Week 2 Features of children’s stories :

DICTION

Importance of stories for

young learners

• The objectives for introducing the “Children’s Contemporary Literature’ are as follows:

– To instill and inculcate the reading habit among pupils.

– T o enrich pupils’ vocabulary and language content.

– To enhance pupils’ thinking skills. – To promote cultural understanding in the

Malaysian context – To improve English language proficiency of pupils. – To provide lively, enjoyable and high-interest

readings. (Pusat Perkembangan Kurikulum, 2006)

Personal and Emotional Gains

• Story gives enjoyment.

• It enriches their understanding of themselves and the world around them.

• It develops imagination.

• It helps children make sense of their own experience.

• It evokes one’s feelings on issues related to life.

Learning Gains

• It allows children to learn new ideas and knowledge.

• It adds to their understanding of concepts.

• It allows children to understand cultural traditions and values and issues in life.

• It allows children to develop respect for self and others.

• It encourages them to become aware of their audience.

Language Gains

• It helps children develop an awareness of how language works in communication.

• It helps them develop an understanding of the meaning of words.

• It allows them to experience new ways of using language that bridges the gap between written and spoken language.

• “Diction may be defined simply as the choice of words.” (Weafer, 1957:233)

• “Diction is the choice of words, style, and manner of speaking and writing.” (Hornby, 1974:239)

• “Diction is the choice of words and clarity of the sounds produced, to achieve a particular effect.” (Hartmann, 1972: 66)

DICTION

ROLES OF DICTION IN STORIES 1. They create the color and texture of the written

work. 2. They both reflect and determine the level of

formality. 3. They shape the reader’s perceptions. 4. Reflects the writer’s vision and steers the reader’s

thought.

Source; http://www.mvla.net/teachers/StevenK/Language%20and%20Comp%20AP/Documents/AP_Exam_Preparation/Diction.pdf

LEVELS OF DICTIONI. Formal Level

a. Used when addressing a highly educated readerb. consists of a dignified, impersonal, and elevated use

of languagec. it follows the rules of syntax exactly

II. Standard Levela. The everyday language that people use, often in

semi-formal settingsb. Accepted use of conversational English; direct and

adheres to rules of grammar

III. Informal levela. Informal language used in everyday speechb. Conversational language-- certain expressions or

phrases that speakers and readers would understand but that are outside the rules of Standard English

c. It often includes common and simple words, idioms, slang, jargon, and contractions.

d. Example:• Coulda, woulda, shoulda• He goes, “so ya wanna go out?”• Ain’t

LEVELS OF DICTION

Types of Diction

Concrete diction

Abstract diction

Connotative diction

Denotative diction

• Abstract diction: words that do not appeal imaginatively to the reader's senses

• Concrete diction: words that stimulate some kind of sensory response in the reader

• Connotative diction: Implicit meaning of words. Consists of suggestions, associations, and emotional overtones attached to a word.

• Denotative diction: Exact, literal definition of words independent of any emotional association or secondary meaning.

Example of diction in literature

• The concrete diction has stimulate some kind of sensory response in the reader, especially the visual imagery and allows them to construct mental images as they read a text

• Examples :

The Mighty (Folktales for kids)

At the edge of a forest, stood a big tree. Its branches spread out majestically and so did its roots. It shielded

people from the sun under its shady leaves, and provided shelter to countless birds and other small creatures in its

branches. It buzzed with activity all the time.

Example of diction in literature

• Consider the choice of words of like "death" and "depressing" set a negative or unhappy tone.

• Example :

The School by Donald Barthelme.

And the trees all died. They were orange trees. I don’t know why they died, they just died. Something wrong

with the soil possibly or maybe the stuff we got from the nursery wasn’t the best. We complained about it. So

we’ve got thirty kids there, each kid had his or her own little tree to plant and we’ve got these thirty dead trees. All these kids looking at these little brown sticks, it was

depressing.