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Shirley Zhu
Mr. Goetz
11th-Grade IB English A: Language and Literature
19 September 2015
Language Differences
When I was stuck by the question what would the subject have to say right now
in the mini-writing task on last Friday, my mind subconsciously recalled a related
scene in a cartoon called Toy Story. In that cartoon, every toy awakes at night and
weirdly talks like humans! On their fascinating land, the main characters, Woody
and Buzz Lightyear fight for an argument I should be Andys favorite toy! about all
their lifetime and experience many great adventure together. That really inspires me
with my question. Intend to speak like an object, like toys, I should make my
language different from my common style and fit myself into toys world. From a
literary consideration, it indicates us that the ways we use language are dependable.
This recognition is useful because it contributes to not only our understanding of
different language styles, but also the knowledge of how to communicate effectively.
Thus, depend on the three different questions it offered, I used three different styles to
do the same thing of describing an object. These three mini-writings illustrate a good
example of using different language in different roles, circumstances and purposes.
Generally, people use different language because they are in different roles within
a society, which means its kind of social-related. The word role is meant by the
position or background of a person in his or her community. Referred to that,
differences in language using For example, it related to the speakers social class.
There are plenty of real-life examples. Suppose you are talking about a movie with
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your friends and with your teacher. In the first case, you can just say I like that movie
because Ive been stared at the hero for two hours in the cinema without moving my
eyes! The wording is amiably and easily. But if you say that to a teacher, you
probably change it as Hi Mr. A, I strongly recommend you to see the latest movie,
the plot is wonderful and the acting is excellent! Obviously, you give up the using of
the word buddy and the description of the heros appearance in order to be more
professional. Why? Because there are social constrains between you and the teachers
but not friends. And in some situations, people talk in different way because their
background is different, or they know different things. Philosophers will never speak
like a new primary school student, as well as an uneducated person may never give an
off-the-cuff speech in the style of Col. Collins did. Also, in the mini-essay, there
should be a remarkable distinguish between the perspectives of the object itself and a
seller. When speaks as an object, students use simple and oral wording to express
itself. I have a really cool appearance, because the universe is in my heart!; My
owner take care of me really good and Im glad to meet new friends (Shirley). When
the student speaks as a seller, the description changes to a small but precise galaxy is
on its dial and the dark blue background gives you a very impressive look of those
stars (Shirley), so the wording is much formal and the seller is tended to be
professional. This is a really cool thing because people can stretch an outlook for a
person base his or her differences in using language.
As the circumstance is changing, ones language styles are various. People do this
all the time because they need to fit into the surrounding and ensure he or she is
speaking properly. Discussing political puzzles when you are spending a holiday with
your close friends is as annoyed as doing homework on a play-truant party. And most
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the trust between sellers and consumers. These word choices may affect audience
impression and help the seller to sell the product, thus he achieves his goal.
Different roles, different circumstance and different goals of language all lead to
the changes in the way people use language. From these, people should be able to find
out the implied information behind the wording or rhetoric. That would help readers
to understand the texts, make the audiences have a better cognition of the speakers,
which limits the gap between those two groups (Flower 75) and increase the
efficiency of communication in the real world.
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Works Cited
Flower, Linda S. Writing for an Audience. Language: a Reader for writers. New
York, Oxford: Oxford University Press. 75. Print.
Zhu, Shirley. Typed Mini-Essay. Typed Mini-Essay. 1-3. Print.