Power Theories

Bourdieu's theory of power and practice:

• Focuses on the importance of the body and practices within the social world.
• Criticised economic factors.
• Social world is divided into 'fields'
• There is a social hierarchy
• Your place in society mirrors your power

Grice's Maxims:

• Be truthful
• Maxim of quantity- don't provide too much information
• Quantity of information- make sure your information which you provide is helpful
• Maxim of relation- must be relatable to the person
• Relevance
• Maxim of manner
• Be clear, avoid obscurity and ambiguity, be brief and orderly

Foucault theory of power:

• "Power is everywhere"- Foucault
• Power is diffused and embodied in discourse.
• Foucault challenges the idea that power is wielded by people or groups
• 'Knowledge is power'
• Foucault expresses the idea that power can sometimes be negative.
• Power is a source of discipline.

persuasive techniques letter

Dear Head-teacher,
I am writing to you today to discuss the matter of shortening the school day.
I appreciate that changing the school hours would be a disposition, however this would dramatically improve the performance of the students, would mean that the students could work outside of school, and mean that the students would be less tired, leading to better results.
I am certain that changing the school hours from 8:30-3 to 10-2 would conclusively improve the mentality and performance of the students at Shenfield school. I am absolutely astounded by anyone who opposes my idea, as I myself cannot see any downfalls with it. Did you know that a school in Cumbria changed their sixth form school hours to 10-2 every day and their students achieved one of the highest a-level grades as a whole in the entire Nation? The stats speak for themselves. So I am begging you (if asking is even needed) to change the school hours for the hardworking labourous students at Shenfield and for you, your job becomes so much easier, as the results will be A's after A's after A's.
Yours faithfully, Charlie Mackinnon.

Mrs Kaddu language analysis

The class whose language I analysed was a Year 9 English class.
Firstly, the teacher used a question whilst telling off one of the students by saying: "I will send you out if you keep misbehaving. Do you understand me?" this rhetorical question indicates the power of the teacher over the student. Other questions were used but for different reasons for example helping out the student. An assistant teacher said to a student: "What do you think's important here then?" which gave the student a nudge towards answering the question by helping her structure it. The teacher had power over the students when giving praise in instances such as: "Yes, perfect." and "Now this is better" as the class became silent after a period of noise and disruption. The praise helps the students to continue their answers as they become motivated. The teacher also said to one student: "Are you feeling better today?" in a friendly manner. The way in which it was said links to the fact it is a year 9 class, and the teacher empathising with the student indicated a connection between them. Power was also displayed by the teacher when she said: "Highlight the key ideas for me" to which the class did obediently; which displays the teacher's ability to control the classroom.

reflective commentary on flash fiction

I completed my flash fiction story by having a plan about what I wanted to write about with some different ideas, which helped me get an idea of what the main themes could be.
I struggled at first thinking of ideas, but the fact we had the task of making a halloween story made it easier than if we had to write a story on anything we liked; therefore I of course wrote with a scary theme of children missing on halloween and a haunted house.  It was difficult to find how to word the start of the story but as I got into it I was able to write more and it flowed easier.

short story

The Missing Child

By Charlie Mackinnon

There were once four children in the quiet town of Brentwood: Jack, Harry, Tom and Ed. Their friend Joe had been missing for two years now and the children were starting to get on with their lives. The children were on their way to school on a cold, bleak Monday morning in Ed’s mum’s car. The children started singing ‘Humpty Dumpty’ loudly; before they drove slowly past ‘The Haunted House’ and the rain started pouring heavier. The children’s singing faded. The sound of thunder crashed against the car windows. The children screamed “AHHH” in both fear and shock. They stared nervously down the road to the old mansion, the mood was silent.

The children arrived at school, still scared at the events which had just occurred. They sensed something scary in the atmosphere. “Let’s go down that road to the mansion later. I dare you” said Harry, confidently. “No way!” exclaimed Tom and Jack, at the same time. “Come on you big girls!” said Harry. The boys trembled with fear but nodded in agreement with Harry. They were going to the house tonight.

The boys left school at 3 o’clock. The thought of the spooky house in their minds all day. “Hurry up you wimps!” shouted Harry with a smile on his face, who was already half way down the road in front of the other 3 boys. The other 3 increased their walking pace slowly but uncertainly.

