Other Fan Fiction ❯ Project II ❯ Project Example ( Chapter 1 )

Example Project:

 

English II World Literature

Language Creation Project

 

 

Section I:

Overview

There will be two parts to this project. The first will be an analysis of language while considering the importance of language and the impact of language's evolution through technology.

 

Content

You will develop a technology text based conversation using cellphone texting, online instant messaging, or an online chatroom. Record the conversation verbatim, save the document and print it. Then directly translate the conversation.

 

A direct translation should include any misspellings with word suggestions in parenthesis after the word. Acronyms should be fully spelled out. Any lack of punctuation should be included in the direct translation. Direct translations do not include implication or semantic translation. Translations should be in paragraph form.

 

Gh3770gUrL: hi how ru

EmbarChicken: I'm doing alright

Gh3770gUrL: thats kewl u doing nething rite now ?????

EmbarChicken: Just finishing up my project for a class. How about you?

Gh3770gUrL: sux im hungry

Gh3770gUrL: theres nothing 2 eat

Gh3770gUrL: but i dont wan 2 go out either

EmbarChicken: That would be a predicament. I like to grab enough for

later when I go out to eat so I don't have to go out more than once. I usually get hungry later anyway.

Gh3770gUrL: thats a gud idea i have no muny neway :'(

EmbarChicken: I dunno what to tell you about that ^ ^;;; Sorry

 

hi how ru (are you?) I'm doing alright thats kewl (cool) doing nething (anything) rite (right) now ????? Just finishing up my project for a class. How about you? sux (sucks) im (I'm) hungry theres nothing 2 (to) eat but I dont wan (want) 2 go out either That would be a predicament. I like to grab enough for later when I go out to eat so I don't have to go out more than once. I usually get hungry later anyway. thats a gud (good) idea i have no muny (money) neway (anyway) :'( I dunno (don't know) what to tell you about that ^ ^;;; Sorry

 

 

Then, translate the conversation into a human translation. This should include proper use of grammar, spelling, implication, and context.

 

Hi, how are you? I'm doing alright. That's cool. Are you doing anything right now? Just finishing up my project for a class. How about you? That sucks. I'm hungry, but there's nothing to eat and I don't want to go out either. That would be a predicament. I like to grab enough for later when I go out to eat, so I don't have to go out more than once. I usually get hungry later anyway. That's a good idea, but I have no money anyway. I don't know what to tell you about that. I'm sorry.

 

Next, provide an analysis of the differences between the original conversation and the human translation. Note the importance of structure, spelling, grammar, and use of words and phrases. Consider the cultural and technological impact on speech. Answer the provided questions as a guideline to understanding the implications of technology.

 

Section II:

Content

Create your own language on the basis of your personality and culture. Use any topic of interest (e.g. architecture, animals, science, relationships, etc.). The language should include:

 

Minimum 50 words

Grammar and conventions

Sentence structure, conjugation

 

Create a paragraph, minimum one third single-spaced page utilizing your language and proper use of grammar, conventions, and structure. Be prepared to explain the basis of your language, what affects your language, and the nature itself of your created language. Provide an English translation.

 

Because language is such a complex system, take into account the different aspects of languages across the cultures. For example, in Latin, the letter `o' added to a word makes it a command, whereas in Japanese, an `o' added to a word connotates politeness and formality.

 

 

 

Conjugation

Does the language need conjugation? Why or why not? In English, grammatical convention is important to correctly convey ideas and meanings. The rules of grammar apply to every language in order to form cohesion to create understanding. Otherwise, the language would be chaos. In Japanese, verbs and adjectives are conjugated differently, in order to tell the difference between a verb and an adjective, as well as the tense.

 

For example:

 

 

Verb Conjugation of “ru” verbs:

Dictionary

Form

Present

Positive

Present

Negative

Past

Positive

Past Negative

Taberu

Tabemasu

Tabemasen

Tabemashita

tabemasendeshite

 

Adjective Conjugation of “na” adjectives:

Dictionary

Form

Present

Positive

Present

Negative

Past

Positive

Past Negative

Shizuka na

Shizuka desu

Shizukajaari

masen

Shizuka

deshita

Shizukajaarimasen

deshita

 

 

 

The Japanese language is also conjugated based on the need and situation. A formal conversation conjugates differently from an informal situation.

 

For example: The way I speak to my mother is different from how I might speak to my teacher. Consider:

 

Mother, may I play with my friends? Haha, asondemoiidesu.

 

Teacher, may I play with my friends? Sensei, watashi to watashi no tomodachi o asondemoiidesu ka

 

Both sentences convey the request to play with your friends, however when speaking to

your mother, the personalized style haha for mother is used, instead of okaasan. Also,

the marker `ka' is not used to end the sentence in a question. Instead, the reliance is on

tone and informality to ask the question. When asking your teacher, the polite marker `o'

is used, as well as clarifying the subject, `watashi' or `I'.

 

 

Consider

Some ideas to consider within language are:

 

Parts of speech and particles

Gender within speech

Dialect/colloquialisms

Homonyms/homophones

Word play or puns

Word evolution and context

 

While all of these do not need to be used, they should be considered in how you each

appeal to your personal life as to whether or not you wish to include them.

 

Example:

 

I spoof

Mother moof

Father foof

Brother boof

Sister goof

Dog bigg

Cat splat

House morf

School shef

Study piggis

Teach spammish

English (language) Gibjab

Breakfast crunchmush

Dinner slushmush

 

 

Grammatical structure:

Verb comes first, subject second or last and is modified with “ca”, adjectives either before nouns or at the end of the sentence.

The particle “n” proceeds which verb or noun is modified by an adjective or adverb.

Particles such as “a” or “the” have no equivalent.

Present tense is assumed for verbs with no conjugation.

Verbs always end in either “-is” or “-ish” and are conjugated to past tense by dropping either “is” or “-ish” and replacing with “-did.”

Possessives are assumed. To clarify a possessive, merely add the possessor before the object. The inclusion of more than one subject or object is attained by surrounding the subsequent objects with dashes.

Direct objects come directly after the subject which possesses the verb.

 

Piggis spoof moof -goof—shef. My mother and sister study at school.

 

Spammdid splat Gibjab ca spoof. The cat taught me English.

 

 

 

 

 

 

All projects will be presented to the class before turned in. Follow the rubric for grading percentages. And, remember to have fun!