Monday, June 19, 2017

A level Paper 2: revision tips final part

I'll cut the boring intro this time and just say that in this post we'll have a look at what to think about when you're actually analysing texts for Section B. What should you be doing with the texts and what kinds of approaches work? As with everything posted for revision this year, I'm not suggesting there's only one right way to do this, but here are a few things that I've found useful and that you might like to think about. Again, I'm only referring to sample material here and what has previously been set by AQA on their old A and B specs.

Basically, what you're doing here is a form of what is called Critical Discourse Analysis (CDA) and in a post in 2014 for the old AQA A spec (which this part of the paper is very similar to), I outlined a few approaches to analysis which I thought might help.

... you're using language analysis to work out the ideological position a text producer is taking in discussing a language issue. So, this could mean you're using language analysis to work out how a writer is using the following:
  • pronouns to address the reader and position him/herself in relation to the ideal reader (direct 2nd person address, inclusive 1st person plural, maybe some synthetic personalisation)
  • lexical formality to suggest closeness to the ideal reader/distance and expertise
  • modality to suggest elements of certainty or doubt, sometimes in the form of modal verbs, but also modal adverbs
For example - and I've shamelessly nicked this from an article I did for emagazine last year - with last January's question on the supposed Americanisation of English, Matthew Engel positioned himself in particular ways: an article for The Daily Mail on Americanisms entering English, the columnist Matthew Engel, seems to humbly and self-mockingly position himself as out of touch by saying “Old buffers like me have always complained about the process, and we have always been defeated”. Should we take such a move at face value? Perhaps not. Engel goes on in the article to stridently berate the UK for adopting what he calls “ugly Americanisms”: “Nowadays, people have no idea where American ends and English begins. And that's a disaster for our national self-esteem. We are in danger of subordinating our language to someone else's - and with it large aspects of British life”. That doesn’t sound too much like the stance of a man who’s labelled himself an “old buffer”, but the words of a man who feels he’s still got battles to fight and wars to win (if not, home-runs to hit). His self-effacing positioning earlier on helps him appeal to his reader as a gentle, even rather defeated and pessimistic, sort of character, which his subsequent warnings and call to arms belie.

So, back to the new specification and Paper 2. In many ways, I don't think what you are doing here is much different to what you will have done on Paper 1 analysing language and representations, but the focus on Paper 2 is always language itself - views, opinions, debates, arguments about language - rather than cycling, the Olympics, goths or school proms...

AO1 is still about applying different language frameworks/methods/levels to pull apart the nuts and bolts of language and as with Paper 1 the more range and depth you offer, the more marks you can get and the more interesting your analysis can become. One thing to remember is that while grammar can be a very important aspect of what you analyse (word classes, phrases, sentences and clauses, etc.) you shouldn't ignore the other areas - semantics, graphology, pragmatics and discourse structure, for example.

If you look at the top level of AO1, patterns are important and I think that one of the things you can do here to show that you understand a text is to describe not just individual appearances of certain kinds of word, semantic field, sentence, image or hyperlink - but patterns you notice in how they are used. Are patterns established? Why? Are patterns broken? Why? Is there an overall discourse structure to the texts? How has this been used to convey a viewpoint?

AO3 is about meanings and representations again, so think about how language is represented but also how the writers of the texts represent and position themselves to present their views. To hit the top level (5) you need to evaluate all of this, so think about how successfully (or not) these ideas are presented. The other thing to be aware of is that AO3 is about contextualised meanings, as well. What do language choices mean in the texts themselves, in specific places? What ideas, values and beliefs about language are being presented in these articles/book extracts/online pieces? Does the context - a regular newspaper column, an online response to another article, a self-help guide (all previously featuring in old AQA papers) - help influence the meaning?

Of course, the other aspect to all of this is the new AO, AO4 and this is one to really think about before putting pen to paper, because it could be a factor in how you structure your answer. AO4 is all about connections between texts and is worth 15 marks on this question (same as AO3), so think carefully about how to use the connections (similarities and differences) to organise your answer. Remember to consider not just superficial connections (topic, audience, mode etc.) but aspects of language use, the discourses used and the wider discussions about these issues.

