Hi there,
I am somewhat of an expert now on the AQA AS spec given that my teacher used to mark their groupings question. After having my paper back from a disappointing AS exam grade of a B (low B), I now know the mark schemes inside out. This is a good thing, a tad geeky though :P
I, too, am resitting in January as I want an A overall and am doing a risky A2 coursework piece so I need a good foregrounding from my AS UMS marks.
The base C in your coursework is 48 - this means you would need 92, a middle-high B in the exam. This IS doable, and I don't see why you wouldn't be able to achieve it!
I have some general tips that should help.
Groupings Question 1:
Generally, don't group more than 3 texts in one group. 4 Groups of 3 texts will be fine to get good marks I think.
- Be creative. Don't go into the exam thinking you're gonna do a group on Grammar. This focus is too broad and will not allow you to access a mark above 10 out of 16 for that mark band.
- Closely analytical. You need to select appropriate language features and go into detail. EXPLAIN everything you can, but NEVER terminology. For example, always ask yourself "so what" after each point you make so you know that you've developed the point.
- Be systematic. This is hard to explain, and took several practice questions to grasp. You need to analyse in a system - When you group texts, first analyse what you're grouping them for. For example with this question:
- Start with pronouns as this is the group (then move onto grammar)
- Analyse lexis: is this similar? different? can you link this to the main group?
- Analyse graphology (if any): similar? different? can you link?
- Analyse pragmatics (if) - Similar, diff? link?
You get the idea. It's important that you discuss the
same language features in the same paragraph. Don't say "Legalistic lexis gives authority to the text A, e.g "quote", which is necessary given the context as the leaflet would only work if people trust it. Pronouns, such as "you" in Text B blah blah. Lexis in this text has the semantic field of cookery, e.g "deli" and "rice"."
It's too mixed. The examiner knows you're just randomly picking stuff - you need to have a system (hence the systematic) :P
- Context! This is probably the easiest to gain marks for. After stating your group, e.g "I am grouping texts A & E for their use of extended metaphors." go on to state their purpose, ideal audience, origin etc. e.g "Text A is a flyer aimed at teenagers concerned with their sexual Health, and is likely to feature in a school. Text E is a magazine article, aimed at an older adult audience, highlighting that driving whilst smoking is against the law"
You won't necessarily get marks for this, as it's stating what the exam paper already says, but without stating WHO WHAT WHERE WHEN you can't link your ideas to context. if anything, it helps you to keep track of your point
It's equal weighting for the mark bands.
You are given up to 16 for picking good, clear groups that are specific and allow you to talk about things in depth.
You are given up to a further 16 for your analysis using linguistic terms and terminology. In this bracket you also need to choose examples and quote from the text, with meaningful quotes that actually support your point.
You are given the final of up to 16 for being systematic, and talking about the same things in the same paragraph. E.g starting with pronouns, then lexis, then graphology etc. not jumbling up points
For Questions 2/3/4 it's language and society. This is your ability to connect with the text, and be insightful.
You are given up to 16 for your selection of quotes, ideas etc. and for terminology.
You are then given a whopping up to 32 for context and being systematic (like I mentioned above!). If you group the same linguistic techniques used into their own paragraph, you can't really go wrong. Be insightful - give your opinion if you can back it im, but do it in am impersonal expression in the concluding bit:
e.g "Although the text works well at exerting power, given it's context it is likely to be ignored because of the heavy use of legalistic lexis, and it's formal language. Teenagers who are sitting exams will take one look at the text and ignore it, leaving it powerless. If the text doesn't use techniques to appeal to it's main audience, then the chances are it won't > FURTHER EXPLAIN.
I hope this helps,
best of luck!
I shall be re-sitting it with you :P