Download Year 13 A Level English Last Minute support pack


Analyse how Text A uses language to create
meanings and representations.[25 marks]

Analyse how Text B uses language to create
meanings and representations. [25 marks]

Explore the similarities and differences in the
ways that Text A and Text B use language.[20
marks]

Q4.
“Adults can only help children acquire
speech to a certain extent.”
Referring to Data Set 1 in detail, and to relevant ideas
from language study, evaluate this view of children’s
language development.
 OR
 Q5.
“There are a range of factors influencing
children’s writing development. Some are perhaps
more important than others.”
 Referring to Data Set 2 in detail, and to relevant ideas
from language study, evaluate this view of children’s
language development.

•
A choice from two essay style questions, 30
marks each
•
Language Diversity
•
Language Change
•
Both will ask you to EVALUATE an
aspect/perspective/statement.
Question
Type
(a)
Evaluate the idea that spoken interactions between men and
women are characterised by miscommunication.
Marks
AO1: 10
marks
AO2: 20
marks
(b)
Evaluate the idea that the English language is changing and
breaking up into many different Englishes.
AO1: 10
marks
AO2: 20
marks

Q3 – Language Discourse (Two texts, one
question, can be about any of the discourses
we have studied)

Q4 – Directed Writing Task – Opinion based
writing

http://www.thehistoryofenglish.com/history_
early_modern.html

In the exam (PAPER 1 ONLY), the earliest texts that
you may be asked to examine will be from 1450.
This is shortly before the introduction of the
printing press (1476).

This comprises the early modern English period.

The early modern English period ends at about
1800.

The Renaissance falls within this period.

http://faculty.history.wisc.edu/sommerville/3
67/367-033.htm

William Caxton, 1476.

Helped to standardise the English language.

Before the printing press, there were several
dialects across England, meaning that there was
great regional diversity between English speakers.

The language of print was based on the London
dialect. Different regions began to write in this
form. This meant that the written form of English
language became standardized.

Spellings became standardized – this meant that
there were less variations between commonly used
words.

However, inconsistencies in spellings still occurred
between writers, and within texts.
Exam Take-Aways
If you spot inconsistencies in internal spellings (spellings within the
same text) then by all means comment on this – show your awareness of
context by suggesting that due to the introduction of the printing text,
spellings became standardised; however, this was by no means yet a
hard and fast system, so there would have remained inconsistencies of
spellings between texts and within the same texts.
Monarchy
Nobles and gentry
Yeomen,
merchants and
professionals
Husbandmen and
vagrants
1500s
 90% of male population were unable to read or write; only 1% of women
were counted as literate.
1600s
 There was an elite of aristocrats, gentry and rich merchants who were
almost totally literate – keep this in mind when considering who the
writer was, and who they are speaking to in their writing
1680s
 30% of men were literate; 10% female
1770s
 Shopkeepers were 95% literate. Most labourers could not read at all.
London and its literacy rates:
 The highest literacy levels were in London: female literacy rose from
22% in the 1670s to 66% in the 1720s.

Literacy was closely associated with social and economic
position and with gender.

Nobility, gentry and aristocrats comprised about 5% of the
population; this elite was overwhelmingly male - as the
producers and consumers of print culture, most authors came
from these ranks.

Conventional views at the time assumed that women were at all
points subservient to males; and this was reflected through
culture, attitudes and education.

However, some women from higher positions in society
produced notable writing, in the form of poetry; many other
women who wrote produced devotional / religious works.

Gender played a significant part in shaping the text. Most female
writers quite consciously chose to emphasise their feminine
'weakness' and 'frailty', judging correctly that the language of
submission and humility was most likely to elicit a favourable
response from male grandees.

Other letters were social, written to keep the writer in touch with
family and friends, reinforce social bonds and pass on news that
was often domestic or local, but might also include political, court
and military news -subjects often regarded as essentially male.
Exam Take-Aways
When analysing the content of the text consider the tenor of the text and audience.
Ask questions of the text, such as: what type of person is being addressed? Is the
writer conversing with someone on the same social / educational level as them? Are
they teaching / instructing their audience, or engaging them in critical debate?
Is it an exclusively male audience? If it is a female writer, who is being addressed? How
are they being addressed?

Religious tracts, such as those detailing the ideal
Christian woman thrived, as did reports on
criminals and their sentences

New genres such as the chronicle (a factual
written account of important or historical
events) and the autobiography (an account of a
person’s life written by that person) also found
popularity, whilst religious writings found new
readership.