After the long walk up to the house, the boys stood together. Ed was out of breath already. The sight of the house made them shake with fear, although Harry was smirking, unaware of why any of the boys were scared. “I-I-I’m not sure about this boys” mumbled Jack. “Oh come on it’ll be a laugh!” laughed Harry. “Look lads, I will go up there and check it’s all ok, I will put my arm up in the air when you can come down, ok?” said Harry, dominantly. The other boys nodded.

Harry strutted confidently to the house, he got so far that the boys lost sight of him. Thunder struck loudly. The boys heard a scream. The sky turned as dark as the darkest shade of night. “HARRY!!” shouted Jack. A brash crash of thunder collided again. A loud scream encompassed the whole area. The three boys sprinted as fast as they could towards the house. Rain, wind and thunder were pushing them away from the house.

Suddenly, the boys stopped in pure shock. What had they just seen? Not a word was said. You could hear a pin drop. The boys stood in the doorway of the mansion, before they all screamed in unison. Before they could run away, the door slammed shut. There stood a tall dark figure. Next to him, both tied up, were Harry and Joe. A frightening cackle and laugh echoed the house. The 4 boys, and Joe, were never to be seen again.

 

Travel Writing

On Thomas Cook's website there is a section which allows you to choose your 'perfect holiday'. The adjective of 'perfect' is used to make the person booking a holiday realise that they can customise their holiday so that it's perfectly suited to them.

Thomas Cook also have a picture of the sea and a beach, and in a text bubble it says 'SAVE up to £350*). The use of the adjective 'save' in capitals emphasises why you should book your holiday with Thomas Cook as they can save you money.

'Spacious' surroundings of Ibiza described by Thomas Cook would encourage the customer who enjoys being with the people who they want to be with, such as family, to go to this destination. The adverb 'simply' describes that this is a relaxed holiday. It isn't being overly advertised by Thomas Cook which could mean that it's very basic and possibly boring.




 

Charlie Mackinnon- Headlines homework

http://www.thesun.co.uk/sol/homepage/news/5135154/one-direction-fan-kills-dog-because-band-wont-follow-her-on-twitter.html 'One Direction fan kills dog because band won't follow her on twitter'. To start with the noun 'One Direction' would persuade fans of the band to look at the article as they are very popular in the UK. The noun of 'fan' is used to show the extent that some of the fans will go to get close to the band, in this case the 'crazed' One Direction fan has even killed her dog!

http://www.thesun.co.uk/sol/homepage/news/5136242/Tattooed-singer-dubbed-chavarotti-sings-opera-in-the-street.html The 'chav' opera singer has been spoofed as being named 'Chavarotti' instead of the famous opera singer Pavarotti. The addition of using the noun as humour in the headline is effective as a 'chav' singing opera is unexpected and different. This is an example of juxtaposition.

http://www.thesun.co.uk/sol/homepage/sport/football/5135968/Samuel-Etoo-I-was-just-hours-away-from-joining-Arsenal.html
The headline says 'I was hours away from joining Arsenal'. The use of the noun Arsenal (football club) draws in most football supporters, along with the picture of Samuel E'too; a famous footballer. The verb 'revealed' links to the rumoured transfer of E'too and tells the reader that this was a secret. Something only a few people knew until he has told the Sun newspaper.

http://www.thesun.co.uk/sol/homepage/showbiz/5136268/Mesut-Ozil-girl-Mandy-Capristo-poses-in-bikini.html
'Mesut Ozil's girl is Gunner be a star'. The noun 'Mesut Ozil' who is Arsenal's latest signing draws in football fans as he is famous and a hot topic amongst the news at the moment. The pun 'Gunner be a star' links to Arsenal's nickname: The Gunners. This pun is used next to a large picture of Ozil's girlfriend in a bikini, who the Sun believes will be a hit in the UK.

http://www.dailymail.co.uk/news/article-2420711/Man-20-talk-walk-feed-benefits-stopped-told-prove-work.html
The article says that the man who is severely disabled has been told to 'PROVE' that he cannot work by the UK Government as they are paying his benefits. The emphasis on the verb 'prove' is revealing the shock from the newspaper about this breaking news and the fact it is in capital letters implies the horror and disbelief that something like this is happening in the country.