Linguistic Audacity: Shakespeare's Language and Student Writing

Autor/in	Goodman, Barbara A.
Titel	Linguistic Audacity: Shakespeare's Language and Student Writing
Quelle	In: English Journal, 100 (2011) 4, S.39-43 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Drama; English Literature; Language Usage; Student Writing Models; Context Effect; Vocabulary Development; Language Skills; Form Classes (Languages); Change; Familiarity; Semantics + Suchen Sie Ihr Suchwort? Schauspiel; Englische literatur; Sprachgebrauch; Wortschatzarbeit; Language skill; Sprachkompetenz; Analytischer Sprachbau; Wandel; Semantik
Abstract	Shakespeare molded language to meet his needs. Can students learn from his example? In this article, the author suggests studying Shakespeare's creative use of functional shift, spelling, and vocabulary to help students develop greater control of their own writing. The author is advocating that teachers approach Shakespeare as descriptive grammarians who see the language and observe its effects. In this manner, one can also see and observe the students' language and draw parallels if they functionally shift a word or utilize homonyms to give a sentence layered meanings. As students learn that language is not static but rather flexible, they can begin to see how their English habits are part of the same larger picture that Shakespeare's English is. (Contains 3 notes.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10