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AS and A-Level English Language Resources Preparing to Teach

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AS and A-Level English Language Resources Preparing to Teach AQA qualification support AS and A-level English Language Preparing to Teach: Delegate materials Published date: Summer 2015 version 1 Permission to reproduce all copyright materials have been applied for. In some cases, efforts to contact copyright holders have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future documents if required. Contents Page Course map 5 AS Component 1 and A-level Component 1 Section A AS Component 1 data 6 AS Component 1 questions 10 A-level Component 1 Section A questions 11 A-level Component 1 Section A data 12 AS Component 1 mark scheme extract – AO1 and AO3 for question 1 15 A-level Component 1 Section A mark scheme extract – AO1 and AO3 for question 1 16 A-level Component 1 Section A Student response A 17 Planning aid: Textual variations and representations 19 AS Component 2 and A-level Component 2 AS Component 2 question 2 20 A-level Component 2 questions 1 and 2 21 AS Component 2 mark scheme extract – AO2 for question 2 22 A-level Component 2 mark scheme extract – AO2 for question 1 23 A-level Component 2 Student response B and C 24 Planner: Generating ideas for study in Component 2 Section A 28 Planner: Topic planner 29 Teaching materials: World Englishes 30 AS Component 2 Section B question 42 A-level Component 2 Section B questions 43 A-level Component 2 Scetion B data 44 A-level Component 2 Student response D and E 47 Text “Yes, we are judged on our accents” 51 Text “Are regional accents dying out and should we care if they are?” 53 Teaching material: Language discourses Language variation 54 Examiner commentaries on student exemplars 65 3 4 Text A (forText Questionand A Question 3) 1 6 7 B B (forQuestionand Question 3) 2 Text 8 END OF TEXTS 9 Textual Variations and Representations Answer all questions. Text A – This is the first page of a forum on school proms from the website www.mumsnet.com. See pages 2 and 3 of the data booklet. Text B – This is from an article on prom outfits from The Mirror website. See pages 4 and 5 of the data booklet. 0 1 Analyse how Text A uses language to create meanings and representations. [25 marks] 0 2 Analyse how Text B uses language to create meanings and representations. [25 marks] 0 3 Compare and contrast Text A and Text B, showing ways in which they are similar and different in their language use. [20 marks] END OF QUESTIONS Copyright © 2014 AQA and its licensors. All rights reserved. 10 Section A Textual Variations and Representations Answer all questions in this section. Text A – This is from a forum on learner drivers on The Student Room website. See insert. Text B – This is an article from the regional newspaper The Western Times, published on Friday 18 April 1902. See facing page. 0 1 Analyse how Text A uses language to create meanings and representations. [25 marks] 0 2 Analyse how Text B uses language to create meanings and representations. [25 marks] 0 3 Explore the similarities and differences in the ways that Text A and Text B use language. [20 marks] 11 Text A (forText Questionand A Question 3) 1 12 13 Text B MOTOR CAR PROSECUTION AT EXETER. At the Exeter Police Court yesterday, Leonard Wiliey, electrical engineer, of 12, Oxford-road, Exeter, was summoned for furiously driving a motor-car down Forestreet on the 12th inst.–P.C. Bradford said he was on duty on Saturday afternoon near St. Olave's Church, when he saw defendant pass him driving a motor-car. At that time he was driving at a moderate rate, but he increased his speed to about 15 miles an hour. This speed he kept up all the way down the hill, slackening a little when he arrived at the bottom. There were several vehicles about at the time.–Blanche Smith, of Alphington, corroborated. –Defendant denied the offence. He estimated the speed down the hill at about six miles an hour. To prove this, defendant said he had speeds on his machine – four, eight, and twelve miles an hour, and he was going less than his second speed. –Miss Theenwisson, a young lady who accompanied defendant in his motor, also denied the offence. –The Bench considered the case proved, and imposed a fine of 10s. and costs. Source: The Western Times, Friday 18 April 1902 14 Analyse how Text A uses language to create meanings and representations AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression Level/Marks PERFORMANCE CHARACTERISTICS INDICATIVE CONTENT These are examples of ways students’ work might exemplify the performance characteristics in the question above. They indicate possible content and how it can be treated at different levels. Level 5 Students will: Students are likely to describe features 9‒10 • apply linguistic methods and such as: terminology, identifying patterns • clause types and complexities • clause