comparative systematic analysis of the menus

Menu B uses a lot of verbs to build up noun phrases "Smoked" this could reflect the target audience, which is upper class people; they have more knowledge of particular foods as they can afford a more expensive cuisine and have been educated more of foods from all over the world.

The text also has many prepositions "on a " this helps build up a descriptive image of the food. This could link with the context, that the menu  is more for the "food experience" and having a sit-down meal, compared to text A which is more of a fast menu.

In menu B there is a lot of French words used, "melange" this reflects the target audience, which is upper class people, as they are educated more in areas such as different languages, therefore, they will have experienced these types of words before and will know what they mean. Also, the menu uses asterisks, the pragmatical meaning behind this links with the target audience because they are more upper class and can afford more expensive dining then they will have come across these before and will understand what they mean.

 In contrast, menu A uses ellipsis "pot tea" the writer of the menu has deliberately eliminated the word "of" to make it a quicker read for customers. This links in with the context of menu A, that it has to be read quickly because the customers are constantly travelling and will not particularly have time for a sit-down meal, this links with the idea that the menu only uses the key nouns in the menu "steak + kidney" this makes it easier to read and save a lot of time for the target audience.

The graphology of menu A uses capitalisation, "INC POT TEA" again, this helps the customer read the menu quickly as the idea of the menu is for it to be simplistic as the target audience is always on the move and has little time to read a lot in the menu.

Thoughts and ideas about Sophie homework

When Sophie was aged 2 years and 4 months she used the pronoun "me" incorrectly. This supports Ursula Bellugi's research on the development of pronouns in child language acquisition, She said stage two in the research is when the child uses the pronouns "I" and "me" but interchanges them, therefore the child does not completely understand the appropriate context in which to use these pronouns but the have some sense of understanding because she uses these pronouns when she is referring to herself.

Sophie shows that at the age of 2 years and 4 months she is in stage one of negation. She uses the word "no" at the front of the phrase. This shows that she has limited understanding of making a phrase negative. When adults who have developed language states a negative phrase; they add an auxilary and then "not" to show negation. However, this is very difficult for Sophie's level of understanding of language, therefore, she just uses "no" at the beginning to indicate she doesn't want something.

Sophie uses deletion of unstressed syllables "nother" this shows that her pronunciation is basic and is harder to develop as she hasn't pronounced the syllable correctly. This supports halliday's  research on the heuristic stage. This stage involves the child asking questions to gain information about it's environment. 

When Sophie was 3 years 5 months she uses time expressions. "Tomorrow" this shows that Sophie understands the concept of time and context in which to use these expressions. This supports Piaget's theory that language improves with understanding, this is supported by the cognitive approach which believes pragmatics and context is vital when acquiring language, thus understanding of words and phrases helps you to create more complex sentences.