. You just picked it up from those around you.
No one taught you how.
• It was influenced by:
– the geographical region of the United States where you grew up;
– your ethnic heritage;
– your social circles (who you spend time with).
You also already know that every person is different. Add linguistic diversity to the mix
and the situation gets complicated quickly. Imagine a New York Italian businessman, a
Minnesota farmer, and a Louisiana Cajun fisherman having a conversation. They have different accents; they use a lot of different vocabulary; and they certainly move around in
very different social circles tied to their heritage, livelihoods, and interests. Will they understand each other? How?
Enter Standard American English.
What is it? Standard English is an artificial variety of English that represents an
agreed-upon way for people to use language when communicating (i.e., speaking and writing) to minimize differences in how people use language—especially important when you
put people as different as the New Yorker, the Minnesotan, and the Cajun together.
Standard English lays out rules that define:
spelling—a common way of writing words
pronunciation—a common way of speaking and decoding (reading)
words
vocabulary—a common way of defining and using words
grammar—ways of clearly expressing relationships among ideas in
sentences (subject-verb agreement; pronoun-antecedent agreement,
etc.)
usage—agreed-upon ways of using language in different situations
(e.g., formal and informal styles, greetings, farewells, etc.)
conventions—established ways of marking writing to communicate
starts, stops, pauses, shifts of thought, and organizational structure
(i.e., capitalization and punctuation rules)
These rules set Standard English apart from the varieties of nonstandard English discussed earlier. They also immediately impact how you communicate. For instance, at home,
in a relaxed setting, you could get away with saying “Samuel and me are going swimmin’.”
It’s a perfectly understandable sentence, but it breaks the rules of Standard English. You’d
need to say: “Samuel and I are going swimming” to follow the standard.
Why learn it? One reason has already been given. Standard English provides a way
for people of different regions and backgrounds to clearly communicate with each other.
A second reason is that Standard English is the language of education and literacy. It
came into being over about three centuries through the work of talented, literate citizens
(statesmen, authors, poets, scientists, etc.) and the education system. The great works of literature demonstrate its power and flexibility. Dictionaries capture its vocabulary and
usage. Grammar textbooks break it down into its parts and pieces and list rules for its use.
Teachers model it in the classroom. Students are expected to read it, write it, and master
it in the long run. In sum, effective use of Standard English is a requirement and an indication of a sound education.
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A third reason is a corollary of the second. Education is preparation for productive life in a society
where, like it or not, a person’s language use is considered part of his conduct (and even character). Think
of it this way—which candidate has a better chance at getting a job, based on the first two minutes of the
following interview (read each column separately):
Nonstandard English
Standard English
Interviewer: Good morning, Mr.
Andrews. I’m John Smith, production
manager for IT Solutions™. I’ll be interviewing you today.
Interviewer: Good morning, Mr. Jones.
I’m John Smith, production manager for
IT Solutions™. I’ll be interviewing you
today.
Candidate: Good morning. (Shakes
hands). It’s nice to meet you. Please call
me Jim.
Candidate: How’s it goin’? (Just stands
there).
Interviewer: Fine, Jim. Please sit down.
Tell me about your interest in the position
you applied for.
Interviewer: Please sit down. Tell me
about your interest in the position you
applied for.
Candidate: I’ll be glad to, Mr. Andrews.
I’ve taken a great interest in computers in
the last few years, and I’ve even repaired
my own a few times. I also know that IT
Solutions has a good track record. I see
this position as a great opportunity to
apply my interests and skills at a company where I’d be proud to work.
Candidate: Well, uh, computers are really cool, ya know, and I’ve messed around
with ‘em a lot, uhhhm, I even fixed one
that hosed one time. Didn’t need no tools
to do it, either.
Interviewer: I’m glad to hear that. Now,
let’s talk about the job requirements…
Interviewer: Hmmmm. And what about
your interest in this position?…
11
Based on language use alone, which candidate do you think Mr. Smith would rather
hire to repair his computers and represent his company to customers? Mr. Jones is far too
casual, and his slang and grammar errors suggest a sloppiness that would make any manager question his work ethic.
