By Arthur Lalanne Kimball
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If all the plosives sound voiced to you, this will be because you are adding a vowel (which are all voiced) and your voiceless plosives are picking up some of the vowel’s voiced quality. For example, you might be adding the vowel / /. If you are doing this, make the voiceless sounds as if you were whispering them. Fricatives: f v θ ð s z ∫ з h While plosives are produced by completely obstructing the airflow, fricatives involve a Working with texts 42 lesser obstruction where air is forced through in a steady stream, resulting in friction rather than explosion.
For example, the following are quite common: Working with texts 20 btw=by the way pls=please f2f=face to face IRL=in real life asl=age, sex, location (asked of participants in chatrooms) ru=are you 2=to, too y=why afk=away from the keyboard bak=back at the keyboard cya=see you Activity Another area where children can teach us a lot about the resources of written texts is that of sound effects. The writing system has a range of ways to call up some of the aspects of sound that we learn to pay attention to as part of the meaning of spoken language.
Note: see satellite texts: The Language of Advertising, The Language of ICT Text: Boots No. 7 Signs and sounds 35 Working with texts 36 WHO’S IN THE PICTURE? At the beginning of this unit, the focus was on signs and symbols involving non-human images. But as you saw more recently in this unit, images can also feature people and, as with all the signs that have been studied so far, there is no such thing as simple neutrality: Signs and sounds 37 the way people are represented can call up powerful connotations that work alongside the verbal language in a text.