That's the lot for Paper 2 and all the new A levels for this year. All I can say now is best of luck and hope that the paper is kind to you so you can show your knowledge and bare skillz.

Sunday, June 18, 2017

A level Paper 2: revision tips part 3

Here's the third in a short (and predictably-titled) series of ... yadda yadda get the drift.

Still on the subject of Language Discourses, what have different people - linguists, writers and media commentators - had to say about the big debates around change and diversity? Who could you go to for some ideas about different approaches to these arguments?

A really good starting point is the linguist Jean Aitchison, whose BBC Reith Lectures in 1996 were all about language: what it is, how we acquire it, how it changes and how people feel about it. Her book, Language Change: Progress or Decay? (now in its fourth edition and a great text for the whole second year of this course) looks at some of the patterns of change we see in English over time and some of the perennial complaints about such change.

One of her best known metaphors is the the idea that prescriptivists (those who resist change and want to tell everyone else what constitutes 'proper English') fall into what she terms a 'crumbling castle' view of language. As a linguist and descriptivist, Aitchison herself is not a fan of the crumbling castle view and explains in her lectures (and her books) that the whole presumption that English was ever a perfectly-formed and gloriously complete language is completely false and that change is natural.

This treats the English language as a beautiful old building with gargoyles and pinnacles which need to be preserved intact, as implied in statements by the writer John Simon: Language, he argues, should be treated like "parks, national forests, monuments, and public utilities ... available for properly respectful use but not for defacement or destruction".
This view itself crumbles when examined carefully. It implies that the castle of English was gradually and lovingly assembled until it reached a point of maximum splendour at some unspecified time in the past. Yet no year can be found when language achieved some peak of perfection, like a vintage wine. The "beautiful building" notion presupposes that rigid systems, once assembled, are better than changing ones. This is untrue. In the animal world, flexibility is a great advantage, and animals that adhere to fixed systems often lose out.                         (from this Independent article)

Her other metaphors - the damp spoon and infectious disease - are explained in more detail in her own words here. And it's worth a listen.

Back in 2014 I did this post about attitudes to language change and you can find some useful points and links here about the ways in which more recent (prescriptive) media commentators such as Lynne Truss and Simon Heffer have argued a similar case to those that Aitchison outlines and how more progressive and descriptive writers and thinkers - Steven Pinker,  David Marsh, Michael Rosen and Erin Brenner - have argued their case.

Another interesting person to look at is Lane Greene. His book You Are What You Speak is another really good read and offers some really astute points about the reasons for people's concerns about change. In the two chapters you can find here and here, he looks at complaints about language and places them in what he terms declinist and sticklerist traditions.

Again, there's plenty on this blog about discourses and if you look here, here and here you'll find some useful material.

Saturday, June 17, 2017

A level Paper 2: revision tips part 2

Here's the second in a short (and predictably-titled) series of posts preparing you for next week's first sitting of the new AQA A level Paper 2. The last post was on Language Discourses and what they are. This one is on some of the discourses and debates you could explore. These are just a few suggestions; there are lots of other areas you could look at and I know nothing about what might appear so don't take any of these as predictions. My advice is always to revise all the possible areas and be ready for anything.

Gender debates - remember, as with the AS paper this summer, debates about gender can be about how language is used but also how gender is represented in language.

American English and World Englishes - have a look at some of the arguments here and here about the supposed Americanisation of English.

Attitudes to accents and dialects - this cropped up on the AS paper this summer and is worth thinking about from an A level perspective.

New words and arguments about lexical change - have a look here and here for some debates about how people feel about new words and their place in the dictionary.

Political Correctness and language reform - always a heated debate on this one and this link might help.

Thursday, June 15, 2017

A level Paper 2: revision tips part 1

This is the first of a short (and tediously-titled) series of posts on revision for AQA A level English Language Paper 2. With Paper 1 out of the way and Twitter awash with exam-based memes and 'bananagate' stories, you can now turn your attention to Language Change, Diversity and Discourses.

