Tuesday 30 May 2017
COMPONENT 1B - Example questions and answers...
...coming over the next few days. Please keep checking back, and inform the group chat that the blog is being actively updated.
COMPONENT 1B - STANDARD/NON-STANDARD
Remember, you will be given a choice of THREE questions, and you should only answer ONE.
You have been taught the following three subjects, and so you should identify which of the three questions you are able to answer:
*Language and Power
*Language and Situation
*Standard and non-standard English
You must NOT ANSWER any questions about CHILD LANGUAGE ACQUISITION or questions which focus around how small children use language. You have NOT been taught this.
So, what might come up?
Standard/Non-Standard - Things that could come up
*A transcript of a somebody using regional dialect/ dialect causing confusion in some way
*A published text which is deliberately altering its formality to appeal to a particular audience.
*A text which uses youth idiolect/sociolect
*A text where a linguistic (such as Cryzzer) gives their opinions about standard English.
*A list of public responses to a dialect (such as the Daily Mail comments re: rastamouse)
Basically, any text where SE is important.
Whatever comes up, you need to write around 2-3 paragraphs (a third of your essay) on the different ways power is being displayed within the extract. Once you have done this, you need to refer to you own wider reader on a similar topic, and write at least 4 paragraphs explaining how SE is important in your wider reading.
IMPORTANT
Within this section, it may well be that the examiner shows you a PRESCRIPTIVIST view or a DESCCRIPTIVIST view s your stimulus text. If this happens, rather than analysing the language itself, you should instead aim to identify the different attitudes which are shown within the extract. In a later post, I'll show you a few examples of how to do this.
However, this MUST be on a similar type of power,
Because of this, it is essential that you do enough wider reading on all of the possible branches of SE/NSE so that you will be prepared for whatever comes up.
So...
1. Ensure you research and memorise at least SIX extracts where regional dialect is an issue
2. Do the same for around FOUR texts where PRESCRIPTIVISTS give their opinions on SE
3. Do the same for around FOUR texts where DESCRIPTIVISTS give their opinions on SE.
4. Do the same for around FIVE texts where authors have used NSE to appeal to different audiences.
All of the above can be things you have found yourself. Really, this is in your own hands. Although, we have looked at more than enough stuff in class, so you need to refer to your files/notes.
If this doesn't make sense to you, please let me know.
Nick
You have been taught the following three subjects, and so you should identify which of the three questions you are able to answer:
*Language and Power
*Language and Situation
*Standard and non-standard English
You must NOT ANSWER any questions about CHILD LANGUAGE ACQUISITION or questions which focus around how small children use language. You have NOT been taught this.
So, what might come up?
Standard/Non-Standard - Things that could come up
*A transcript of a somebody using regional dialect/ dialect causing confusion in some way
*A published text which is deliberately altering its formality to appeal to a particular audience.
*A text which uses youth idiolect/sociolect
*A text where a linguistic (such as Cryzzer) gives their opinions about standard English.
*A list of public responses to a dialect (such as the Daily Mail comments re: rastamouse)
Basically, any text where SE is important.
Whatever comes up, you need to write around 2-3 paragraphs (a third of your essay) on the different ways power is being displayed within the extract. Once you have done this, you need to refer to you own wider reader on a similar topic, and write at least 4 paragraphs explaining how SE is important in your wider reading.
IMPORTANT
Within this section, it may well be that the examiner shows you a PRESCRIPTIVIST view or a DESCCRIPTIVIST view s your stimulus text. If this happens, rather than analysing the language itself, you should instead aim to identify the different attitudes which are shown within the extract. In a later post, I'll show you a few examples of how to do this.
However, this MUST be on a similar type of power,
Because of this, it is essential that you do enough wider reading on all of the possible branches of SE/NSE so that you will be prepared for whatever comes up.
So...
1. Ensure you research and memorise at least SIX extracts where regional dialect is an issue
2. Do the same for around FOUR texts where PRESCRIPTIVISTS give their opinions on SE
3. Do the same for around FOUR texts where DESCRIPTIVISTS give their opinions on SE.
4. Do the same for around FIVE texts where authors have used NSE to appeal to different audiences.
All of the above can be things you have found yourself. Really, this is in your own hands. Although, we have looked at more than enough stuff in class, so you need to refer to your files/notes.
If this doesn't make sense to you, please let me know.