Mythic tales

Popular stories to poems.

Phrasebooks, grammars

Devotional pieces (religious writing – where
writers often express their love and selfless
affection to God)
Exam tips
If a text engages in religion / religious discussion = consider how
this may reflect views and beliefs of the time (links to context)
What is the tone of the writing (e.g. serious, prescriptive, didactic)
– how does this connect to the writer’s message/purpose?
How might this compare with today’s society – where we live in a
predominately secular society, with more flexible beliefs?

In the exam, you will need to comment on the
range of key frameworks: For Paper 1, you apply
these frameworks when exploring the two texts;
For Paper 2, you use a range of examples
covering these frameworks.




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
Grammar
Phonology
Graphology
Morphology
Lexis
Semantics

Inflectional means the way the verb changes to show the
tense.

“eth” as an inflectional ending to past tense verbs:

So instead of saying: “He was running”, the writer might use
“He runneth”


He was dreaming;
He dreameth.

This use of the “eth” inflectional ending was, however, a
decaying tradition, but some writers still showed the past
tense of the verb in this way.
Upper- and lower-case versions of the thorn character
Upper- and lower-case versions of the thorn character. This is the
letter known as thorn. It has a /th/ sound and can be pronounced as a
fricative, as in thick or as a voiced dental fricative, as in the.
The second of these letters is Ð, ð. This is the letter known as eth. In
Old English it is used interchangeably with thorn; a word written with
a thorn will be written with an eth somewhere else on the page.
Another letter borrowed from the runic alphabet is wynn. Wynn is
pronounced as /w/. The earliest Old English writings use the
digraph uu to represent this sound, but soon the runic wynn came to
replace that digraph.
Wynn was used throughout the Old English period, fading with the
advent of Middle English and largely gone by 1300. It was replaced by
its predecessor uu, which eventually become the modern letter W.
Early modern English Letter symbols – thorn, eth,
and wynn.
As the earliest text you will be given in the exam is from
1450 onwards, it is unlikely that writers will use these
symbols as they are common to Old English texts.
However, some writers do use these, so in an exam, you
could comment on the fact that it is an overhanging
tradition from the Old English period, and show your
understanding of the meaning of these symbols
through commenting on them.

The letter “i” and “y” are used
interchangeably to represent the same
phonetic sound - /I/
• Gyven  given
• Vylonce  violence
•
The final ‘silent’ -e was much more commonly
found, not only as a marker of a ‘long’ vowel in
the preceding syllable (as in take)
•
Often this had no phonetic function, and
sometimes after an unnecessarily doubled final
consonant.
Also it is to be noted that this crosse made & gyuen
vnto the newecrysten man is the seuenth crosse &
the laste that is sette on his body.
u and v were variations of the same letter.
The form v was used at the beginning of a
word and u in all other positions, regardless of
whether the sound was a vowel or a consonant.
And we defende the that thou be
not so hardy for euer to
do vyolencevnto the holy token
of the crosse the whiche
we put in his forhede.
j was an extended form of i.
i was generally used for both vowels and
consonants.
However, the capital form, J, was beginning to be
used at the start of words, when the sound is a
consonant.
by the whiche they
ben Justely adiuged
Instead of t in the ending now usually spelt tion the letter c was frequently used.
He is very lorde
by creacyon by redempcyon & for
ye resurreccyon

In terms of writing styles, many writers used complex,
convoluted syntax patterns, whereby we may see
many clauses embedded into a single sentence, which
represented digressions of thought, making the
meaning of a text difficult to grasp.
Exam tips:
1. Spot the number of clauses / phrases in a single sentence
2. Discuss the length and complexity of sentences
3. Look out for multiple subordinating clauses, or comment on how
different clauses are connected together
4. Comment on unnecessary words / phrases, and how these create an
ornate style of writing. Be precise in identifying types of phrases – if you
can, identify whether it’s an adverbial phrase, noun phrase,
prepositional phrase etc.
5. Look out for uses of language which create a formal / academic writing
style, and uses of the passive voice.
In Early Modern English, to appeal
to an intellectual audience, some
writers would ‘awkwardly’ borrow
Latin words, and use these in
their writing in an elaborate
fashion; usually in formal or
academic writing. These have now
fallen out of usage from the
language we use today (become
obsolete). Some writer’s would
do this in an attempt to
consciously change / improve the
English language.
Inkhorn words that have not
survived today:
fatigate, deruncinate,
subsecive, nidulate,
abstergify,arreption,
suppeditate, eximious,
illecebrous, cohibit,
dispraise .