You've still got just under a week to go, so there's time for some reading and thinking as well as practising the skills you need to use across the three very different questions you'll need to answer. Today, let's have a look at Language Discourses and what you can do to work on these before the exam. One thing to say is that while Section B is the main Language Discourses bit of the paper (it's even called that), arguments and debates about language can crop up in Section A as well, so don't narrow your thinking down too much.

The first thing to ask is "What the hell is a language discourse?".

The answer - for this paper, at least - is that it's a way of discussing and arguing about language. Language discourses are the ways in which people describe language change and diversity and argue about the language around us. Given that what's being discussed is language itself, it's probably no surprise to see writers using metaphors and analogies to describe change and diversity.

If every writer simply said "Language is a system of communication" it would generally be accurate and not very contentious, and not very interesting either. But when writers describe change as a process of decay, collapse or evolution, diversity as a disease, a kind of pollution, a beautiful cross-pollination of varieties of English, language use of young people as a war between old and young, between women and men as a battle of the sexes, or American English as a threat, an invading army or an unwelcome intruder, that's when we're looking at discourses.

Language is being described in other terms and a viewpoint or perspective established. More often than not, these discourses and ways of thinking are already there because they're ones that others have raised over the history of the language. So, when writers use a discourse, they're often contributing to an existing way of thinking - tapping into a discourse that others can relate to - because it's already out there. That's what makes them so pervasive and persuasive, because they're common sense, aren't they?

We all know that language is getting worse because of young people and foreigners... or that male and female language use is fundamentally different... or that technology (mis)spells doom for standard English... or that some accents are just worse, don't we?

Well, no. Just because claims about language are repeated and seep into the mainstream way of thinking doesn't make them right. In fact, the more 'common sense' they appear, the more we should be wary of them. Look at those claims above. There are many good linguistic (and social, moral and political) reasons for challenging each and every one of them. in fact, they're all a bunch of cobblers really*.

Many of these discourses have been around for centuries; just have a look at Henry Hitchings' The Language Wars and you'll see a great overview of what people have complained about in English and the terms they've put it in. The targets change but the song remains the same.

So, one useful thing you can do is to get together a list of the different discourses that crop up when English is discussed. Look at the stories on this blog and linked via the @EngLangBlog Twitter account for a cross-section of these. And think about all the potential areas for argument and debate in the areas of change and diversity, because these could all crop up in Section B of the paper. The sample paper has change (semantic change) as its focus but diversity and variation topics could be here as well. In fact, all the Paper 2 variation and diversity topic areas - occupation, accent & dialect, sociolect, gender, ethnicity, world Englishes and any combination of these with change - could appear. It's a lot to think about and revise but the arguments are often very similar.

And the other thing you can do is realise that after two years of English Language study, you'll probably know a lot more about how language works (and how it doesn't work) than some of the writers and journalists who feel qualified to spout off about English in the pages of the kinds of publications that you might get set for Section B.

Don't be afraid to analyse, deconstruct and challenge the views put forward in the texts that you get for Section B. If you can identify the discourses they are using and analyse the techniques they're using to construct these ideas about language, then you can pull them apart and evaluate whether they are fair ways of describing what's happening. Use your knowledge from the study of language to think about alternatives and you'll be able to do really well.

Next time round, I'll post a few more practical ideas for studying discourses, including a few links to old blog posts about particular debates.

(*Not a very academic way of putting it, so don't quote me on this.)

Tuesday, May 02, 2017

Listen Up

You don't have to revise with reading and writing alone; there are loads of podcasts and downloads that cover topics and discussions relevant to AS and A level English Language. I've been collating a few of these for my students, so here are some to listen to.

This Radio 4 programme about Cockney changing and dying out is really good for language change & variation.

Lexicon Valley is a regular linguistics podcast. Have a look here for a list of recent episodes.

Lingthusiasm is a new linguistics podcast and you can find out more here.

Michael Rosen's Word of Mouth on Radio 4 has loads of good programmes about language and a few are listed here:

American English:
Language pedantry and discourses:
Child language & interaction:
Office jargon & occupational English:
Baby Talk and language development:

Saturday, April 15, 2017

From 'discuss' to 'evaluate' between AS and A level

One of the big differences between what you do at AS level and A level is in the "command word" used to give you your tasks.