Nick
COMPONENT 1B - SITUATION
Remember, you will be given a choice of THREE questions, and you should only answer ONE.
You have been taught the following three subjects, and so you should identify which of the three questions you are able to answer:
*Language and Power
*Language and Situation
*Standard and non-standard English
You must NOT ANSWER any questions about CHILD LANGUAGE ACQUISITION or questions which focus around how small children use language. You have NOT been taught this.
So, what might come up?
Language and Situation - Things that could come up
*A transcript of a conversation where the SITUATION affects what is being said.
*A text which shows a lack of political correctness (where you would have to analyse what parts of language have become unacceptable over time)
*A text where people are employing politeness strategies.
*A text where FACE is important.
Basically, any text where CONTEXT/SITUATION is important.
Whatever comes up, you need to write around 2-3 paragraphs (a third of your essay) on the different ways that the situation is affecting how language is used within the extract. Once you have done this, you need to refer to you own wider reader on a similar topic, and write at least 4 paragraphs explaining how different situations affect language in your wider reading.
However, this MUST be on a similar type of situation.
Eg:
If your extract is to do with instrumental power - so must your wider reading be.
If your extract is about political correctness - so must your wider reading be,
If your extract is about politeness - so must your wider reading be.
Understood?
Because of this, it is essential that you do enough wider reading on all of the possible branches of SITUATION so that you will be prepared for whatever comes up.
So...
1. Ensure you research and memorise at least SIX non-politically correct texts.
2. Ensure you memorise and revise at least FOUR transcripts where politeness and accommodation are important.
3. Ensure you memorise and revise at least FIVE transcripts where FACE is important.
All of the above can be things you have found yourself. Really, this is in your own hands. Although, we have looked at more than enough stuff in class, so you need to refer to your files/notes.
So then, if you get a SITUATION question about FACE, all you need to do is write 2 PGs on the extract, and then 4 on all the other FACE transcripts you have revised.
If this doesn't make sense to you, please let me know.
Nick
You have been taught the following three subjects, and so you should identify which of the three questions you are able to answer:
*Language and Power
*Language and Situation
*Standard and non-standard English
You must NOT ANSWER any questions about CHILD LANGUAGE ACQUISITION or questions which focus around how small children use language. You have NOT been taught this.
So, what might come up?
Language and Situation - Things that could come up
*A transcript of a conversation where the SITUATION affects what is being said.
*A text which shows a lack of political correctness (where you would have to analyse what parts of language have become unacceptable over time)
*A text where people are employing politeness strategies.
*A text where FACE is important.
Basically, any text where CONTEXT/SITUATION is important.
Whatever comes up, you need to write around 2-3 paragraphs (a third of your essay) on the different ways that the situation is affecting how language is used within the extract. Once you have done this, you need to refer to you own wider reader on a similar topic, and write at least 4 paragraphs explaining how different situations affect language in your wider reading.
However, this MUST be on a similar type of situation.
Eg:
If your extract is to do with instrumental power - so must your wider reading be.
If your extract is about political correctness - so must your wider reading be,
If your extract is about politeness - so must your wider reading be.
Understood?
Because of this, it is essential that you do enough wider reading on all of the possible branches of SITUATION so that you will be prepared for whatever comes up.
So...
1. Ensure you research and memorise at least SIX non-politically correct texts.
2. Ensure you memorise and revise at least FOUR transcripts where politeness and accommodation are important.
3. Ensure you memorise and revise at least FIVE transcripts where FACE is important.
All of the above can be things you have found yourself. Really, this is in your own hands. Although, we have looked at more than enough stuff in class, so you need to refer to your files/notes.
So then, if you get a SITUATION question about FACE, all you need to do is write 2 PGs on the extract, and then 4 on all the other FACE transcripts you have revised.
If this doesn't make sense to you, please let me know.
Nick
COMPONENT 1B - POWER
Remember, you will be given a choice of THREE questions, and you should only answer ONE.
You have been taught the following three subjects, and so you should identify which of the three questions you are able to answer:
*Language and Power
*Language and Situation
*Standard and non-standard English
You must NOT ANSWER any questions about CHILD LANGUAGE ACQUISITION or questions which focus around how small children use language. You have NOT been taught this.
So, what might come up?
Language and Power - Things that could come up
*A transcript of a conversation where POWER is an important factor.
*A transcript of a political speech or another type of speech where POWER is an important factor.
