AQA - English Language B A2 - 3rd of June

I'm good thanks - I'm happy to help anyone too

Do you think you could help me with the structure and mark scheme .

That's the problem
With me I always understand everything and I can't seem to write the essay
I end up Geting C grade
With no teachers helping me ;(




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Do you think you could help me with the structure and mark scheme .

That's the problem
With me I always understand everything and I can't seem to write the essay
I end up Geting C grade
With no teachers helping me ;(

Hey,

Make sure you have a STRONG intro.

For CLA, I always get all of the context into my first paragraph- age of child, sibling position, location, telegraphic stage/post-telegraphic stage, if the topic is new or familiar and the purpose of the speech!

This will allow you to score all AO's in your opening! Don't make it a really chunky paragraph though, because paragraphs help your AO1's as your writing style and accuracy is taken into account...

Here's the opening paragraph I did for a past paper- summer 2013....

'Text A and B are significant as they demonstrate that Leila is in her telegraphic stage, due to her grammatically correct syntax. An example of this would be her utterance, "hello this is daddy. We going shopping today". Although she omits the article, 'are', her sentence still makes perfect sense. However, Leila adopts the role of a caregiver, which allows her language to resemble more of a child moving up into the post-telegraphic stage, for example, "hide behind my pillow, with that other pillow."

P.E.E IS VERY IMPORTANT! Get terminology into the P (A01), SHOW PROOF SO THAT YOU AREN'T MAKING IT UP, EXPLAIN WHY THEY USED IT AND ITS CONTEXT, (A03). Then weave theory throughout it and you'll score your AO2's.





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Hey guys,

I'm so paranoid for this exam! One of our teachers left so we got a new one who can't even teach properly! Finished my language investigation but my teacher hasn't looked at it once have no idea what to do for the media piece and I'm sure it's sent off next week!

We've only just started Language Change over time and I can't seem to find many sites to revise off!

Does anyone know where to find examples of exam answers?

Thanks guys and good luck!

Aww why won't your teachers help?

First of all, make sure you understand A01, A02 and A03

Then make sure you integrate those points. i.e don't do a paragraph all on A01 - include all of them for higher marks

mdfk

Could I PM you my email address too? Our teacher for language change was rubbish language acquisition is going ok though!

Thanks in advance! :-)


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What do you mean , 'she omits the article '




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Aww, sorry to hear about how you're feeling about the exam and the lack of quality teaching

What was your investigation about? (I'll try and help you think of some ideas )

I've made a short powerpoint and word document for Language change if you want to me to send it? PM me your email and I'll send it to you

I'll have a look to see if I can find examples of answers, I'm sure I've found some before

Don't panic, there is plenty of time and I will try my best to help

Aww thank you so much! You're message brought a big smile to my face and calmed me down a bit! Are you taking the exam this summer too?

My investigation was about how Cruella De Vil and Ursula exert power! So it was gender and power based- I'm not sure if I did it right though!

Aww thanks! The powerpoint would really be a great help for me!

I can't thank you enough, I will PM you now
xx

The teachers are rude and disrespectful in a levels . They just talk about really irrelevant stuff like what happened between my teacher and her mother or her pets

Everything was wasted. She rushed like a cheetah on the power points , just read from it. No help, always making malicious comments about Lower school students . And the list goes on.

Nobody is given help let alone how to improve essays nothing!!

Do you know how I can structure my essays for the categorising texts ?
And the second question too .
So we group 3 at least ,

Are we suppose to look at what's similar and different ? That's what I was told.



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Oh dear, that doesn't sound good

So are you retaking unit 1 then? As in last years exam? I'm just trying to remember back to that unit...

...from what I remember, you get around 8 texts. Use 3 or 4 groups i.e imperatives, nouns, and humour. So, say Text A, C and D use imperatives, you need to comment on how each one uses them, and for what purpose. You can talk about similarities and differences. So if text A and C use imperatives for advertisement/persuasion you can talk about how they use them in a similar way. Then you can say how Text D uses imperatives for another purpose i.e if it is a teacher instructing students, it's used for power and to inform them.

I'll try and find some more info on unit 1 for you

THats what the unit was .

Everyone got a E grade , they had those inspectors come in specifically for English language and because of poor teaching next year there will never be English language again .

I just need help with structuring the answer that's all.

Any chance of the categorising texts mark scheme ?

I'm
100% with my terminology and strong with context !

I know my language and gender theorists too




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Woahhh, really? I think my school is strong on English. One person in my class got a C, the rest got As and Bs

Did that explanation that I wrote out help?

They are on the aqa website - have you not had a look on there yet? It's good to look at the specification, past papers and markschemes

Examiners hate when students come
Up with pre planned theorist to 'force in'
You have to approach the texts with an open mind and do not force the theorists inside !!

Only put them if they are relevant to the text . Don't just throw it in .
There isn't really a fixed number you just have to make sure it makes complete sense with the text and the point you are trying to make .