At AS level, Paper 2 questions use the formulation "Discuss the idea that...", where the "idea" is something that you can then focus on and tell us about. By using "discuss" as the command word, the question ('s an imperative really, grammar-lovers, so not really a question at all) is asking you to tell us about what you know in relation to this topic. There's no real sense in the word 'discuss' that to answer the question at a reasonable level that you have to weigh it all up and come to any kind of definitive conclusion, but that's what's expected a bit more at the highest level (Level 5 of the AO2 mark scheme) where last year's main indicative content key words were: explore, assess and "make some evaluative comments".

The way I've taught my students to approach this at AS level is to assume that each level builds on the ones below and adds more:

  • Levels 1 and 2 are about basic knowledge. If you want to generalise, then you might say that Level 1 suggests very little grasp of anything to do with detailed study and Level 2 suggests that the student has been to some lessons and remembers a few names and ideas but not necessarily with much real grip. If you are a bit like this, then there is still time to get better!
  • Level 3: detailed knowledge - tell us about some examples you've looked at, some studies you've encountered and some concepts and theories that might be relevant.
  • Level 4: detailed knowledge of different ideas - tell us about different ways of approaching the topic. What are the different ideas that have been offered to explain how this kind of language works? For example, if you're talking about gender and interaction (as in the sample paper from AQA) can you explain some of the different models - difference and dominance - used to make sense of how women and men use language?
  • Level 5: overview and assessment of different ideas - make some sense of those different ideas and explain the most relevant ways to interpret that knowledge for the purposes of this question. Sticking with gender again, if Level 4 is about understanding different models, then Level 5 might be about placing those models in a historical context and explaining why one approach might have significant at one time and another more significant twenty years later. It could also involve you looking at different variables and arguing for their relative importance, while considering ideas around performance and identity. 
For A level, the bar is likely to be shifted up a little, I think. No actual A level papers have been sat or marked yet, so I'm basing this interpretation on how we approached the marking of the AS last year and my experience of teaching the A level this year. The A level is more demanding for a couple of reasons. 

  • First, there's no stimulus data, so you have nothing to give you a kick-start should you require it: you have to come with examples and ideas ready to use. 
  • Second, the scope of the question could be pretty broad (e.g. "Evaluate the idea that the English language is changing and breaking up into many different Englishes.") where you would need to set your own terms of discussion and choose the most relevant approach from what you have studied, or quite specific (.g. "Evaluate the idea that spoken interactions between men and women are characterised by miscommunication.") where you would be expected to know about miscommunication as a concept right from the start. 
  • Third, because the command word is evaluate rather than discuss, I think we are probably asking students for a higher level of engagement with different ideas right from the start. So, it probably means that to get into Levels 3,4 and 5 you'd need to do more than an AS student.
What does 'evaluate' actually mean though? defines it in three ways (but one of these is about maths, so we'll leave that one out): determine or set the value or amount of; appraise:to evaluate judge or determine the significance, worth, or quality of; assess: to evaluate the results of an experiment.
The Ofqual document from which AQA 'command words' were drawn up, defines evaluate simply as "judge from available evidence". So, what does this mean for English Language A level? My view is that it's about weighing up ideas, assessing the relative merits of different ways of discussing language and showing an understanding of how different explanations can be offered for why language works in certain ways. If we stick to the sample questions, you might weigh up the view that English is breaking up by arguing that it has never been one form in the first place (look at all the accents and dialects that exist now and have done for hundreds of years, for instance). You might weigh up the idea that English is 'breaking up' as if it's a bad thing. Maybe a better metaphor might be the language morphing and adapting, not breaking at all. 

If you are looking at the other question, then you might weigh up/appraise/determine the value of the the whole notion of 'miscommunication' and argue that we all miscommunicate and that it's got very little to do with gender at all. You might evaluate that idea more sympathetically too and argue, as Deborah Tannen did, that because boys and girls have been socialised into different types of talk that there *is* a type of gender-specific miscommunication at work.

