A Wyke Start To

A WYKE START TO...

Dear

Welcome to the Wyke English Department and to English Language.

The analytical nature of the course does make it quite different to GCSE, but there is still scope for you to be creative. We are very much concerned with how language works in particular situations and why writers and speakers make particular language choices. This Wyke Start course will give you a good flavour of what is to come.

The Course

There are four units. In each year, one unit will be coursework (worth 40%) and there will be just one exam (worth 60%).

Year 1

Unit 1 – Introduction to the Language of Texts (2 hours 30 mins) 1. Analysis of two or three linked texts (by theme or type) (written, spoken or multimodal), looking at how language is used to create meaning.

2. Analysis of one text looking for evidence of bias, point of view, attitude, etc, and how this is conveyed.

Unit 2: Literary Original Writing and Study of Spoken Language of the Media

1. A piece of fictional writing (1,000 words). 2. A commentary on the above (750 words). 3. Transcribing speech from a media texts and analysis of the key features of spoken language (1500 words).

Student Experiences This is what two Wyke AS English Language students had to say about the course:

“I have thoroughly enjoyed the English Language so far as it has given me the chance to express myself creatively and read a variety of interesting texts, whilst improving my linguistic knowledge.” Harriet Hobday

“This year has provided me with far more knowledge and skills in studying language than I initially expected. It is far harder than GCSE, but it is rewarding if you put the effort in.” Mikey Crisp

Year 2

In the second year, we will then explore a number of language issues in preparation for the second year coursework, which partly entails researching and investigating an area of language. Language issues to be explored are:

 The Language of Politics.  Gender issues.  Local and regional accents and dialects and people’s attitudes towards these.  Language change in texts over time.  Child Language Acquisition.

Unit 3 – Investigating Language and Writing for different audiences, purposes and contexts

1. An investigation into a chosen area of language (written and/or spoken data) (1,500 words). 2. A production piece of non-fictional writing for a specific audience, purpose and context (1,000 words). 3. An analysis of the above non-fictional piece (750 words).

Unit 4 – Analysing/Evaluating Historical and Spoken texts – 2 hours 30 mins exam

1. Analysis of texts of spoken English – single and more than one speaker. 2. Analysis of more than one historical text ranging from the years 1500 to the present day.

Studying Literary texts You will study a wide range of short stories (horror, revenge, adventure, romance, etc) referring to great writers such as Edgar Allen Poe and Roald Dahl. Dramatic monologues produced by Alan Bennett in his famous Talking Heads series will also be studied. There will be opportunities for you to write within some of these genres in the first year coursework.

Studying Media texts Written media texts such as magazines, newspapers, emails, Myspace, film/book reviews, advertisements will be studied in detail. You will also study reality television shows, situation comedies, stand-up comedies, film extracts, phone-in programmes. You will transcribe and write about a media text in the first year coursework.

Studying Speech This course focuses on the key differences between speech and writing and in all four units. You will study speech and conversation within a media context such as a reality television show and speech in its ‘natural’ spontaneous form. You will also study formally prepared speeches made by famous people and speech in multi-modal forms such as texting, MySpace, etc.

The aims of Wyke Start 1. To provide you with an opportunity to start researching and exploring the study of speech in a media text (this year it is The Apprentice). 2. To provide you with an opportunity to develop your creative writing skills. 3. To show you that studying English Language at A level is very different to GCSE English. It is more technical and analytical where you learn how language works in a whole range of different situations and learn lots of new terms over the 2 years. 4. To give you an enjoyable experience of studying English at Wyke.

So enjoy the experience and if you have any queries/issues, then please see your English teacher.

3 4

Introduction The Apprentice is a reality television show which has been on air for the past five years. Young business people are given the opportunity to undertake a range of business tasks over the course of a few weeks and if they fail, then one of the contestants is eligible to be FIRED by famous businessman, Sir Alan Sugar (now Lord). You will watch some clips from this year’s competition, Series 5, and in particular you will focus upon The Boardroom scene where three contestants have to justify why they should not be fired. The prize is an apprenticeship in Sir Alan Sugar’s vast business empire.

Specific Focus All speakers have an AGENDA when they interact with other speakers. Your teachers have an agenda in educating you and, perhaps, entertaining you when teaching English.

1. Think about the language used by each speaker in their speech and how they communicate with each other. 2. Can you judge who may be the winner?

Task 1 (Lesson 1) Watch the first part of the Episode 7 Boardroom scene, reading the attached transcript. Then answer the following questions:

1. What is Sir Alan’s personal agenda?

2. How does Sir Alan use language to reflect his status/authority?

3. What is Philip’s agenda?

4. How does Philip respond to Sir Alan’s accusations through the use of language and interaction?

5. What are Nick’s and Margaret’s roles? How do you know this?

For each of the above questions, provide specific evidence from the transcript. Features of language and interaction could include the following:-

5  Body language.  Paralanguage (eg. eye contact).  Intonation  Emphatic stress.  Vocabulary.  Non-fluency features (repetition, filled pauses (eg. erm, um).  Overlaps/Interruptions.