*A transcript from a courtroom/parliament where POWER is being exerted.
*An advert, or a transcript from an advert where the company exerts influential POWER.
*A charity leaflet.
*An extract from a contract or legal document which exerts instrumental POWER.
*An extract showing somebody's opinions about power in conversation.
Basically, any text where POWER is important.
Whatever comes up, you need to write around 2-3 paragraphs (a third of your essay) on the different ways power is being displayed within the extract. Once you have done this, you need to refer to you own wider reader on a similar topic, and write at least 4 paragraphs explaining how power is displayed in your wider reading.
However, this MUST be on a similar type of power,
Eg:
If your extract is a political text - your wider reading must all refer to political power
If your extract is from an advertisement - all your wider reading must be about power in advertising
If your extract is from a spontaneous conversation - all your wider reading must be about power in conversation.
Understood?
Because of this, it is essential that you do enough wider reading on all of the possible branches of POWER so that you will be prepared for whatever comes up.
So...
1. Ensure you research and memorise at least SIX really powerful adverts, and ensure you are able to discuss how power works within them.
2. Do the same for around FOUR political speeches.
3. Do the same for around FIVE conversational transcripts.
4. Do the same for around FIVE examples of legalese.
5. Do the same for around THREE transcripts from school/workplace etc.
All of the above can be things you have found yourself. Really, this is in your own hands. Although, we have looked at more than enough stuff in class, so you need to refer to your files/notes.
So then, if you get a POWER question on Power in Advertising, all you need to do is write 2 PGs on the extract, and then 4 on all the other adverts you have revised/memorised.
If this doesn't make sense to you, please let me know.
Nick
You have been taught the following three subjects, and so you should identify which of the three questions you are able to answer:
*Language and Power
*Language and Situation
*Standard and non-standard English
You must NOT ANSWER any questions about CHILD LANGUAGE ACQUISITION or questions which focus around how small children use language. You have NOT been taught this.
So, what might come up?
Language and Power - Things that could come up
*A transcript of a conversation where POWER is an important factor.
*A transcript of a political speech or another type of speech where POWER is an important factor.
*A transcript from a courtroom/parliament where POWER is being exerted.
*An advert, or a transcript from an advert where the company exerts influential POWER.
*A charity leaflet.
*An extract from a contract or legal document which exerts instrumental POWER.
*An extract showing somebody's opinions about power in conversation.
Basically, any text where POWER is important.
Whatever comes up, you need to write around 2-3 paragraphs (a third of your essay) on the different ways power is being displayed within the extract. Once you have done this, you need to refer to you own wider reader on a similar topic, and write at least 4 paragraphs explaining how power is displayed in your wider reading.
However, this MUST be on a similar type of power,
Eg:
If your extract is a political text - your wider reading must all refer to political power
If your extract is from an advertisement - all your wider reading must be about power in advertising
If your extract is from a spontaneous conversation - all your wider reading must be about power in conversation.
Understood?
Because of this, it is essential that you do enough wider reading on all of the possible branches of POWER so that you will be prepared for whatever comes up.
So...
1. Ensure you research and memorise at least SIX really powerful adverts, and ensure you are able to discuss how power works within them.
2. Do the same for around FOUR political speeches.
3. Do the same for around FIVE conversational transcripts.
4. Do the same for around FIVE examples of legalese.
5. Do the same for around THREE transcripts from school/workplace etc.
All of the above can be things you have found yourself. Really, this is in your own hands. Although, we have looked at more than enough stuff in class, so you need to refer to your files/notes.
So then, if you get a POWER question on Power in Advertising, all you need to do is write 2 PGs on the extract, and then 4 on all the other adverts you have revised/memorised.
If this doesn't make sense to you, please let me know.
Nick
Tuesday 23 May 2017
COMPONENT 1B - WALKTHROUGH
The Basics
Remember - 1/3 on the extract, 2/3 on your own wider knowledge
This exam is TWO HOURS long, and contains two sections.
Section A - Spoken Language Analysis
Section B - Language Issues
The section are EQUALLY WEIGHTED (60 marks per section), so you should spend roughly half of the time you are given on each text. You MAY feel you can devote 5 more minutes to section A, as it requires more reading and planning.
Section B - What to expect
You will be given a CHOICE of THREE questions. You MUST ensure that you only answer ONE, which will take the form of a 6-9 paragraph essay. You do not need an introduction
.
