TMA01 Plan MattBrayshaw
TMA01 – Plan
Choose one of the following readings from the first module book, The art of
English: everyday creativity:
(a) Ronald Carter, ‘Common Language: corpus, creativity and cognition’, pp. 29–37.
(b) Rukmini Bhaya Nair, ‘Implicature and impliculture in the short, short story and the tall, tall tale’, pp. 97–102.
Summarise the main points of your chosen reading, and evaluate, with reference to other material in the module you have engaged with to date, the extent to which it helps you understand how to identify creativity in everyday language.
Introduction
Often poetic creativity (playing with the sounds and structures of a language) are associated with literary language – that found in poetry and other forms of literature (Swann, 2006). By contrast spoken language mundane ordinary. This idea has been challenged particularly within the discipline of English language studies – suggests they similar features can be found within everyday conversation. Led to a definition of creativity by Swann
Definition and ideas of creativity (Swann, 2013:12) ‘creativity is used in a sense more akin to literary creativity, to refer to the way people use literary-like features even in everyday discourse. Creativity may suggest speakers are doing something novel […but it is] not necessarily novel’.
Account will examine what evidence Carter’s reading ‘Common Language: corpus, creativity and cognition’ provides to support the notion of everyday language being in some way poetic in nature. Assess reading in terms of 3 models of literariness (inherent, sociocultural and cognitive) and idea of a cline – greater and lesser levels of creativity.
Main points of Carter’s reading – research
Everyday spoken language contains language features which are found in and more commonly associated with literary works.
Examples pattern reforming / taking language and adapting it – example 1 – pun on the word reason / raisin – food preparation; extension of metaphor of “cold”
Choose one of the following readings from the first module book, The art of
English: everyday creativity:
(a) Ronald Carter, ‘Common Language: corpus, creativity and cognition’, pp. 29–37.
(b) Rukmini Bhaya Nair, ‘Implicature and impliculture in the short, short story and the tall, tall tale’, pp. 97–102.
Summarise the main points of your chosen reading, and evaluate, with reference to other material in the module you have engaged with to date, the extent to which it helps you understand how to identify creativity in everyday language.
Introduction
Often poetic creativity (playing with the sounds and structures of a language) are associated with literary language – that found in poetry and other forms of literature (Swann, 2006). By contrast spoken language mundane ordinary. This idea has been challenged particularly within the discipline of English language studies – suggests they similar features can be found within everyday conversation. Led to a definition of creativity by Swann
Definition and ideas of creativity (Swann, 2013:12) ‘creativity is used in a sense more akin to literary creativity, to refer to the way people use literary-like features even in everyday discourse. Creativity may suggest speakers are doing something novel […but it is] not necessarily novel’.
Account will examine what evidence Carter’s reading ‘Common Language: corpus, creativity and cognition’ provides to support the notion of everyday language being in some way poetic in nature. Assess reading in terms of 3 models of literariness (inherent, sociocultural and cognitive) and idea of a cline – greater and lesser levels of creativity.
Main points of Carter’s reading – research
Everyday spoken language contains language features which are found in and more commonly associated with literary works.
Examples pattern reforming / taking language and adapting it – example 1 – pun on the word reason / raisin – food preparation; extension of metaphor of “cold”