Task 2 – Transcribe your own extract from The Boardroom scene (Lesson 1) Watch and listen to a further extract from this boardroom scene, using the conventions for transcribing speech as indicated in the example. Using some of the following signs:

(.) micropause (breath of less than a second) (2.0) longer pause in seconds Bold Emphatic stress // Simultaneous/overlapping speech = Latching on. (unintelligible)Any speech acts which cannot be understood [laughter, nodding] Any non-verbal communication acts / Rising intonation \ Falling intonation → voice speeds up ← voice slows down

Task 3 – Literary Writing Task (Lesson 2) – The Taxi Monologues  Watch the clip from one of The Apprentice Taxi rides which sees a monologue from the point of view of the candidate who has just been fired.  Watch the Duffy Warwick Avenue music video, in which the young woman in the taxi sings how she is going to see her boyfriend for the last time and what she will say to him.  Imagine a disappointment you may have had or may have in the future. Now write the first 150-200 words of your own taxi monologue called ‘In the Taxi’. Think carefully about your choice of vocabulary and sentences.  Your extracts will be stuck on to some sugar paper to form a collection of ‘In the Taxi’ dramatic monologue extracts.

6 English Language- Summer Tasks Now that you have studied some aspects of the spoken language of the reality television show The Apprentice and practised transcribing speech, consider the following tasks:

Spoken Language of the Media task 1. Transcribe any interesting media extracts from the final Big Brother, any other reality television show, chat show, interesting conversational extracts from films or sit-coms. Hand-write your transcript first, then type up your transcript, putting in all the appropriate symbols. Your transcript should look like The Apprentice transcript already studied.

2. You will need to watch and listen to your transcript several times, so make sure you have a pause facility available.

3. Look for really interesting media texts with a good use of spoken language and interesting multiple speakers (2, 3 or more speakers).

4. Your transcript should be about 2/3 sides in length. Please see the attached, detailed notes on how to make a transcript.

5. This transcript could be used for your AS Section B coursework. Hand it in to your AS teacher in September 2009, who will give you some quick feedback as to its suitability. By doing this, will you be giving yourself a head start on this course.

Creative Literary writing You could try developing your In the Taxi dramatic monologue opening into a complete 1000 words draft with a good, engaging, thought-provoking beginning, middle and end.

If you have any specific queries, please email the English Language course leader, David Green on [email protected], who will try and pick up emails during the summer vacation and answer any questions as soon as possible.

Compulsory task Complete the short analytical task on the Jon Richardson autobiographical task, ensuring that you bring it completed to your very first English Language lesson. This task will also be available on the Wyke Start summer holiday homework moodle site.

Good luck!

7 The Apprentice, Series 5, Episode 7 The Boardroom scene YOU’RE FIRED!

Section B Coursework example: Transcript of spoken language from the media.

Context Sir Alan Sugar is questioning three contestants (Philip, Lorraine and Kate) about their failure in this week’s business task in his boardroom. Sir Alan is sat in-between his two aides, Margaret Mountford and Nick Hewer on one side of the boardroom table with Philip, Lorraine (who was the project manager) in the middle and Kate. Sir Alan starts interrogating Phillip (who has a strong Geordie accent). This media transcript was originally broadcast on BBC1 at 9.00 pm, but these clips were accessed on www.youtube.com and the BBC The Apprentice website.

Transcription key (.) micropause (breath of less than a second) (3.0) longer pause in seconds Bold Emphatic stress // Simultaneous/overlapping speech = Latching on. (unintelligible)Any non-verbal communication.

1 Sir Alan: look (.) see this Philip: yeah Sir Alan: Phillip (.) order book (1.0) zero Philip: yeah 5 Sir Alan: nothing in it Philip: yeah Sir Alan: ya it didn’t do very well= Philip: = it wasn’t for the want of trying Sir Alan (.) wasn’t for the want of trying (.) I was responsive to Lorraine (.) and effectively we lost the 10 task (.) I was (.) project manager the last task (.) and no-one was bitching about me at the end of the day and we won Sir Alan: if I remember rightly that last task was fools win wasn’t it Lorraine: yeah Sir Alan: didn’t the other team didn’t they bomb out badly? 15 Nick: [nods head in agreement] Lorraine: yes

8 16 Sir Alan: you //didn’t make// any money did you Phillip: //(untelligible speech)// no it was a tough task Sir Alan= Sir Alan: =you didn’t make any money 20 Phillip: but we won Sir Alan: you won by default you lost money and you won by default Phillip: yeah I cannat do anything right (shakes head in disagreement) Sir Alan: listen don’t get impatient with me (.) Phillip you know= Phillip: =I’m not Sir Alan it’s just (.) I cannat seem to say anything right you 25 criticise Lorraine I get it in the neck (.) I win as Project Manager I get it in the neck (.) I cannat do anything right Sir Alan: well listen (.) look look look you know the (.) the body rocker thing (.) I dunno if this bleedin’ thing’s gone to your head or what (.) okay you done well there (.) yeah (.) the design of it (.) okay (.) but that’s it you 30 know (.) one swallow don’t make a summer (.) you understand cos since then you ain’t done that great from what I= Phillip: =well I sold three items last week Sir Alan Nick: tell us about pantsman [Section edited] (2.5) 35 Sir Alan: mmm [The Boardroom scene continues to the point where Phillip is actually fired.]