You have been preparing for this section of the exam by studying a variety of concepts:
Standard and Non-Standard English
Appropriateness of English use in a certain situation
Regional Dialect
Attitudes towards non-standard variations of English
Received Pronunciation
The crossover between spoken and written English.
Language and Power
Status in a particular situation
Conversation Analysis
Power in the media
Political Language
Legal Language
Language in advertising
Language and Situation
Formal and informal contexts (convergence, divergence, formality, code-switching)
Participants and purpose
Politeness
Face Theory
Political Correctness
Other Englishes
There will be a question on at least TWO of the above topics. If you are lucky, there will be a question on each of them. You MAY need to read the keywords of each question to identify which area the question relates to.
Each question will provide you with a short extract. This may be somebody's opinion, a short transcript, or a cutting from a complete text. Whatever the question is, it will ALWAYS ask you to use the extract as a starting point to answer the question, and then use your wider knowledge to finish your essay.
You should aim to answer this question on a 1 third vs 2 thirds basis. No more than 2-3 paragraphs on the extract, and then around 4-6 on your wider knowledge.
This section should be EXTREMELY accessible for you, if you put in the hours with your wider reading. To a certain extent, you should be able to prepare for around 5-6 eventualities, and then just write what you have prepared once you identify a relevant question.
DO NOT ANSWER ON CHILD LANGUAGE ACQUISITION OR ANYTHING TO DO WITH HOW CHILDREN USE LANGUAGE.
I will go into more detail about how to answer this question in a separate blog post.
Remember - 1/3 on the extract, 2/3 on your own wider knowledge
This exam is TWO HOURS long, and contains two sections.
Section A - Spoken Language Analysis
Section B - Language Issues
The section are EQUALLY WEIGHTED (60 marks per section), so you should spend roughly half of the time you are given on each text. You MAY feel you can devote 5 more minutes to section A, as it requires more reading and planning.
Section B - What to expect
You will be given a CHOICE of THREE questions. You MUST ensure that you only answer ONE, which will take the form of a 6-9 paragraph essay. You do not need an introduction
.
You have been preparing for this section of the exam by studying a variety of concepts:
Standard and Non-Standard English
Appropriateness of English use in a certain situation
Regional Dialect
Attitudes towards non-standard variations of English
Received Pronunciation
The crossover between spoken and written English.
Language and Power
Status in a particular situation
Conversation Analysis
Power in the media
Political Language
Legal Language
Language in advertising
Language and Situation
Formal and informal contexts (convergence, divergence, formality, code-switching)
Participants and purpose
Politeness
Face Theory
Political Correctness
Other Englishes
There will be a question on at least TWO of the above topics. If you are lucky, there will be a question on each of them. You MAY need to read the keywords of each question to identify which area the question relates to.
Each question will provide you with a short extract. This may be somebody's opinion, a short transcript, or a cutting from a complete text. Whatever the question is, it will ALWAYS ask you to use the extract as a starting point to answer the question, and then use your wider knowledge to finish your essay.
You should aim to answer this question on a 1 third vs 2 thirds basis. No more than 2-3 paragraphs on the extract, and then around 4-6 on your wider knowledge.
This section should be EXTREMELY accessible for you, if you put in the hours with your wider reading. To a certain extent, you should be able to prepare for around 5-6 eventualities, and then just write what you have prepared once you identify a relevant question.
DO NOT ANSWER ON CHILD LANGUAGE ACQUISITION OR ANYTHING TO DO WITH HOW CHILDREN USE LANGUAGE.
I will go into more detail about how to answer this question in a separate blog post.
COMPONENT 1A - WALKTHROUGH
The Basics
This exam is TWO HOURS long, and contains two sections.
Section A - Spoken Language Analysis
Section B - Language Issues
The section are EQUALLY WEIGHTED (60 marks per section), so you should spend roughly half of the time you are given on each text. You MAY feel you can devote 5 more minutes to section A, as it requires more reading and planning.
Section A - What to expect
You will almost certainly be given TWO spoken transcripts from the same genre or related genres. The question will be rather general and will usually just ask you to analyse the spoken language of each text, as examples of that genre. So, you will need to make judgements about where it is taking place, who is speaking and who is listening. Once you identify these factors, you will be able to make points about whether or not the communication flows the way you would expect it to.
