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Oral Language: Introduction
Oral language is about speaking.
This section describes what happens when people talk. For most of the time, we take oral language for granted. Young children appear to learn to speak without the intervention of parents or teachers. It just seems to happen naturally. When something goes wrong with speech - through deafness, strokes, accidents - we begin to realise what a complex achievement it is. Someone learning or teaching English as a second language will also be conscious of the complexities of oral language.
In writing this section, we were very aware of the unsuitability of the written medium for discussing spoken language. It is much easier to describe syntax and morphology because these appear in the written form of the language, which is what books are designed for. Writing involves no sound; the symbols are taken in by the eye. When we speak, however, we are using organised sounds that are taken in by the ear. It is very much harder, therefore, to convey spoken language because understanding depends on being able to hear different sounds, rhythms, and patterns of intonation. The examples need to be heard rather than seen. This part of the book can deal with only some of the concepts and information about speech and suggest other elements to look for. A videotape, entitled Oral Language, accompanies this book. We were also aware that for most teachers, the study of oral language is completely new territory. We can assume that most people have a nodding acquaintance with nouns or verbs. We cannot assume that people know much about the mechanics of speaking. However, although the unfamiliarity of the content in this section might cause some initial alarm, the material is not intrinsically difficult.
Many teachers now have in their classrooms students for whom English is a second language. To be able to assist these students with learning to speak English, it is important that teachers understand about oral language.
Our greatest use of language is in speaking. In the past, however, language study in schools concentrated almost entirely on the written language. Because of this emphasis, the written form was often perceived as somehow superior, spoken language being regarded as a poor and imperfect reflection of writing. Some early school inspectors' reports record harsh criticism of students who did not pronounce every letter in a word or who used the elisions and assimilations of natural spoken English. Such criticisms were based on false assumptions of how spoken English works. Spoken and written language are different. Although the rules of syntax described in The Grammar Toolbox apply to both spoken and written language, there are significant differences in their use.
To understand about spoken language is to understand about one of the most remarkable and versatile human faculties that unites us all, old and young, girl and boy, Maori and Pakeha, teacher and student

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Written language
A written language is the representation of a language by means of a writing system. Written language is an invention in that it must be taught to children; children will pick up spoken language (oral or sign) by exposure without being specifically taught.
A written language exists only as a complement to a specific spoken language, and no natural language is purely written. However, extinct languages may be in effect purely written when only their writings survive.[citation needed]
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Written language vs. spoken language
Written languages change more slowly than corresponding spoken languages. When one or more registers of a language come to be strongly divergent from spoken language, the resulting situation is called diglossia. However, such diglossia is often considered as one language, between literary language and other registers, especially if the writing system reflects its pronunciation.
Native readers and writers of English are often unaware that the complexities of English spelling make written English a somewhat artificial construct. The traditional spelling of English, at least for inherited words, preserves a late Middle Englishphonology that is no one's speech dialect. The artificial preservation of this much earlier form of the language in writing might make much of what we write intelligible to Chaucer (1343–1400), even if we could not understand his speech.
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Academic writing
In academia, writing and publishing is conducted in several sets of forms and genres. This is a list of genres of academic writing. It is a short summary of the full spectrum of critical & academic writing. It does not cover the variety of critical approaches that can be applied when one writes about a subject. However as Harwood and Hadley (2004) and Hyland (2004) have pointed out the amount of variation that exists between different disciplines may mean that we cannot refer to a single academic literacy.[1]
Writing in these forms or styles is usually serious, intended for a critical and informed audience, based on closely investigated knowledge, and posits ideas or arguments. It usually circulates within the academic world ('the academy'), but the academic writer may also find an audience outside via journalism, speeches, pamphlets, etc.
Typically scholarly writing has an objective stance, clearly states the significance of the topic, and is organized with adequate detail so that other scholars could try to replicate the results. Strong papers are not overly general and correctly utilize formal academic rhetoric.
While academic writing consists of a number of text types and genres, what they have in common, the conventions that academic writers traditionally follow, has been a subject of debate.[1] Many writers have called for conventions to be challenged, for example Pennycook (1997) and Ivanic (1998), while others suggest that some conventions should be maintained, for example Clark (1997, p136).[1

Literary Writing
The term 'literary writing' calls to mind works by writers such as Shakespeare, Milton, or Wordsworth; definitive examples of all that the term implies. We instinctively associate the term with characteristics such as artistic merit, creative genius, and the expression of mankind's noblest qualities. In this essay I will explore some of the characteristics of this kind of writing.
Literary works are primarily distinguishable from other pieces of writing by their creative, or artistic intent.
A piece of literature differs from a specialised treatises on astronomy, political economy, philosophy, or even history, in part because it appeals, not to a particular class of readers only, but to men and women; and in part because, while the object of the treatise is simply to impart knowledge, one ideal end of the piece of literature, whether it also imparts knowledge or not, is to yield aesthetic satisfaction by the manner of which it handles its theme. [1]
The writer of this passage emphasises the distinction between writing of didactic purpose and literary writing which has that other, aesthetic, dimension. In fundamental terms literature is 'an expression of life through the medium of language' [2], but language used more profoundly than when used simply to convey information.

Question: "What does the Bible say about women working outside the home?"

Answer: Whether or not a woman should work outside the home is a struggle for many couples and families. The Bible does have instructions regarding the role of women. In Titus 2:3-4, Paul gives these instructions as to how a young married woman is to be trained by older women: “...train the younger women to love their husbands and children, to be self-controlled and pure, to be busy at home, to be kind, and to be subject to their husbands so that no one will malign the Word of God.” In this passage, the Bible is clear that when children are in the picture, that is where the young woman's responsibility lies. The older women are to teach the younger women and to live lives that glorify God. Keeping these responsibilities in mind, an older woman's time can be spent at the Lord's leading and her discretion.

Proverbs 31 speaks of “a wife of noble character.” Starting at verse 11, the writer praises this woman as one who does everything in her power to care for her family. She works hard to keep her house and her family in order. Verses 16, 18, 24, and 25 show that she is so industrious that she also moonlights with a cottage industry that provides additional income for her family. This woman's motivation is important in that her business activities were the means to an end, not an end in themselves. She was providing for her family, not furthering her career, or working to keep up with the neighbors. Her employment was secondary to her true calling—the stewardship of her husband, children, and home.

The Bible nowhere forbids a woman from working outside the home. However, the Bible does teach what a woman’s priorities are to be. If working outside the home causes a woman to neglect her children and husband, then it is wrong for that woman to work outside the home. If a Christian woman can work outside the home and still provide a loving, caring environment for her children and husband, then it is perfectly acceptable for her to work outside the home. With those principles in mind, there is freedom in Christ. Women who work outside the home should not be condemned, and neither should women who focus on the stewardship of the home be treated with