At the very top level, this probably means doing more than weighing up alternative views, but critiquing and challenging models and even challenging the terms of the question.

Revising gender: discourses and debates

Gender as a topic area features in both the AS and A level, and can appear in either part of Paper 2. You could get an AS level "Discuss the idea that..." or an A level "Evaluate the idea that..." question in Section A or gender might feature as part of 'language discourses' in Section B.

What is meant by 'discourses'? Well, it's something that I've defined elsewhere as a debate or argument about language, but it can also be treated as a way of thinking about, talking about and describing language. If you want to get academic about it (and why wouldn't you?) here's what the linguist Paul Baker has to say about it in his excellent book about language, gender and sexuality, Sexed Texts:

Language constructs ideas about gender, represents them to us and often helps establish them as 'common sense'. When people write about gender, they often articulate many of the existing discourses - that gender interaction is like a battle of the sexes, a form of combat, or that debates about gendered pronouns are about a form of repression or policing of natural language - and part of your job at both AS and A level is to unpick those discourses and find alternative ways to express them. 

For example, at AS level, you were asked in Section B of last summer's AS Paper 2 to write an opinion piece in which you discussed claims about female and male communication and the stimulus text was an extract from a Mail Online article about how men are supposed to use one kind of filler an women another. Even the Mail article (yes, even the Mail) managed to point out that it wasn't always as simple as saying that men do x and women do y, because they pointed out that there are what they termed 'betweeners' such as David Beckham, Jessie J and Eminem who mix and match their umms and errs. The article also pointed out that age might have a bearing on the kind of filler a person uses.

Why does this matter? Here's the main reason. If the stimulus text shows that it's not quite as simple as saying that men do x and women do y, then why do they use a headline that suggests exactly the opposite and why do they think that is an appropriate way to frame the debate? Maybe because, as Deborah Cameron pointed out a few years ago, difference sells. To paraphrase Cameron, headlines such as "Newsflash: men and women use language in largely the same ways" don't really have as much appeal as ones that propose there's a difference. She talks more about these dubious claims in her (highly recommended) Myth of Mars and Venus and has this to say about such reductive headlines in an extract from that book on The Guardian's site in 2007:

Most people, of course, do not read academic journals: they get their information about scientific research findings from the reports that appear in newspapers, or from TV science documentaries. These sources often feature research on male-female differences, since media producers know that there is interest in the subject. But the criteria producers use when deciding which studies to report and how to present them introduce another layer of distortion. And sometimes headlines trumpet so-called facts that turn out, on investigation, to have no basis in evidence at all.
The other reason it matters is that if you are going to produce an opinion piece about gender and interaction, it makes sense not to parrot the simplistic, black and white discourses of the popular press, but to offer something a bit more nuanced. Not only is this good for getting marks on AO2 (concepts, knowledge about language, theory and research) but it's good for your AO5.

If you can engage your readers and inform them about language in a way that shows you understand the media discourses around gender and manipulate them for your own ends - perhaps even subverting them and challenging them in the process - you can pick up marks for style, structure and shaping of language. If you can show that you have read, tasted and perhaps even digested others' opinions, you can do a better job of expressing your own views.

And when it comes to the A level, where you might be required to pull apart the language of articles and other popular media texts about gender (or sociolect, accent and dialect, world Englishes, language change for that matter, where all these discourses recur) your ability to spot popular and prevalent discourses, and then to interrogate them, could really help you with the text analysis task in Question 3.

Sunday, April 02, 2017

Gender sensitivity?

Looking for an example of how language and gender makes the news? Then go no further than these two pieces about the same story. Not only do you get a good sense of how language can be part of a wider battle about gender roles and social inequality but you also get a lesson in language discourses for free.

Just have a look at how The Guardian and Mail Online report the same story, use different sources, experts and language techniques to frame their views.

