1-intro-to-aqa-a-level-grasp-eng-lang-paper-1.pptx
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1) The document provides an overview of the requirements and assessments for an A-Level English Language qualification. 2) It is assessed through two written exams and a non-exam assessment focusing on a language investigation and original writing. The exams cover topics like language and the individual, language diversity and change. 3) Assessment objectives include applying language analysis methods, demonstrating understanding of language concepts and issues, analyzing how context and language construct meaning.
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- 1. A Level English Language The BIG Question: What do we need to know? Keywords: Techniques, Framework, Linguistic, Variation, Representation, Objectives,
- 3. Minimum Expectation: Challenge Yourself: To begin to apply the framework and terminology to different text types To understand the main requirements and terminology of the AS English Language qualification.
- 4. How is the A Level assessed? Paper 1: Language and the individual - Written Paper 2 hour 30 mins – 40% 100 marks Section A - Textual Variations and Representations Section B - Children's Language Development Textual variations and representations Two texts, linked by topic or theme. • A question requiring analysis of one text (25 marks) • A question requiring analysis of a second text (25 marks) • A question requiring comparison of the two texts (20 marks) A discursive essay on children’s language development, with a choice of two questions where the data provided will focus on spoken, written or multimodal language (30 marks)
- 5. How is the A Level assessed? Paper 2: Language Diversity and Change- Written Paper 2 hour 30 mins – 40% 100 marks Section A - Diversity and Change Section B - Language Discourses One question from a choice of two: Either: an evaluative essay on language diversity (30 marks) Or: an evaluative essay on language change (30 marks) Two texts about a topic linked to the study of diversity and change. A question requiring analysis of how the texts use language to present ideas, attitudes and opinions (40 marks) A directed writing task linked to the same topic and the ideas in the texts (30 marks)
- 6. How is the A Level assessed? NEA – Language in Action What's assessed Assessed Tasks • Language Investigation • Original Writing • Methods of language analysis are integrated into the activities • Word count: 3,500 • 100 marks • 20% of A-level • Assessed by teachers • Moderated by AQA Students produce: • a language investigation (2,000 words excluding data) • a piece of original writing and commentary (1,500 words total)
- 7. What are the assessment objectives?
- 8. AO Description AO1 Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO2 Demonstrate critical understanding of concepts and issues relevant to language use AO3 Analyse and evaluate how contextual factors and language features are associated with the construction of meaning AO4 Explore connections across texts, informed by linguistic concepts and methods A05 Demonstrate expertise and creativity in the use of English to communicate in different ways What are the AOs?
- 9. Think, Pair, Share Language and the Individual Text Variation & Representation Your Understanding Students should study a range of texts: •about various subjects •from various writers and speakers •for various audiences •for various purposes •in a variety of genres •using a variety of modes This exploration will include: •methods of language analysis •how identity is constructed •how audiences are addressed and positioned •the functions of the texts •the structure and organisation of the texts •how representations are produced When analysing texts, students should explore how language is: •shaped according to audience, purpose, genre and mode •shaped according to context •used to construct meanings and representations •used to enact relationships between writers, speakers and audiences or between participants within a text.
- 10. Task Instructions Expected 1. Work together to pair the terminology with the definitions. Start with those you recognise from GCSE Challenge Tasks • Using the definitions make a list of what you think each method will explore in detail, e.g. Grammar = sentence structure, word classes etc • Think of an example for each definition
- 12. The BIG Question: Do similar types of texts have a distinctive pattern? Keywords: Framework, GRASP, Genre, Sub-genre, Field, Convention, Expectation You already know more that what you think... Group task: I’ll start. Once upon a time...
- 13. How did we do? Expected: What did you add? Why? Did it work? How did you know what to add next? Would you change anything? What language features could you hear people using?
- 14. Minimum Expectation: Challenge Yourself: To recognise the importance of understanding the genre of a text by making predictions based on own experience. To understand and recognise a range of different genres and associated writing styles.
- 15. Digging Deep TERM DEEPER MEANING Genre Register Audience Subject Purpose Each area of the framework contains more specific linguistic areas to focus on. We are going to create our own glossary. Let’s start with GRASP
- 16. Think, Pair, Share What is genre? Genre : Similar types of texts with a distinctive pattern, such as novels , plays, and poetry. Spoken texts also have their own genres with distinctive patterns, such as conversations, and interviews. A genre can be broken down into sub- genres, such as for novel: love, horror, sci-fi. Each sub-genre has its own specific and recognisable features.
- 17. How can we be more specific?
- 18. Each genre has a writing style associated with it... Expected 1. Work together to list the features of each of the following genres: • Letter • Recipe • Text Message • Postcard • Interview • Radio Show Remember to ask yourself: what type of text is it, and how do I know? Challenge Tasks 1. How does the genre affect the language choices made by the writer? 2. When and why might a writing style of a particular genre NOT conform to its genre conventions?