Now, it’s possible that Mr. Jones is quite a talented, hard worker—possibly more so than
Mr. Andrews; however, Mr. Jones’s language does not match the skills he claims are worthy
of consideration. He will improve his chances of finding a good job once he uses the kind of
language expected in public and professional settings—Standard English.
How do you learn it? You’ve been learning Standard English for years. Some of it you
may have just “soaked up” as part of naturally acquiring language. After all, you’re surrounded by sources of Standard English—college-educated family and friends, local and
national network evening news, magazines (e.g., World, Time, National Geographic) newspapers, books, online sources, and of course, school.
Much of your experience, though, in learning Standard English has required you to
think about, study, and practice using the language. Do you remember your mother correcting you when you said, “I taked the book to school”? You had to think about what you
were saying and how you said it. And what about all that grammar you’ve been learning in
English classes? Much of what you’ve learned there are the rules of Standard English.
Your first exposure to formal instruction in Standard English began when you learned
how to read and write. Just think of a few of the things you had to learn.
• You learned to properly identify and say the sounds represented by the English
alphabet—a as in apple, a as in ball—remember? Those sounds are the sounds of
Standard English.
• You learned how to use those sounds in order to sound out words and eventually
read them fluently. To do that, you had to learn how to pronounce words correctly—using dictionary pronunciation (i.e., Standard English).
• When you started writing, someone had to teach you to begin sentences with
capital letters, end them with proper punctuation, and spell all of the words
correctly in between—conventions of Standard English.
• You were taught to read books whose grammar and sentence structure modeled
Standard English.
• Later, you had to learn how to write paragraphs with main ideas and topic sentences, and you had to learn how to hunt down and correct errors in subject-verb
agreement, pronoun-antecedent agreement, spelling, punctuation—all for sake of
using Standard English correctly.
These are just a few of the ways in which you’ve been learning Standard English, much
of it involving a lot of hard work. If you grew up in a home in which Standard English was
spoken, you haven’t had too much of an adjustment to make in your spoken English. If you
grew up in a home speaking a distinct regional and/or social dialect, your journey has probably been much more difficult. Everyone, however, has to work hard to write correctly in
Standard English.
➼
Match the kind of Standard English rule to its description.
1.32
_______________
agreed on ways to use language in different situations
a. conventions
1.33
_______________
a common way of defining and using words
b. usage
1.34
_______________
a common way of clearly expressing sentences
c. spelling
1.35
_______________
a common way of speaking and reading words
d. vocabulary
1.36
_______________
a common way of writing words
e. grammar
1.37
_______________
capitalization and punctuation rules
f. pronunciation
12
➼
Answer true or false.
1.38
_______________
Standard English came to you naturally as a child.
1.39
_______________
People who do not use Standard English are unintelligent.
1.40
_______________
People who speak Standard English are perceived as educated.
1.41
_______________
You can learn Standard English by being around it.
1.42
_______________
Standard English was invented.
➼
Complete the following activities.
1.43
Three reasons for learning Standard English have been discussed. Circle the letter
next to the reason that applies to the situation.
Books are written in Standard English. Most public writing and speaking situations require its use.
a. Standard English helps to “bridge” differences in how people use language.
b. Standard English is the language of education and literacy.
c. Standard English is expected in the workplace.
1.44
Employers expect employees to use language that communicates an ability to do the job.
a. Standard English helps to “bridge” differences in how people use language.
b. Standard English is the language of education and literacy.
c. Standard English is expected in the workplace.
1.45
Speakers of different dialects struggle to understand each other.
a. Standard English helps to “bridge” differences in how people use language.
b. Standard English is the language of education and literacy.
c. Standard English is expected in the workplace.
✍
1.46
Writing Assignment.
