What differences are there in the language of the transport cafe menu and the hotel menu?

How do the grammar, lexis, and graphology reflect the target audience of the menu?

Menu B is for a restaurant in a hotel the language used is very descriptive and also the language is associated with food. Its target audience is the higher class of society, this is clear by the use of “gourmet" in the title which suggests it’s a higher culture event or venue. The menu's layout is clear and easily understood, it has small symbols between each meal (*). Each meal is made to sound more appetizing by the way that they surround the noun subject with descriptives, such as  "interesting", "warm", and "quickly", these are intended to create an image in the readers mind of what the meal will look like. The language chosen is English with French vocabulary scattered throughout, the use of French gives the menu a sense of higher culture, lexis such as "meli-melo" and "crepinette" make you think of good food but also the French language carries connotations of supremacy over the lower classes. To be continued...................

AND

Menu A is a transport cafe menu, it has a clear intended audience, (people on the go or people who for example drive long distances). The layout of this menu is very simple, the menu is headed with a title which is in block capitals, the bulk of the text is in capitals but this shows that it is intended to be read quickly. To be continued.............

Telegraphic stage - Post- telegraphic stage

Sophie (2 years 4 months):

Sophie in the middle of the telegraphic stage, in this stage a child is just learning to use pronouns such as names, I and me, this is normal for this stage in a child’s language development. Also Sophie uses negation within her language, she puts “no” at the beginning of the sentence so that it’s clear either she doesn't have something or that she doesn't like what’s happening. This idea, for this study, is by a lady called Ursula Bellugi.

Sophie (3 years 5 months):

Sophie has now entered the post- telegraphic stage; Sophie is now showing a stronger depth of language and how to use it. Sophie has a clear understanding of opposites such as inside and outside, with this she demonstrates a concept of time awareness (tomorrow and lunch). She starts to create compound sentences by linking phrases together. With a strong use of modifiers, prepositions and modal words she is showing that, compared to a year ago, she has learned new language and grammatical features within language/ conversation, and has started to put them into practice. Sophie’s language development supports Piaget’s cognitive theory, that suggests that children cannot use language or grammatical features which they do not understand.