As some writers sought to change the English language by
introducing Latin “inkhorn” words into the English language,
other writers came to the ‘defence’ of the English language, and
reacted in writing to the changes. This may reflect in some of the
content of the passages chosen for the exam if an academic text
is chosen .
Exam Take-Aways
 If. you see a writer using “inkhorn” words, comment on the writer’s
perspective of the English language, and how they are consciously
attempting to reshape it with Latin borrowings.
However, if there is a writer that is extremely against these changes,
discuss what ideas and issues the writer is raising about the changing
English language; even how they are presenting their message to the
reader.

The Renaissance was a time of social and cultural
developments.

Previously, before the Renaissance, Latin was used as
a scientific lingua franca. This means that Latin was
used to communicate scientific ideas to countries in
Europe that did not have English as a first language.

However, in the Renaissance, as a nation, England
began to produce scientific texts in its own language:
English.




Lexis:
Specialist terms were developed.
Syntax
The need for a clear, less ornate style of writing was needed.
Exam tips:
1. Look out for specialist terms; comment on the semantic field of
words and how these are relevant for the content of the piece of
writing (e.g. if the writer is communicating scientific ideas that
require specialist vocabulary).
2. Look out for clear sentence structures, clauses and phrases; less use
of subordinating connectives, or conjunctions – make note of how
punctuation helps to contain meaning within sentences.
3. Look out for precision in writing – words which convey precision –
words which indicate quantities, measurement or number.

1500–1650, some 10,000 to 12,000 new words
came into the language.

Key events that influence the English
language:
1. The Industrial Revolution.
2. Rise of the British Empire.

New machines were invented which
replaced human labour

New energy sources were created

New uses of metal
Transport improved



Steam ships
Trains
Automobiles
English people could now
travel more freely from the
city to countryside.
Communication improved



Telegraph
Radio
Telephone

Development of a
capitalist society

New growth of the middle
class

This means a growing
number of wealthy people
and a growth of new
writers and readers.

Improved status of women

Increasing female literacy
rates and female reading
audiences

Increase in leisure time

Science and research
stimulated

Expansion in democracy
Consider how these
external factor might
reflect in the content
of the writing you are
asked to study.

Weakened superstition

Greater knowledge of the
world

Scientific inquiry

New questioning and learning
and communication about the
world in written texts
Consider how these
external factors might
reflect in the content
of the writing you are
asked to study.
Newspapers became much
cheaper to produce

Cost of a newspaper plummeted.

Number of newspapers increased.
A larger audience could now
access newspapers – growing
readership.
Exam tips:
Consider how a wider audience is
engaged through writing – comment on
writer’s style and technique.


Journals –
Articles

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







Medical
Farming
Estate management,
home management,
cooking,
science,
Navigation
Travel
Recreation
Biography
Exam tips – referring to
context:
Any of these types of texts
could come up in an exam;
always start with questioning
the type of text it is, what
type of information it is
communicating (purpose of
the text), who the writer is
writing for (audience), and
how the language of the text
engages their reader and
communicates these ideas.

Britain increased their
power and growth
across the globe

Increased geographic
knowledge

New colonies in
America and Asia

Vast numbers of ships
could transport raw
materials and finished
goods to and from
England’s colonies, and
to and from different
countries
Exam tips:
How might this new expansion
in travel affect ideas in a piece of
writing?

As English speakers
travelled to new parts
of this world, the
English language
interacted with the
language of other
countries through
direct encounters with
people from different
cultural and linguistic
backgrounds.
Blend with
other
languages
Diversify / develop
different varies of
spoken English in
places where English
speakers could freely
colonise
Dominate
other
languages
Assimilate / take on
new words for
overseas products
(expanded lexicon)


Empire =
An extensive group of states or
countries under a single
supreme authority.


British Empire =
Colonies of overseas territory
controlled by the British
Government or organisations
(or even individuals) coming
from Britain.

http://www.youtube.com/watch?v=N6iL5K4r
fj0

Make notes on what the British Empire was,
and how it gained global dominance.

The British Empire was the greatest empire the world
has ever seen, and for more than a century Britain was
the foremost global power. It began in the 15th and
16th centuries when global exploration sanctioned by
the English and Scotish people began to establish
overseas colonies.