- 20. Digging Deep Text We think it’s a… Because… A B C D E F G H I J K L Now it’s time to work together to explore the texts around the room
- 21. The BIG Question: How do we identify features of a register? Keywords: Framework, GRASP, Register, Convention, Expectation What might they be? Register is the type of language used in different situations. Registers are the different varieties of language used in different situations. Deciding which register is appropriate to use depends on several factors:
- 22. Minimum Expectation: Challenge Yourself: To recognise the importance of understanding the register of a text by making predictions based on own experience. To understand and recognise register.
- 23. The Factors Field the subject being talked about e.g. a field of lexis based on football (penalty, goal...etc.) Audience relationship between speaker/ writer and audience e.g. knowing someone personally = informal register (use of slang, abbreviations. Purpose e.g. a report = formal register, purpose = to inform a persuasive purpose = informal register...why? Form/genre a business letter= formal register, txt msg= informal
- 24. Context Whether register is appropriate depends on the context it's used in... - Using an informal register in a formal situation is inappropriate because it could be seen as disrespectful or rude. - Using formal language in an informal situation could sound unfriendly and stuffy. Can you think of any examples from your own experiences?
- 25. How else do registers vary? Lexis A conversation between two specialists would contain technical vocabulary that they would both understand. For example, the lexis in the registers used by mechanical and medical specialists would be very different. Grammar Register can affect syntax- the structure of clauses and complexity of sentences...why might this be? Some registers even have grammatical constructions that are specific to them, e.g. the legal register (legalese), which uses lots of clauses and passive sentences. Phonology This is to do with how the words in a particular register are pronounced. An informal register often involves 'h' and 'g' dropping. Generally speaking, a formal register will cause people to modify their accent so it's closer to Received Pronunciation.
- 26. The BIG Question: How specific about audience do we need to be? Keywords: Framework, GRASP, Audience, Convention, Expectation You should be able to identify a text’s target audience by analysing the type of language it uses How many different audiences can you think of?
- 27. How did we do? • Writers tailor their texts to suit different audiences and purposes. • To recognise the audience of a text, you need to be able to recognise and describe how a text suits a particular audience. • There are clues about the audience, their age, gender, status, and how the writer feels about them in the language of the text.
- 28. Minimum Expectation: Challenge Yourself: To recognise the importance of understanding the audience of a text by making predictions based on own experience. To understand and recognise a range of different audiences.
- 29. Audience - Texts need to suit their audience in order to make them more accessible - The expertise of the audience is also an important factor - this can mean that the LEXIS can be specialised - content can reveal if it is for a specialised audience - talk can be formal (speech) or colloquial (conversation) level of formality shows relationship of speaker to listener (respectfully and politely to someone in authority, casually with friends) - long complex sentences - academic lecture or formal text - shorter sentences, contractions, interruptions, non-fluency features are more frequently found in informal conversations - use of regional dialect or grammar can help place a target audience geographically, socially, or ethnically
- 30. Does a writer need to know their audience? NO! Known audience - personal pronouns - memos, letters, diaries, stories - use language that expresses emotion, feeling, opinion - target audience is specific - they will know a lot about them and will choose language that they expect them to understand
- 31. - sometimes a writer may be unfamiliar with their audience - usually found in academic or instructive texts - won't acknowledge the reader directly - usually written in third person - no expression of personal feeling and no use of first or second person - quite formal - imperative sentences or the passive voice - serious subject matter Unknown audience
- 33. The BIG Question: How many different purposes can a text have? Keywords: Framework, GRASP, Purpose, Convention, Expectation All texts will have been written for a purpose, otherwise there wouldn’t be any point in writing them. Texts usually have four main purposes: 1 2 3 4
- 34. Minimum Expectation: Challenge Yourself: To recognise the importance of understanding the purpose of a text by making predictions based on own experience. To understand and recognise a range of different purposes.
- 35. A film review might be informative, entertaining and persuasive. A text can have a primary, secondary, dual, tertiary purpose. You can find out the primary purpose of a text by analysing the following: Lexis - Graphology - Grammar - Semantics - Not all texts fit into a category
- 36. - structured clearly -Knowledge or facts - suitable for intended audience - language is simple and less detailed - assumes reader has some previous knowledge - tone is usually serious and don't include opinions or comments - usually written in the third person Informative Texts
- 37. - include information about how to do something practical - clear, structured style - chronological, numbered sections - graphological devices such as bullet points and headings - instructions are given as imperatives - second person forms (you) - lexis is straightforward and uncomplicated - subject specific Instructional Texts
- 38. - influence the reader's opinion - first person personal address - emotive adjectives and subjective judgements to make you feel guilty - facts, statistics, and other evidence to support argument - use eye-catching graphology, such as logos, capitalisation and colour Persuasive Texts
- 39. • sophisticated language • extensive vocabulary • varied sentence types • figurative language • complex structure • eye-catching layout These techniques help writers to influence the reader experience escape from reality, frighten, shock, emotional effect Entertainment Texts novels, stories, articles, verses, songs, poetry, plays, biographies autobiographies