For example
' text e uses one of Robin Lakoff's gender speach features of ' empty adjectives ' this is seen where the parent uses the words ' adorable lovely '
....'
See how this example integrates the theory with the text WITH EXAMPLES!


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I've made a language change essay that's for our Easter holidays homework ,

Have a read let me know if it helps you.
ITS MINE
( the tests are from daily telegraph ) and the other was from the oxford slang urban dictionary - both are 2005 )



Discuss what the texts show about language change
English language mrs Erskine

Both texts convey ideas about language change in different ways. Even though these are examples of contemporary language change. This is because they were both published in 2005 but differentiate in their implied audiences because Text E is intended for the Daily Telegraph readers. Whereas Text F is for the implied audience for informing unacknowledged people of a seemingly urban slang dictionary. It is also for the purpose to define the words 'chav' and 'crunk'
but to show it's appropriate word classes like the abbreviated 'adj' and 'n', meaning adjective and noun. Both texts seem to inform the reader in different ways, since Text E appears to be an article that makes it informative but serves a secondary purpose because it uses persuasive techniques by the rule of thirds to show prescriptivist attitudes to language change. For example, 'And of once you thought the people working in the post room were post workers, you were wrong'. This implies the male writer Neil Tweedie tells us he appears to have a valued judgement and opinion of the correct word to use. It also expresses some political correctness because for some it could be inappropriate to say 'post room workers' this is why the word changed to 'dispatch services facilitators'. This is to perhaps keep formality in the work profession of working in the post office. An example of a persuasive technique is the rule of thirds like 'Fish are no longer fried or grilled, they are crisped, seared' etc. this perhaps expresses his idiosyncratic style to illustrate the semantic field of food which is quite exaggerated in a metaphorical manner. Such as 'then there is a ocean of drivel produced'.whereas Text F shows a descriptivist approach to language change because it represents how social change has governed several different contexts of just using the word 'crunk'. This shows how word meanings change due to their social settings. For example, 'a hoarse harsh cry' and 'music hip-hop' etc. These examples connote a semantic shift because these words can be used by a groups sociolect. In addition they present the ideas of western culture, media and materialism. For example for the word chav, 'older children desire nothing more than to dress, talk, and behave like chavs'. This suggests language is affected by appearance and actions which suggestively stereotype and exploit the 'older children', because in the judgemental stance it takes. However, the Text F does not have the authors opinions whereas Text E does . We can see Text F's language is impacted upon TV, music, travel etc. these examples show how technology has become a way of encouraging 'youth' such as 'think Vicky Pollard in Little Britain'. The TV show devalues 'chavs' and it is evident in the headword, being 'derragotory', it shows how the words 'chav and crunk' has some form of the accommodation theory because people will be converting their language to 'fit in' with society.

Both texts are examples of neogalisation but have different lexical choices. The key lexical choices that show language change in Text E can be the use of compounding, polysyllabic words, comparatives and the semantic fields of politics, business and food. The Text E uses one of Jean Atichison's conceptual metaphors this is in the title 'suffers' which is an example is illness or disease. Another example can be 'ugly', 'damage' etc. These set the tone of a very negative article which uses negative Lexis like negation, for example 'no, not' etc. whereas Text F appears to be more positive towards language change because 'crunk' has become a example of ameolisation . It states the context of a 'hip hop sub genre' but also about 'bling and no-brainer party rhythms'. These collectively show how they've become positive. Even though, 'crunk' can be referring to 'crazy and drunk' people which is an example of blends. There is a semantic shift as depending on context words change meaning. Both words 'Chav and crunk' show the noun, adjective moving towards a physical action which makes it a verb. For example, 'got it crunk on the dance floor', 'gitty crunk, get drunk' etc. These show it's something we do but also something we describe (adj). Whilst 'chav' names a particular person who is justified in the way they dress, 'wearing of designer style clothes esp sportswear'. It shows how it labels a 'council estate chic' and regards connotations to allow a 'low social status' which makes it a pejorative. Although the original meaning was 'neutral' as it described a 'unmarried Romani male'.

In Text E, the compound lexis demonstrates how neogalisation has occurred to language change. We can see in Text E there are many, like 'supermarkets, fanboys,newspapers,overdogs, uptitling' etc. This shows how language has coinages by marketing and advertising. It also shows polysyllabic words which demonstrate the prescriptivist longer and lengthy words. Although, he understands the descriptivist attitude that can link to the plain English campaign, for example 'words or phrases to describe things that can be summed up in shorter, crisper ways'. The example of a prescriptivist attitude can be 'English according to a new book, is suffering from a form of inflation'. He deliberately dramatises and puts tension as if the English language is really 'suffering'. In Text F, there is a semantic shift by narrowing and widening which are ways language has changed . It can be changed depending on the American, Romani and British culture. This suggests words like 'chav' can be a plural to British slang but can be commented 'chav' is used informally by slang which degrade people of a 'low social status'.



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