There are many reasons why these colonies were
established, but one of the principal reasons was
trade and financial benefit. Initially many colonies
were established in North America and the Caribbean,
but spread to Africa and Asia.

The years 1815 to 1914 are referred to as Britain's imperial
century, and at this time, the Empire included over 14
million square miles of territory and 450 million people.

It included more than a quarter of the world's population
and it was said that the sun never set on the British Empire.
With supremacy at sea, Britain took on the role of global
policeman, sometimes called the Pax Britannica.

As well as having formal control over its own colonies, with
a dominant position in world trade Britain could effectively
control the economies of many countries including China,
Argentina and Siam.

http://www.bl.uk/learning/langlit/sounds/case
-studies/minority-ethnic/

Britain became a global language through
this process of colonisation – travelling and
settling to different parts of the world.
These countries speak English as a dominant
language:

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





USA
Canada
Britain
Ireland
Australia
New Zealand
South Africa
Several Caribbean countries

First English settlement in Virginia 1607

British English was spoken by the
newcomers.

However, over a period of time, key changes
began to emerge.

Over centuries, settlers have come from
different groups – Germans, Italians, Irish and
Jewish groups.

Read this link for lexical differences between
British English and American English

http://www.slideshare.net/arielmlee/britishenglish-vs-american-english
Some of the forms that now serve to distinguish American from
British spelling:

Deleting the ‘u’ from ‘–our’ endings e.g. color for colour,

“er” and “re” reversal: center for centre, as "centre" and
"center", "theatre" and "theater", and "metre" and "meter").

Dropping of some double-consonants - traveler for traveller

Suffix endings in British we use “-ise” for ”-ize” as in pluralise not
pluralize

Case endings, for
example, programme for program, manoeuvre for
maneuver, skilful for skillful, cheque for check, etc.).
Make sure you press F5 to view the next screens in full
screen.
See if you can correctly identify the grammatical
differences between American English and Standard
British English.
Press down for the answer.
Make sure your responses use accurate technical
terminology.

Grammar differences are not always obvious,
so you will have to look hard to spot these:
Peace talks haven’t
gotten anywhere.
In Standard English we
would write “got” instead
of “gotten” Additional suffix ending
“en”
I am available Monday
through Friday.
Deleted preposition
“to”
the word “through” is
used when Standard
English speaker might
use “until”: “I am
available Monday until
Friday.”
The shed is in back of
the building.
Missing definite article
“the”
It is five after seven.
Use of “after”
instead of “past”
I looked out the window.
Missing
preposition “of”

Compound words = two words combined to
make a new word

The American language makes use of different
compound words.
Examples on the next slides of two nouns
being combined to create a new idea/concept.
Noun
Foot
hill
Foot hill
A low hill at the base of a
mountain or mountain range.
Noun
Loan
shark
Loan shark
A moneylender who charges
extremely high rates of interest

foothill, flatlands, badlands, landslide (in all senses), overview (the
noun), backdrop, teenager, brainstorm, bandwagon, hitchhike,
smalltime,deadbeat, frontman, lowbrow and highbrow, hell-bent, foolproof,
nitpick, about-face (later verbed), upfront (in all senses), fixer-upper, noshow;

Many of these are phrases used as adverbs or (often) hyphenated
attributive adjectives: non-profit, for-profit, free-for-all, ready-to-wear,
catchall, low-down, down-and-out, down and dirty, in-your-face, nip and
tuck;

Many compound nouns and adjectives : happy hour, fall guy, capital
gain, road trip, wheat pit, head start, plea bargain; some of these are
colorful (empty nester, loan shark, ambulance chaser, buzz saw, ghetto
blaster, dust bunny), others are euphemistic (differently abled (physically
challenged), human resources, affirmative action, correctional facility).

Americans frequently create new compound
words using a noun and a preposition.

Examples on the next slide.
Noun
Stop
Over
Stopover
Visit, come by someone’s
place, especially overnight.
Noun
Run
Down
Rundown
Something that has lost-value,
poor condition
Noun
Make
over
Make-over
Something that has improved
it’s value from being done up

Many compound nouns have the form verb
plus preposition: add-on, stopover,
lineup, shakedown, tryout, spinoff, rundown ("summary"), shootout, holdup,
hideout, comeback,
cookout,kickback, makeover, takeover,
rollback ("decrease"), rip-off, come-on, shooin, fix-up, tie-in, tie-up ("stoppage"), standin. These essentially are nouned phrasal
verbs;

Some short clips

http://www.youtube.com/watch?v=XP3XANz
vNpY

http://en.wikipedia.org/wiki/American_englis
h


Bit about Australia:
http://www.authorstream.com/Presentation/
smcgree-123591-australia-presentationtravel-places-nature-ppt-powerpoint/

Britain Established a penal colony in Australia
in 1678.