order • apply different levels of language • clause linking analysis in an integrated way, • cohesion recognising how they are • antithesis connected • visual design, structure and • apply levels of language analysis webpage navigation with rare errors • guide the reader AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning in Text A Level/Marks PERFORMANCE CHARACTERISTICS INDICATIVE CONTENT These are examples of ways students’ work might exemplify the performance characteristics in the question above. They indicate possible content and how it can be treated at different levels. Level 5 Students will: Students are likely to: 13‒15 • explore use of language and • explore affordances and representations according to constraints of message board context context • explore how values and attitudes are conveyed eg “It’s crazy” • explore the representation of the mumsnet site as helpful and authoritative eg “The country’s most popular meeting place for parents”, “We’re hiring” • evaluate the representation of the mumsnet community eg “We don’t allow personal attacks” 15 Analyse how Text A uses language to create meanings and representations AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression Level/Marks PERFORMANCE INDICATIVE CONTENT CHARACTERISTICS These are examples of ways students’ work might exemplify the performance characteristics in the question above. They indicate possible content and how it can be treated at different levels. Level 5 Students will: Students are likely to describe features such as: 9‒10 • apply linguistic methods and • parallel clauses terminology, identifying patterns • clause types and complexities • clause order • apply different levels of language • clause linking analysis in an integrated way, • cohesion and guiding the reader recognising how they are connected • visual design, structure and webpage • apply levels of language analysis navigation with rare errors • guide the reader AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning in Text A Level/Marks PERFORMANCE INDICATIVE CONTENT CHARACTERISTICS These are examples of ways students’ work might exemplify the performance characteristics in the question above. They indicate possible content and how it can be treated at different levels. Level 5 Students will: Students are likely to: 13‒15 • evaluate use of language and • explore technological dimensions of language representations according to use: syntax, grammar, interactivity, genre context • evaluate how values and attitudes are • explore analysis within wider conveyed eg “Never take instructions too social and cultural contexts literally” • evaluate the representation of The Student Room site as helpful and authoritative eg “Study resources”, “Useful resources” • evaluate the representation of The Student Room community 16 Question 1: Analyse how Text A uses language to create meanings and representations. Assessment objectives covered: AO1 (10 marks) AO3 (15 marks) Total marks available: 25 Student response Text A is an online conversation among students on ‘The Student Room’. The conversation is written, and the purpose is to tell stories of their driving experiences. This makes the purpose transactional as it’s about giving information. Participant 1 named ‘The Phelps’ adds some interactional features into their post in order to engage others and find out about other drivers’ experiences. The layout is similar to a social media site which adds a relaxed, casual feel to the posts; the participants write informally and use non-standard English to tell their stories. The lexical choices are simple and the language used is suitable for all participants – there is no lexical field of sophisticated driving language. As this is an online conversation there is a time delay, which means that each post is planned; there are no spelling mistakes which supports the fact that the writers have thought about their response. However, there are some grammatical mistakes but it is unclear whether this is due to the lack of planning or the lack of need to write formally. The website itself is set out with lots of hyperlinks which make it interactive. On the right hand side of the page the links take you to other websites which share a common topic and some take you to other non-related topics. Along the top is a banner of hyperlinks which will take you around the website where you can explore the other pages available. The layout of this website is user friendly – it’s simple to use and has a clear layout. The interactive features continue inside the post box, there are many options enabling you to ‘like’ on Facebook, ‘tweet’ about on Twitter, ‘reply’ to each post and ‘follow’ profiles on The Student Room. From the amount of hyperlinks and links with social media it is clear that the target audience of this website is designed for students hence the name ‘The Student Room’.
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