Language in Use 131-132
In talking about our use of language, we frequently confuse what is abstract
-with what is general, and both with what we mean by particular. In scientific
terms, these three are variables which the writer modifies independently of
each other. The aim of the unit is to develop in pupils an awareness of
what each term is concerned with and how the use can vary as the task changes.
At the end of the unit there is an example of how these three can vary in one
very small area.
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[1] The aim of this session is to explore with the class the idea that things, etc., may be referred to in such a way that the words we use for them encompass a larger and larger range of references. Give the class a jumbled list of words which have to be re-arranged in groups of four. Ideally, no more instruction than this should be given, because much of the value of the session resides in the individual working out of the groups. A suitable list would include such sets as the following:
trumpet apple Tom Flying Scot Ford penny
brass fruit brother train car coin
instrument meal family railway vehicle money
orchestra food community transport transport wealth
(Roget's Thesaurus (Penguin Reference Books) is a helpful source of alternative sets.)
[2] For this session, the class need to write short stories each of
which makes use of all the words in one of the sets in [1]. As many of the sets
as possible should be used. Divide the class into groups and ask each group
to list:
(a) all the words and phrases used to qualify any of the four words of the set
that has been chosen for each piece.
(b) any way in which the objects named by the four words have been otherwise
referred to.
Collect the results on the board so as to explore what happens when a writer can afford to be general and when he needs to be particular.
[3] For this session, the class need to have in front of them two 01, three texts which treat the subject areas of word sets used in [I] as a field for rational enquiry. A set of passages on industrial agriculture as applied to fruit growing, on the future of inter-city lines, and on inflation, would be typical. Divide the class into the same groups and ask them to make lists similar to those they made in [2]. Present the results in the same way, only this time they will Show NOW happens when a writer has to be abstract, because of the nature of the enquiry lie is making.
[4] A final session can be used to explore the relationships between
abstractness, generality and particularity. The class need to look again at
both the stories from [2] and the texts from [3] to see where and how these
three different aspects of language coincide and diverge.
The following worked-out example may help as a guide to the relationships involved.
(a) In this list, each term is more general than the last, but the degree of
particularity remains the same:
four-wheeled diesel-engined double-decker BUS
diesel-engined double-decker BUS
double-decker BUS
BUS
(b) In this list, each term is more general than the last, but the degree of abstractness remains the same:
local BUS routes
city BUS services
regional passenger services
national passenger services
(c) In this list, each term is both more general and more abstract than the last:
BUS
passenger vehicle
public service vehicle
public transport
transport