This means that convicts were sent over to
Australia.

1868 was the last year convicts were sent
over. 1.7 million found themselves there!




Use of Litotes - this means a word which
suggests understatement for effect.
"not bad", "not much" and "you're not wrong"
Australian slang:
arvo (afternoon), barbie (barbecue), smoko (ciga
rette break), Aussie (Australian)
and pressie(present/gift).
Idiom – figurative phrases / expressions
There are lots of lively / playful idioms in the
language:
 “Scarce as rocking horse manure!”
 “Bald as a coot.”
 “She'll be apples”
 (Everything will be okay)

We have a rising intonation for
questions

However, Australians have a rising
intonation at the end of statements.
Canadian English contains elements of British
English and American English in its vocabulary,
as well as many distinctive Canadianisms.

http://en.wikipedia.org/wiki/New_Zealand_E
nglish
The defining characteristic of a pidgin is that it is no one's
native language: it is a second language for all its speakers

A pidgin is a language that is invented by adults who speak
different languages in order to communicate between
themselves. It has historically happened mostly in colonial
situations (i.e. situations in which people of country
colonise / settle within another country)

The grammar of the language is different for different
speakers, and seems to be based mostly on the grammar of
the native language of the individual speaker. The lexicon of
the language consists of loan-words from the various
languages in the society.


1. Native
2. Foreign settler

1. Native
2. Foreign settler
To communicate
simple ideas, basic
language patterns
will be used.

1. Native
2. Foreign settler
The language they speak will:
1. Have a short-life
2. Be a blend between the two
languages
3. Likely follow the grammar of the
dominant language
4. Have a clear and definite use (to
help to sell trade etc)

https://docs.google.com/viewer?a=v&q=cache:Ir
RnsAWNJwQJ:www.sjsu.edu/people/thom.hueb
ner/courses/Ling122/s1/12-Ling%252012217%2520%2520Pidgins%2520and%2520Creoles.ppt+pidg
in+english+powerpoint&hl=en&gl=uk&pid=bl&s
rcid=ADGEESj8ozWbnKQNhLIU5kFrOLJmcdSy
DxksEVFrftGPCVqct0s7xJpA6rg0nNqkO9yIiyhvrItvxtWAAuZssY9B8k
6TqSdNFs11WhTDiKKiCYsr4bcDk4YKB9z5KwC
VzY1n4UYtnox&sig=AHIEtbR7lOW5UJNJR0Bpd
7T7DMu3YIhckw

Since a pidgin language is a fundamentally simpler form of
communication, the grammar and phonology are usually as
simple as possible, and usually consist of:

Uncomplicated clausal structure (e.g., no embedded clauses,
complex sentence structures etc.)
Simple sentence structures
Simple connective use
Reduction or elimination of some syllables
Reduction of consonant clusters
Basic vowels, such as [a, e, i, o, u]
Use of separate words to indicate tense, usually coming before
the verb
Use of reduplication to represent plurals, superlatives or anything
to show increase example: “That bibig [bigbig]”
A lack of morphophonemic variation

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
TASK Apply these to the next slide

A creole language, or simply a creole, is a
stable natural language developed from the mixing of
parent languages; creoles differ from pidgins in that
they have been nativized by children as their primary
language, with the result that they have features of
natural languages that are normally missing from
pidgins.

The vocabulary of a creole language is largely supplied
by the parent languages, particularly that of the most
dominant group in the social context of the creole's
construction.


Geographic distribution
As a consequence of colonial European trade patterns,
most of the known European-based creole languages
arose in the equatorial belt around the world and in areas
with access to the oceans, including the coastal regions of
the Americas, western Africa, Goa and along the west
coast of India, and along the coast of Southeast Asia up
to Indonesia, Macau,
the Philippines, Malaysia, and Oceania.

Many of those creoles are now extinct, but others still
survive in the Caribbean, the north and east coasts
of South America (The Guyanas),
western Africa, Australia (see Australian Kriol language),
and in the Indian Ocean.

