AQA English Language AS Level 2015 2nd June

Does anyone have any advice on how to structure an answer for the section of Language and Power/Gender/Technology? We have been given no structure for it and I am lost on what to talk about in order to get the top grade.
Thank you!

Basically going through all the frameworks systematically: discourse, pragmatics, semantics, lexis, graphology etc. Then linking it to the context of the text (AO3)any relevant linguistic features (AO3II) and relevant theories (AO2)

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My teacher sent us this essay plan help sheet! i hope it's useful

my grouping teacher often got us to spot stuff like morphology etc in the grouping texts as a way of contributing to our groups, for example (our most common example) if you grouped by formality you would look at the main type of sentences within the texts you've grouped (are they complex, compound or simple?) and you could use that as part of your argument for the group. I suppose you could add this in with morphology and cohesion in a similar structure; morphology could refer to the audience the text producer is addressing or the purpose of the text (e.g. 'the morphology present in the phrase "the workers must..." distances the gap between the text producer and the text receiver, increasing the formality and the use of deontic (sp.?) verbs also increases the instrumental power behind the text.' I realise this is sloppily worded and applies more the section B but you get where I'm going with this).

hi, just revising for this, does anyone have any ideas as to if they think it will be spoken power/written power?

also, can someone explain deontic and epistemic modality as we havent learned this

does anyone know what sort of mode might come up? or which comes up the most eg. transcript, web page?

Hey can someone help me please, what kinds of categories do you put the texts into in part A? Thanks

Hi all, just thought I'd make this thread as one hasn't been made yet (I think). It's just to chat and help each other with the AQA English Language AS Level exam on the 2nd of June. I know it's quite a while away but the earlier revision starts, the better! Anyway, feel free to chat and ask me any questions if you like? Haha I have been getting A/Bs throughout the year so I guess I could help if you need any. Thanks!

Can someone please mark my Lang and Gender response and point out my weaknesses so I can work on them. I emailed my teacher but she didn't mark it. I want to know what mark I get in this. I have put a link to AQA past papers and mark schemes webpage
Thank-you
http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-b-2705/past-papers-and-mark-schemes

Lang and Gender-Jan 2013
Text H is part of a script from the soap Waterloo Road. The conversation starts off between two female teachers Jasmine and Jem. Jasmine is discussing what she thinks of ‘Mr Budgen’ as a teacher with Jem by using a mild expletive ‘Miserable git.’ Even though she is in a professional environment, they are both talking to each other as friends and not teachers so the atmosphere must be relaxed so that’s why the register of the conversation is informal. Jasmine is expressing her thoughts about Grantly with Jem. This links with Tannen’s difference model of women sharing their emotions and feelings with each other just like Jasmine is doing.
Further down in the text as part of the stage directions ‘Jasmine plays along putting on an air of mock-innocence’ Here she is putting on an act trying to make Jem laugh at her actions. This challenges Robin Lakoff’s theory stating the 10 elements of women’s language. One of her features to women’s language was that they lack in sense of humour but her it shows the opposite as Jasmine is trying to act humorous act as she ‘plays along’.
However in other parts of the text there are features of Robin Lakoff’s theory. This is shown when Jem uses a tag question against Jasmine by saying ‘Wow, you don’t mess around, do you?’ This sarcastic comment is said after Jasmine shows Jem Grantly’s ‘dossier’. She uses this feature to help Jasmine get Grantly fired because ‘he is so professional’. The use of the intensifier ‘so’ shows how much Jasmine wants to get rid of her colleague who is currently ‘head of department’.Jem encourages her to fire him as she uses an imperative ‘Go girl!’ and says to Jasmine who is a bit hesitant ‘if you don’t like something, change it’.
When Jasmine goes to talk to Grantly she speaks to him in overt prestige manner which supports Peter Trudgill’s theory of women using RP language no matter what social class they are from. She says to him ‘Mr Budgen, glad I caught you. As you’re probably aware, I have several issues with you as a teacher, a head of department and a colleague…’ This shows that a women like Jasmine is not like how women are stereotypically portrayed these days as being weak and innocent because in the text sounds as though Jasmine is the first person to speak to Grantly like this as after she speaks he interrupts her by saying ‘if only that were true’. Although Jasmine is shown as the less powerful participant because she is a teacher whereas Grantly is the head of department which makes him the powerful participant, she isn’t acting as a person of her hierarchical status should be acting.
When Jasmine is speaking to Grantly he interrupts her by saying ‘issues, Ms Koreshi?’ the first time and the second time she speaks and he interrupts her again by saying‘’if only that were true’. The reason why he does this is because he is shocked from what he is hearing from his employee as he is the dominant one because of his occupational status shown in the stage directions as its says that Grantly is left ‘gaping like a fish’. His interruptions link with Zimmerman and West’s theory of when they tested this theory and said that 96% of interruptions in a mixed sex conversation were made by men which is similar to what happened in between Grantly and Jasmine’s conversation.
At the end of the text Jem wants to have ‘cleared the air’ between her and Grantly because whilst Jem is showing Jasmine pictures of her house Grantly comes into the staff-room ‘warily’ and mocks Jem. She notices that Grantly is worried so she says to him ‘it’s just, you seem upset… you were a bit unhappy about me...’ as she is a new supply teacher so she doesn’t want to disappoint the ‘head of department’. This links to Deborah Tannen’s difference model as she says that women like to form bonds and be accepted which is what Jem wants as she does not want to ‘get off on the wrong foot’ with him. However Grantly hesitates byusing non fluency features such as filler as he replies to her by saying ‘no,no, er…’ This challenges Robin Lakoff’s theory as she says that women hesitateby using fillers but here it shows that Grantly is showing hesitation. supp��