Write a paragraph in which you consider at least three differences between acquiring
English and learning Standard English.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Adult Check ___________________
Initial
13
Date
LEVELS OF USAGE
Picture the scene. A distinguished journalist has won a Pulitzer Prize for his undercover work in Iraq. A banquet is given in his honor by the alumni society of his university.
The audience includes several senators, the mayor of the city, business leaders, and even a
few celebrities, all dressed in crisp, evening formalwear. The editor of the paper has been
asked to publicly award the journalist a check for $50,000 as an expression of the community’s gratitude for his bravery and service.
The moment has arrived. The editor stands at his table, pulls an envelope from his
pocket, and raises his glass as a signal for silence. The guests become quiet and lean forward with expectation.
The editor clears his throat and says, “On behalf of my distinguished colleagues in the
city of Philadelphia and throughout the United States, it is with great pleasure that I congratulate you, Sir, on your outstanding achievement, and bestow on you this token of our
appreciation for the extraordinary means undertaken to bring about its accomplishment.”
Deafening applause surrounds the journalist as he shakes his colleague’s hand, pockets the check, and sits down.
Later that evening as the guests are mingling, the mayor walks up to the journalist,
hands him a gold watch, shakes his hand, and says: “Well done! Here’s my gift to show my
thanks for your service.”
Next morning at the office, the journalist’s boss and long-time friend slaps him on the
back, hands him a set of plane tickets to Hawaii and says, “Good job, man! Here’s a little
something for your hard work. Treat your wife and kids to a little vacation.”
…………………………………………
Three different people, three different occasions, same purpose, same journalist, but not
the same Standard English. In fact, the scene above illustrates three levels of Standard
English usage, each adapted to a particular occasion and audience. Knowing how to use
each type under the right circumstances is an important part of mastering the language.
Formal. The editor at the banquet used formal Standard English when he gave the
journalist the community’s gift. Let’s look at what he says again:
“On behalf of my distinguished colleagues in the city of Philadelphia and throughout the
United States, it is with great pleasure that I congratulate you, Sir, on your outstanding
achievement, and bestow on you this token of our appreciation for the extraordinary means
undertaken to bring about its accomplishment.”
We can learn a number of things about formal Standard English from the editor’s words.
1. Formal Standard English is used for very specific purposes on very specific occasions. Formal English is language set apart. In this case it was used at
a banquet, itself a highly formal occasion where the way one dresses and behaves is
intended to match the high importance and significance of the event. The language
was used by an individual, chosen to represent the community in extending thanks
and congratulations to the guest of honor. Such language must match the evening
dress, the crystal and china, the dignity of the guests, and the high level of talent
and excellence for which the journalist is being honored.
2. Formal English follows a form. Form simply means following a prescribed way
of doing something, like writing a letter. On this occasion, the language was congratulatory—following the form traditionally used to convey an award and thanks.
Here’s its basic structure:
On behalf of…
I congratulate you…
…on your…achievement…
…and bestow this token…
…for the extraordinary means…
a
a
a
a
a
14
statement of whom the speaker represents
statement of congratulations
statement of the purpose of congratulations
description of the award
statement of the purpose of the award
While some of the elements can vary, the statement of whom the speaker represents
always precedes anything else. The statement I congratulate you… will appear somewhere.
3. Formal English vocabulary emphasizes the specialized nature of the purpose it serves. The editor’s congratulatory language is what some would call “flowery.” It forms one long, elaborate sentence. It purposely uses lots of words specifically chosen to slow things down, “decorate” the moment, and convey honor. Phrases
like on behalf of my distinguished colleagues and extraordinary means undertaken
are “form” phrases that have been used for many years to perform this type of service. Some of the words like bestow are archaic—old-fashioned as it were, part of a
long-standing tradition, and definitely not your everyday English.
4. Formal English comes in a variety of shapes and sizes. The example we’ve
looked at is spoken formal English. Other examples of this variety include the language of weddings, baptisms, and other religious ceremonies, board meetings, government proceedings, courtroom trials, graduations, funerals, and other important
occasions.