Wednesday, March 29, 2017

They're right

Still on the subject of gender, one area which has long been debated and contested is that of gendered pronouns and what we do when we don't want to signal gender. For example, an expression like "Each student should bring his own lunch" begins with an indefinite determiner (each) uses a male (singular) pronoun (or determiner, more accurately here) but assumes that all students will be male. Using his/her is an alternative, but is often seen as a clunky and still puts the male first. "Each student should bring their own lunch" runs into problems with subject and pronoun agreement (singular each and plural their) but has often been seen as an acceptable way to phrase something like this.

However, many formal publications and style guides have ruled against 'singular they' and seen it as a grammatical faux-pas. But even that seems to be changing, and the Associated Press this week announced that they would accept 'singular they'.

The case for 'singular they' is made convincingly here as well, and it certainly seems to be a better idea than trying to invent new pronouns such as hesh, hen and thon which have struggled to catch on.

Edited on 05.04.17 to add another article on this story (thanks to @FKRitson and @a_gadsbey).

Tuesday, March 28, 2017

Revising gender: representation of gender revisited

Here are links to old posts on this blog that address language and gender from a representation perspective.

Everyday Sexism
Pyramids of Egregiousness
Calm down, dear

And here are some links to more recent discussions of language and gender (thanks largely to Nicky B and her social media antennae):

Revising gender for AS & A level: legs-it and baby bumps

We've made a start on revising gender for Paper 2 of the A level this week and I've also been finishing off gender with my AS classes before we head into lots of exam revision. There's not a lot of time to teach everything on the A level part of the course after doing the AS last year, so we're relying a fair bit on the material students covered in class last year and hoping they revise the key things themselves, but I've been trying to find a way of approaching it that works.

Anyway, today's Daily Mail front page provided an absolute gift for the representation of gender. If you haven't seen it, it's this monstrosity below.

While the picture and caption make me want to bang my head repeatedly on the keyboard, shouting "This.Is.Not.The.1950s!" there's something in the whole way that this is presented that goes beyond what I've traditionally taught for this topic and made me consider another angle.

A lot of the focus on gender and language (for me, at least) has been on words and meanings: which words and which meanings and how we can raise awareness about what words might connote and how they are unequal - lexical asymmetry and semantic derogation, basically. There's also what language can do in terms of its syntax - constructing male as doer and actor and woman as receiver and patient. There's even what morphology can offer - suffixes that diminish women's roles and those that mark gender where it seems unnecessary (actress...waitress...why not just actor and waiter?).

So far so good. But when I've introduced language analysis to my students, I've always tried to conceptualise it as something that goes from tiny details of language to the much bigger picture, so am I missing something here?

We've got morphemes, words, phrases and clauses, but does any of that really explain what's so offensive and wrong about the Mail headline? It's not really the word 'legs-it' that's bad is it? We all have legs, don't we? The word legs is not really on a par with bad words like slag, sket and ho. No it's something that's working at a higher level than words, phrases and clauses that's the issue here and that's discourse. Discourse - as I've been grappling with in various articles - is a term that has multiple meanings in language study but here it's working as a couple of things: as language used at a level beyond the sentence and as a way of constructing and representing ideas.

The offensiveness comes from the wider discourse that's presented: that women - strong, powerful, political women (whatever you think of their party politics) - are not to be taken seriously and only deserve to be belittled and trivialised by talking about their legs. Their legs. On the front page of a national newspaper.

It's the same discourse that allows other national papers to discuss the human rights barrister, Amal Clooney's appearance at the United Nations in terms of her baby bump and high heels.

So, gender representation works on a level beyond the levels of words, phrases and clauses and on a wider textual and discourse level. That makes it slightly harder to pin down and analyse but it also offers some ways into it, and over the next week or two we'll have a look at different approaches to language and gender (and some other areas) to think about what AS and A level students could say about them.

Friday, January 20, 2017

Sociolect, social groups & social class

One of the areas that we've been looking at in AS classes recently is that of sociolect. I've also been mugging up on the writing and research for this area because of a project I'm working on for something else, so it's been useful to go back to some of the studies that have been carried out into the links between language, the social groups we belong to through choice (communities of practice and discourse communities around work, play and special interests) and those we belong to due to accidents of birth (social class and gender).