The texts WILL contain specific spoken language features such as non-fluency features, power struggles, politeness features etc. You should aim to analyse SPECIFIC spoken features where possible, though you normal linguistic terminology is relevant throughout.
Essentially, the examiner wants you to do the following things:
*Introduce and analyse each text EQUALLY, making CLOSE ANALYSIS of each text.
*Point out what is actually going on in the text by making a variety of points, and relating this to the context.
*Make close and valid comparisons between the texts analysing specific differences you are able to identify, and explaining this via context, speaker, listener etc.
Amount:
Obviously, your aim is to write as much QUALITY analysis as possible, shared equally amongst the texts. I would aim to make a MINIMUM of SEVEN individual points per text (14 in total). Remember, however, not every paragraph needs to be long and sprawling (although some might). Some might just be extremely concise, based on one specific word or phrase, whilst others may need 3-4 separate pieces of evidence to support them. Essentially, each PG should take you around 4 minutes to write, so you might want to practice writing individual paragraphs as part of your preparation.
Things to remember and watch out for:
*Timings. If you are spending too long on a point, wrap it up and move on. Variety is essential.
*Balance. If you have gone over the half way point and are still on Text A, wrap it up and move on. An equal analytical balance is essential.
*Theories. Whilst we can not guarantee which of these will be relevant, it is possible you will need to mention Power, Grice's Maxims, Face, Politeness etc and relate this to context. (eg, identify a politeness feature and explain why the context has made this happen)
*Anomalies. Remember, a transcript won't always pan out the way you expect it to. Sometimes you are looking for points which are odd or surprising. (eg, it is totally inappropriate for someone to commit a FTA here - this is not what we would expect in this context.)
*Pragmatics. Always use PLENTY of terms per PG. However, don't just list term after term. Identify the important ones, and analyse closely any words or phrases which are interesting or significant in this context.
For example - "You rebel scum are no match for the power of the Dark Side."
Don't analyse like this, "The second person pronoun, premodifying adjective, colloquial noun, conjunction, negated abstract noun, preposition, definite article, abstract noun and proper noun show that the Emperor is confident of his army's might."
Instead, focus on pragmatics, "Within the statement, the colloquial noun 'scum' connotes the Emperor's hatred of the plural noun 'rebels', whereas the abstract noun 'power' implies a lack of hope for them. Interestingly, the adjective 'Dark' implies that he knows he is a bad guy, but doesn't care.
This exam is TWO HOURS long, and contains two sections.
Section A - Spoken Language Analysis
Section B - Language Issues
The section are EQUALLY WEIGHTED (60 marks per section), so you should spend roughly half of the time you are given on each text. You MAY feel you can devote 5 more minutes to section A, as it requires more reading and planning.
Section A - What to expect
You will almost certainly be given TWO spoken transcripts from the same genre or related genres. The question will be rather general and will usually just ask you to analyse the spoken language of each text, as examples of that genre. So, you will need to make judgements about where it is taking place, who is speaking and who is listening. Once you identify these factors, you will be able to make points about whether or not the communication flows the way you would expect it to.
The texts WILL contain specific spoken language features such as non-fluency features, power struggles, politeness features etc. You should aim to analyse SPECIFIC spoken features where possible, though you normal linguistic terminology is relevant throughout.
Essentially, the examiner wants you to do the following things:
*Introduce and analyse each text EQUALLY, making CLOSE ANALYSIS of each text.
*Point out what is actually going on in the text by making a variety of points, and relating this to the context.
*Make close and valid comparisons between the texts analysing specific differences you are able to identify, and explaining this via context, speaker, listener etc.
Amount:
Obviously, your aim is to write as much QUALITY analysis as possible, shared equally amongst the texts. I would aim to make a MINIMUM of SEVEN individual points per text (14 in total). Remember, however, not every paragraph needs to be long and sprawling (although some might). Some might just be extremely concise, based on one specific word or phrase, whilst others may need 3-4 separate pieces of evidence to support them. Essentially, each PG should take you around 4 minutes to write, so you might want to practice writing individual paragraphs as part of your preparation.
Things to remember and watch out for:
*Timings. If you are spending too long on a point, wrap it up and move on. Variety is essential.
*Balance. If you have gone over the half way point and are still on Text A, wrap it up and move on. An equal analytical balance is essential.
