PEE Paragraph for transcript technique
Natasha in the transcript uses constraints when talking to the teacher in order to set boundaries as to what can and can't be said or done when speaking to students, this also shows the audience that although the teacher is a higher power, due to his obligations as a teacher, the students still have some power over him. An example of this is where Natasha says 'Amorous?' this informs the teacher that there is a language barrier between them and the he should tone down the use of low frequency lexical choices. It also is effective as the use of the interrogative forces the teacher to stop what hes talking about and answer the question due to his obligations as a teacher.
PEE Paragraph for 'Drummer Hodge' scene technique
Bennet uses adjacency pairing throughout the speech between Hector and Posner possibly to represent the characteristics which they both share in turn meaning they see each other as peers. An example of this is when Posner say 'No, Hardy' and Hector replies with 'Oh, how old was Hardy?' as previously stated both Hector and Posner share similar views in relation to there sexuality and love for Dakin etc. therefore the use of adjacency pairing shows that there is a link between them.
PEE Paragraphs for linguistic techniques in 'The History Boys'
In 'The History Boys' Bennett uses an ellipses in order to display confusion or at times uses it in order to add tension. One example of this is when Posner says 'He liked you... didn't he?' in this case the ellipsis is used both to show Posner's lack of understanding in relation to the topic but also it is used in order to add tension to the scene due to it being a rather 'touchy' subject for both Posner and Irwin.
In the conversation between Irwin and Posner Bennett also uses asyndetic listing to show the audience the line is being spoken quickly. An example of this is where Irwin says 'eye catching, showy, false' the lack of conjunctions shows a rush in the way Irwin is explaining his point this may be used to represent his frustration in the realization that what he taught the boys was a waste of time or possibly this may just be a way for Irwin to establish an educational high ground and show that he is still in power like when he was teaching the boys.
Finally Benett uses taboo language in this scene in order to represent how Irwin has fully moved on from teaching. An example of this is when Irwin says 'Now fuck off' the swearing Irwin uses here contrasts what we have seen from him throughout the play, although Irwin had touched on subjects which are seen as inappropriate in the class room, he always knew where the boundaries were which contrasted Hectors teaching style. But now he has left the schools these boundaries have been forgotten and his ways almost seem more like Hectors which could be due to his rejection from Dakin leaving him with no one to love much like how Hector was never truly in love either.
Some very insightful points and they are all linked to at least one piece of terminology to ensure they get credit - well done. The more you use, the better - in the section where you talk about asyndetic listing, you get the lack of conjunctions in as well (great!) - you could also talk about the adjectives being synonyms and link THAT to how Irwin may be showing off his education in not only knowing the denotation but also being able to offer so many synonyms - I love the way you have linked it to him trying to recreate the power dynamic (asymmetrical) of teacher and student and that he now realises that what he taught them has done no good for Posner - this is evident in the denotation of the last adjective in the triplet, "false" which Bennet chooses to give Irwin to say last, leaving the audience with that as the lasting impression of him being a liar, a fake and wrong.
ReplyDeleteAdjacency pairs are evident in almost every conversation (it would be very odd if neither participant respopnded to what the other one was saying. Instead, look at who sets the agenda and is there any chaining, or does the teacher shift the agenda every time - if he doesn't (which Posner's interrogative that you quote shows), then this migth be better support for your point that they are co-operating to make meaning together more as peers, but you could also link it to Natasha's application of constraints - Posner ensuring that he is learning what he wants and needs to learn, which might come across as less co-operative and more a customer demanding a service (although I don't think that is the case).