One of the things that's particularly interesting to look at is the overlap between what we might call social groups and the other areas on Paper 2 of the AS and A level - gender, regional dialect, occupation - and it's clear to me that you can't really talk about one of these without thinking about the others (and indeed, areas like age, ethnicity & sexuality).

I've set my AS classes the following task recently and we've been looking at ways in which it can be approached from different angles. Here's a structure that we used to look at it. Next week, I'll add some more ideas about approaching another question on the same broad area.

Question 1 
Discuss the idea that the language of some social groups is designed primarily to keep others out. In your answer you should discuss concepts and issues from language study.

You should use your own supporting examples and the data in Text A, below which is taken from an article about teenage slang from the Daily Mail. [30 marks]

Planning and structuring your answer

Start by dissecting the question and explaining its key terms.

Language: think about the different language levels. It’s more than just words (lexis), so consider phonology and grammar (and perhaps spelling, punctuation and graphology as well?)

Social groups: which social groups? Define this term and think of a variety of social groups who you could use as case studies. Think about age, class, interest groups, occupation groups etc. The more the merrier.

…designed primarily to keep others out: what does language do? Think about the functions of the language used within social groups: what is it primarily designed to do? Can you think of examples where it is the primary aim?

How can you make use of the data?

  • What examples are there in the data to use? 
  • How can you categorise the examples? 
  • Can you develop any of these? 
  • Do any of these help you address the main question? 

What to do next?

  • Draft an introduction to show you understand the question. 
  • Map out 2-3 social groups whose language you can discuss and comment on in more detail. 
  • Construct a line of argument to guide you through the whole question. 
  • Think about the research and theory that you will need to refer to: you will need to refer to work done by others and the research carried out by Trudgill, Cheshire, Moore, Kerswill, Fox, the Milroys and Labov & the ideas put forward by Coleman, Fox, Dent and others when discussing this area. 

Get writing. You have 40 minutes to complete it.

Allow yourself a few minutes at the end to check spelling, punctuation and grammar.

Saturday, January 07, 2017

NEA Commentary

As part of the Original Writing section of the NEA, students will be required to produce a commentary on their piece. This blog post will provide some guidance on completing the commentary for the NEA and useful tips.

What is the commentary? 

The commentary is designed to enable you to explain the decisions you have made in writing your piece and the language levels that you have employed and replicated following your exploration of a style model. 

Word Count

The commentary is just as important as the Original Writing piece in that it is also 750 words and the same number of marks (25). 

Assessment Objectives 

This piece will test your ability to employ all of the assessment objectives equally. Below is a screenshot from the criteria on the top band features: 

What does this mean? 

A01: You need to use a range of language levels. Note the key words ‘integrated’ and ‘connected.’
Regardless of the language levels used, aim to cover a range rather than repeating multiple times the use of a particular word class. Do not write about the language levels in a disjointed fashion. You will do better by integrating them, e.g. The attributive adjective “gold” within the noun phrase “the gold surface.” 

A02: Through your knowledge gained from the style model, you will need to demonstrate an awareness of genre. How does your original writing imitate the genre? How have you shown understanding of how individual genres work (and possibly overlap)?

A03: You need to engage in the way language is used to create meanings and representations. Think about how the language levels are used to create different effects.

A04: Within your commentary, you must make reference to the style model. An integrated comparison between the style model and original writing piece is needed.

A05: Throughout the entire piece, you will be assessed on your ability to express ideas clearly and carefully using an effective structure. Note the key word “guide.” You need to provide a clear analysis that is well organised rather than a disjointed piece of work that lacks coherence.

Getting the process started

In order to produce a successful commentary, you should complete the following:

1. As part of your planning for the Original Writing, you will have have selected a style model and looked at the linguistic strategies that it uses. In order to write a successful commentary, analyse the language levels used in your style model. Highlight them in different colours, e.g. red = syntax, green = word classes. This is a really important starting point as you need to make connections (A04) to your style model. Your commentary cannot just write about your own Original Writing piece as you need to justify how they relate to your selected style model.

2. After analysing your style model in detail, you need to then identify the language levels used within your own work. Think about why they have been used. 