*Theories. Whilst we can not guarantee which of these will be relevant, it is possible you will need to mention Power, Grice's Maxims, Face, Politeness etc and relate this to context. (eg, identify a politeness feature and explain why the context has made this happen)
*Anomalies. Remember, a transcript won't always pan out the way you expect it to. Sometimes you are looking for points which are odd or surprising. (eg, it is totally inappropriate for someone to commit a FTA here - this is not what we would expect in this context.)
*Pragmatics. Always use PLENTY of terms per PG. However, don't just list term after term. Identify the important ones, and analyse closely any words or phrases which are interesting or significant in this context.
For example - "You rebel scum are no match for the power of the Dark Side."
Don't analyse like this, "The second person pronoun, premodifying adjective, colloquial noun, conjunction, negated abstract noun, preposition, definite article, abstract noun and proper noun show that the Emperor is confident of his army's might."
Instead, focus on pragmatics, "Within the statement, the colloquial noun 'scum' connotes the Emperor's hatred of the plural noun 'rebels', whereas the abstract noun 'power' implies a lack of hope for them. Interestingly, the adjective 'Dark' implies that he knows he is a bad guy, but doesn't care.
Friday 12 May 2017
COMPONENT 2A - Letters
If you get a question based on letters, look out for the following conventions. If they are there, then you can comment on them. If you find the EXACT OPPOSITE, then you can comment on how unusual that is. Either way, you win!
Letters
The older they are, they are more likely to be/show/have/display...
Written by people who are generally more literate and adventurous with language due to higher prestige of the form; look out in particular for particular people and how their role is reflected within the letter (explorers, writers etc - only letters from reputable individuals will have survived); more formal in tone; aimed at higher classes - consider how literate the population would have been; letters were far more practical - once upon a time they would have been the only real way of communicating over long distances. This would affect the content hugely; people generally more skilled and proficient at letter writing; lots of mention of love as often letters would be kept and saved if they were significant; lots of mentions of God due to more religious society; formal and proper uses of SE/grammar; strict social conventions.
The newer they are, they are more likely to be/show/have/display...
Written by anybody; aimed at a much wider audience; letters now written to show sentimentality or to raise importance of the communication; lower standards of grammar/SE; not as many social conventions or standards; much more choice and freedom; may include multi-modal aspects; may include intrusions from similar formats such as text/email (emoticons, phonetics spelling, homophones, abbreviations); often associated with military/complaints/legal processes; more casual in terms of subject matter.
COMPONENT 2A - Recipes
If you get a question based on recipes, look out for the following conventions. If they are there, then you can comment on them. If you find the EXACT OPPOSITE, then you can comment on how unusual that is. Either way, you win!
Recipes
The older they are, they are more likely to be/show/have/display...
Written by cooks, for cooks; authoritative in tone; aimed at higher classes or people who are servants to higher class people; cooking is a practical and necessary thing; cooking may often be done on a grander scale; lots of presupposition because of the fact that the people reading it already do the job (knowledge of methods, equipment, amounts, measurements will be assumed); less sterile environment; archaic ingredients and attitudes will be shown; often recipes seem to be unappealing by today's standards showing a change in tastes.
The newer they are, they are more likely to be/show/have/display...
Written by celebrity chefs (maybe - but be careful); aimed at a much wider audience; cooking is now a hobby/done for enjoyment; creativity is key; multi-sensory approach due to new technologies; much less presupposition; much squeamish attitudes towards ingredients/ more sterile environment; much more choice and freedom (cloaked imperatives/face); different equipment available.
Recipes
The older they are, they are more likely to be/show/have/display...
Written by cooks, for cooks; authoritative in tone; aimed at higher classes or people who are servants to higher class people; cooking is a practical and necessary thing; cooking may often be done on a grander scale; lots of presupposition because of the fact that the people reading it already do the job (knowledge of methods, equipment, amounts, measurements will be assumed); less sterile environment; archaic ingredients and attitudes will be shown; often recipes seem to be unappealing by today's standards showing a change in tastes.
The newer they are, they are more likely to be/show/have/display...
Written by celebrity chefs (maybe - but be careful); aimed at a much wider audience; cooking is now a hobby/done for enjoyment; creativity is key; multi-sensory approach due to new technologies; much less presupposition; much squeamish attitudes towards ingredients/ more sterile environment; much more choice and freedom (cloaked imperatives/face); different equipment available.
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