Informal. After the banquet, the mayor walks up to the journalist, shakes his hand,
hands him a gift (a gold watch) and says, “Well done! Here’s my gift to show my thanks for
your service.”
Why is the mayor’s language different from the editor’s? For one thing, he is not speaking on behalf of anyone other than himself. For another, the banquet is now over and the
guests are leaving. The formal occasion is at an end, so it’s appropriate to “shift gears” and
use language that better fits a less formal setting, such as a spontaneous conversation.
Note that the mayor’s congratulations serve much the same purpose as the editor’s;
however, the words are far fewer, simpler, and less ceremonious. The mayor even uses a contraction—here’s—a usage accepted in informal Standard English but not in formal varieties.
From these observations we can conclude that:
1. Informal Standard English is Standard English without prescribed
form. The mayor could have spoken his thanks and congratulations in several
ways. He wasn’t restricted to a particular form, since a less formal occasion allows
for more flexibility in how language is used.
2. Informal Standard English is the language of public conversation. The
mayor and the journalist had met a couple of times before, but they didn’t know
each other particularly well. Speaking as an equal on this occasion (rather than
as civil servant to civilian), the mayor used language that communicated competency, respect, and an awareness that he was in public, speaking to an honored
guest.
Colloquial. The next morning at the office, the journalist’s boss and long-time friend
slaps him on the back, hands him a set of plane tickets to Hawaii and says, “Good job, man!
Here’s a little somethin’ for your hard work. Treat your wife and kids to a little vacation.”
Why is the boss’s language different from the editor’s and the mayor’s? Certainly, he is
doing the same thing—congratulating the journalist and giving him a gift. The difference
is the setting and the occasion. The boss, like the mayor, is speaking for himself, not a large
group of people; however, the setting is now even less formal than the conversation with the
mayor. The boss also knows the journalist well, being his overseer, co-worker, and good
friend. After all, you don’t just slap anyone on the back, especially a Pulitzer Prize winner.
Notice the characteristics of the boss’s colloquial language. His emphatic “Good job,
man!” expresses the same meaning as the mayor’s “Well Done!” and the editor’s “outstanding achievement,” but the boss says it in a casual way matching the more laid back setting
and communicating the warmth and pride of a friend. His phrase “Here’s a little somethin’
for your hard work” purposely understates the gift and the idea that the journalist has
indeed accomplished something extraordinary. A friend would do this. Why make the journalist feel more embarrassed than he already does?
15
Notice also the boss’s vocabulary and pronunciation. Man is a redeemed slang term.
Here’s is a contraction. Something is pronounced somethin’, (the ng is dropped). A little
somethin’ is a homey idiomatic phrase. All of these are characteristic features of colloquial
English. None of them could be said to be precise language, and yet they’re the right words
for the audience and occasion.
Colloquial English represents the borderline between Standard and nonstandard
English. Because this variety is generally used in casual conversation, many regionalisms
and even some slang find their way into the language. Colloquial English is generally not
used in written Standard English, unless the author is creating dialog or intentionally trying to make other kinds of writing sound conversational.
➼
In the blank provided, use the term which best suits the description.
formal
informal
colloquial
1.47
___________________________ language used for everyday conversations in public places
1.48
___________________________ language that follows a specific form
1.49
___________________________ language that uses some colloquialism and slang
1.50
___________________________ language that uses precise vocabulary
1.51
___________________________ language used for ceremonies and other important occasions
1.52
___________________________ language used in casual settings
1.53
___________________________ Standard English without precise vocabulary or specific form
1.54
___________________________ “This is my buddy Jon.”
1.55
___________________________ “I’d like you to meet John and Betty Smith.”
1.56
___________________________ “Please allow me to introduce Mr. and Mrs. Sterling Baughm.”
✍
Writing Assignment.