  • What representation did you intend to create? 
  • What purpose does the language level that you have employed serve?
  • Ensure that you make a comments on the way the audience, writer and subjected are positioned along the way.
  • When you are analysing your work, it is important to consider a range of language levels. Avoid just focusing on the ones you feel most confident with using. A good spread of language levels that are appropriate and meaningful to justifying your ideas is better than repeating the same ones constantly. 
Beginning the Commentary 

As part of your A Level course so far, you will be familiar with the importance of context and how this shapes the meaning and production of the texts. When producing your commentary, your opening paragraph should contextualise your Original Writing piece and making a clear connection to your style model. Consider the following as part of your opening paragraph: 

  • You need to contextualise your own piece of work. Ensure that you comment on the purpose, form, topic, audience and how the subject is being represented. Do not generalise here. You need to be very specific. Generalisations will not help you reach high marks.
  • You also need to introduce your style model. Why have you selected it? How does it relate to your own original writing piece? 

"My style model is in the genre of a dramatic monologue. There are different sections in the text with scene changes indicated by 'Go to Black' or 'Fade.' The monologue explores a character who is not fully self-aware and I have reflected this in my Original Writing piece... My monologue is similar to Bennett's in many ways, whilst also having differences..."  
Main Paragraphs in the Commentary

After establishing the context of both your own original writing piece and your style model, you then need to carefully analyse the language levels employed in your own work.

  • Remember that you need to integrate linguistic description where possible, e.g. The pre-modifying attributive adjective ‘gold’ used within the noun phrase ‘the gold star’ is used to represent it as ….
  • Once you have commented on your own piece of work, you then need to make sure that you make connections to the style model. It might also be the case that there are marked differences in how you have used the language levels. This is equally acceptable but you need to explain why, as this will enable you to discuss contextual factors shaping the production.
  • Remember that you need to engage in meanings. Think about the way the linguistic strategies and language levels used create a representation.
  • Adopt an interwoven comparison throughout rather than writing about the style model and your own production piece in isolation.
  • Referring to the assessment criteria, you will note that it asks you to ‘guide’ the reader through. You will need to develop a coherent line of thought here. In order to guarantee this, you need to avoid leading with A01 features and instead developing topic sentences that enable the reader to understand the connections and points of comparisons being made. 
    • Both the style model and original writing piece employ … but to create different representations…
    • Within the style model, it utilises … which has been imitated in my original writing piece to …
    • Throughout the style model there is use of …. This is mirrored in my original writing piece … so that the subject of … is represented …
    • Whilst the style model utilises …. To represent the subject as … I have employed them in a different way so that the topic can be represented as … 
  • Ensure that you refer closely to your style model by quoting specific examples from it. Likewise, you will need to do the same with your own original writing piece. If you provide no evidence, credit for A01 features cannot be given regardless of how vast a range of features you have employed. 

"As monologues are spoken, it is important to represent speech. Bennett employs ellipsis to make it sound spontaneous and realistic. For example, Marjory says 'Said it was Rawdon anyway." This has been imitated in my own original writing piece through..." 
Concluding the Commentary 

This does not need to be a lengthy part of the piece. A couple of sentences will do here. Your concluding paragraph should very succinctly summarise the overall representation that you have created in your original writing piece.

  • Overall, my original writing piece employs a range of language levels that are similar to my style model to represent the subject as … 
Useful Phrases: 

  • Emulate / Mirror / Employ / Reflected / Imitated / Utilised / Mimics / Aligns /
  • Represents / Portrays / Illustrates / Illuminates / Conveys
  • The audience are positioned / This positions the audience to …
  • Both / Equally / Similarly / In the same way / Using the style model, I have …
  • Whereas / In contrast / Unlike / Alternatively / On the other hand
Good luck with completing your commentary for the NEA and I hope this has helped. 

Sunday, January 01, 2017

Happy New Year Y2K+17

Let's hope it's better than 2016, which surely has to go down on record as the worst year in the recent history of the world.

Whatever happens, there will be lots of English Language resources to make use of and we will need to hone our language skills to make sense of an increasingly messed up world.