Some hypothesises as to how a creole language might
begin:

1. A trader may settle in a new country, and intermarry
with one of the locals. They may at first start speaking a
form of pidgin, which is then passed onto their children as
a creole.

2. In the time of the slave trade, slaves from different parts
of the world would find themselves in close and prolonged
contact with each other; a new language (pidgin) would
gradually stabilise and become the shared language by
which a new generation of children would communicate
with each other.

So when you pray, you
should pray like this: Our
Father in heaven, we pray
that your name will always
be kept holy. We pray that
your kingdom will come, and
that the things you want will
be done here on earth, the
same as in heaven. Give us
the food we need for each
day. Forgive the sins we have
done, the same as we have
forgiven the people that did
wrong to us. Don't let us be
tempted, but save us from
the Evil One.
Translation
Key constituents of
language
Lexis – word choice
Grammar / syntax – sentence
structure
Phonology and spellings
Formation of negatives
Any other observations?
Key differences between the two
texts
Double use of
pronoun:
singular and
collective
The definite
article “the” is
written
phonetically
“da” – reflects
differences in
pronunciation
– the /ð/
voiceless
dental
fricative is
sounded as a
dental stop
“d”
Grammar –
absence of
prepositions in
this sentence,
for example
absence of the
word “to”
Simplified
lexis – feature
of creole
The word
“peopo” –
simplification
of the
phoneme “le”
of the
standard
English word :
“people”, to
the easier “o”
vowel reflecting the
pronunciation
of the word
The text is Hawaiian
Englis Creole– the
dominant lexis in the
text is English; however,
there are words that
would be
unrecognisable to an
English native speaker.
The word “jalike” and
“huhu” are presumably
features of the native
spoken Hawaiian
language, which are
adapted and embedded
into this form of Creole
language.

Creolisation definitely does not happen to all pidgins. Some pidgins just go on
being pidgins for a long period or even a short period, and then die out because
there is no further use for them.

Creolisation is the process whereby a pidgin becomes a creole. For this to happen
there has to be a stable community (i.e. one where children are born and grow up)
where the creole is spoken. The pidgin becomes a creole at the point where
children grow up speaking it as their first language (usually because their parents
have no other language in common, and sometimes because the whole
community already use the pidgin as their main language, even though they also
know other languages.) For example, in Papua New Guinea, there are now urban
communities of people who originally came from villages in different parts of the
country.

Pidgin is the main language in these communities because the original languages
of the adults are completely different from each other. While the adults are still
pidgin speakers (because for them, it's a second language) the children who grow
up with the pidgin as their first language are actually creole speakers, and the
pidgin has turned into a creole. If they have children, the children will learn the
creole as their first language and so it will go on, just like any other language
passed from generation to generation.

5. Most of the Caribbean creoles have a similar history.
Europeans traded goods for slaves along the African coast
for several hundred years. A pidgin form of the European
language (for example, English) was spoken by the traders
on both sides of the transaction. The slaves were divided up
into groups without a common language (there are many
hundreds of different languages in West Africa, and slaves
were taken from all over the region). This was a deliberate
strategy to prevent rebellion. The slaves learnt the pidgin in
order to communicate with each other (and with their
masters, although this was probably less important.) After a
time, the slaves had chidren who grew up in a
pidgin-speaking environment and learnt the pidgin as their
first language. Thus the pidgin became a creole.

http://www.youtube.com/watch?v=wqHZ7Nu
l-g0
Key term
Definition
When to apply
Inflection
This refers to the way that a word changes
form to show tense or number.
For example, “To run” becomes “running” in
the present tense.
The noun “man” becomes a “men” to show
more than one.
This is a very useful term to
have at hand, as you can
apply it to almost any
transcript. If a verb is
indicated in an unusual way,
comment on its unusual
inflection.
Inkhorn
In Early Modern English, to appeal to an
intellectual audience, some writers would
‘awkwardly’ borrow latin words, and use these
in their writing in an elaborate fashion. These
will have now fallen out of usage from the
language we use today. Words that have not
survived include:
fatigate, deruncinate, subsecive, nidulate, abste
rgify,arreption, suppeditate, eximious, illecebro
us, cohibit, dispraise .
If you come across words
used in an Early modern
English transcript that fit this
latin description, you can
hypothesise that they are
“inkhorn” words.

Excellent phonetics website!

http://www.uiowa.edu/~acadtech/phonetics/
english/frameset.html