1.31
Select one of the topics below for a writing assignment in which you adjust the kind of
Standard English you use to audience and situation.
a. Think of a problem in your community, city, or state (traffic, pollution, crime, graffiti, homelessness, poverty, etc.). Write a note (or email) to a friend telling him or her about the problem
and what you think should be done about it. Next, write your teacher or pastor on the same
topic; then, prepare a formal letter to send to your senator. Adjust your language appropriately for each audience.
b. Think of a realistic scenario in which you have discussed a problem at school with friends. Maybe
the sports equipment is worn out or lunch break is too short because of the busy schedule.
• Write out what you would say to your friends about the problem, using colloquial language.
• Next, imagine talking to your parent(s) about the same problem. Write out what you would
say, adjusting your language appropriately.
• Now, write out what you would say to the principal. Again, adjust your language appropriately.
• Finally, imagine that the principal is convinced and schedules you to speak at the next
school board meeting. Write out your speech (no more than ½ page).
Review the material in this section in preparation for the Self Test. The Self Test will check
your mastery of this particular section. The items missed on this Self Test will indicate specific areas where restudy is needed for mastery.
16
SELF TEST 1
In the blank provided, place the letter of the choice which best completes the statement
(each answer, 4 points).
1.01
A variety of nonstandard English spoken by members of a regional, ethnic, or social group is
called a(n) _______ .
a. idiom
c. dialect
b. overgeneralization
d. colloquialism
1.02
A tendency to apply a rule of grammar at all times is a type of _______ .
a. idiom
c. dialect
b. overgeneralization
d. slang
1.03
Technical language from the workplace or specialized fields of knowledge is called _______ .
a. idiom
c. dialect
b. slang
d. jargon
1.04
In natural language acquisition, single words serve as complete sentences in the _______ .
a. holophrastic stage
c. telegraphic stage
b. silent period
d. overgeneralization
1.05
English that follows set rules regarding how the language should be used is called _______ .
a. nonstandard English
c. natural language acquisition
b. Standard English
d. second language acquisition
Match the stage of natural language acquisition to its description (each answer, 4 points).
1.06
_______________
Ladies and gentlemen, it is my privilege
to present to you for the first time Mr.
and Mrs. Taylor Johnson.
1.07
_______________
Congratulations, Taylor and Sally.
We’re very happy for you.
1.08
_______________
Ok, guys, here’s the newlyweds. Give
a hand for Taylor and Sally.
1.09
_______________
I’m mighty please for y’all. I reckon
ya’ll be happy.
d. English as a second language
I happy for you. Many wishes!
e. informal Standard English
a. colloquial English
b. regional nonstandard English
1.010 _______________
c. formal Standard English
Answer true or false (each answer, 4 points).
1.011
________________
No one taught you Standard English. You acquired it naturally.
1.012
________________
Second language learners have a harder time learning language than first
language learners.
1.013
________________
Making errors in language learning is a sign of progress.
1.014
________________
Of the three regional dialects, General American is closest to Standard
English.
1.015
________________
Most people who have a regional dialect do not have a social or ethnic dialect.
1.016
________________
The main differences among dialects are found in pronunciation and vocabulary.
17
1.017
________________
Jargon and slang are both nonstandard.
1.018
________________
Standard English helps people from different regions and backgrounds communicate.
1.019
________________
A person’s language use is considered a part of his conduct.
1.020
________________
Only formal English is Standard English.
In the blank provided, place the letter of the choice which best completes the statement
(each answer, 4 points).
1.021 ________ moves through developmental stages.
a. Natural (nonstandard) English
b. Artificial (Standard) English
1.022 ________ requires formal instruction.
a. Natural (nonstandard) English
b. Artificial (Standard) English
1.023 ________ is influenced by one’s region, ethnicity, and social group.
a. Natural (nonstandard) English
b. Artificial (Standard) English
1.024 ________ requires adjustment to occasion and audience.
a. Natural (nonstandard) English
b. Artificial (Standard) English
1.025 ________ defines one’s education and level of preparation for life.
a. Natural (nonstandard) English
b. Artificial (Standard) English
80
Score
100
Adult Check
_______________
___________________
Initial
18
Date