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Packaging it together: Language Change
Modelling an approach Linguistic Method Questions to ask
yourself Possible AO2 links Possible AO3 links
GRAPHOLOGY ORTHOGRAPHY SPELLING
Are unfamiliar spellings, letters and punctuation used? Are
these standard or non-standard? How is the text laid out? Has the
layout of a text changed?
standardisation prescriptivism / descriptivism
affordances/limitations of technology sociolect/ dialect
Informalisation
technological developments media social change nature of
intended audience purpose of the text the way the text would be
used
1) Read the texts
Identify GENRE, WRITER, AUDIENCE, PURPOSE, TIME
OF WRITING
2) Ask yourself linguistic questions, using the linguistic
methods:
Lexis/semantics
Grammar
Pragmatics
Discourse
Graphology
If a single text, identify the features to discuses. Use a range
of methods. If two texts, find points of comparisons/contrasts
using linguistic methods 3) Annotate your exam paper
4) Note AO2 links (AS and A2 concepts) Link the concept to the
data using AO1 exemplification
5) Find contextual AO3 links to features (AO1)
6) Write your essay, structuring your ideas logically around a
topic you want to discuss.
Be systematic Develop your ideas
Evaluate your findings
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Packaging it together: Language Acquisition
Possible hierarchies for language features & analysis
AO1/AO2/AO3 Higher performance
Awareness that the data should be treated as a whole working
from the big picture to smaller detail Most relevant methods
selected organised / structured to demonstrate understanding of the
layers in
a piece of data. All methods add interest / value to the
analysis Clustering of points e.g. all comment on phonological
features together so sensible comparisons can
be drawn and evaluation is possible Use of clusters of
exemplification integrated into the body of the analysis A precise
and consistent degree of accuracy in use of technical detail and
terms (AO1) Understanding of relevant concepts to data and
willingness to apply tentatively to the data Salient selection from
the data to exemplify language concepts Willingness to see data as
supporting/challenging language concepts Consistent & relevant
identification of how the language features exemplify contextual
issues/link to
concepts
Extract from student response (June 2011) Looking at the
discourse for Texts B and C, the conversations Briony has between
her and her mother are
structure around turn-taking as her mother initiates imperative
utterances, do some talking now or
interrogative utterances what are you saying. This is so Briony
will talk as her mother encourages her to with
transactional constructions from her mother expecting a reply
whats the magic word. Brionys replies
however are expressive and holophrastic as she is trying to
express that she wants her dummy by only
saying the common noun dummy. Similarly in Text C, Brionys
mother continues initiating interrogative
utterances for turn-taking whats that but Briony chooses to
repeat and form her own questions directly back
at her mother whats that. Briony breaks down the contraction by
repeating the interrogative so she discovers
the auxiliary verb is in between what and the demonstrative
pronoun, Whats that::t (.) What is that. In text
A however, Briony is the only speaker and only stating
holophrastic one words utterances such as moons
moons to [looking at the solar lanterns] and using deixis to
point towards a shadow to show her dad Theres
dad. These short expressions mostly indicate Briony is talking
aloud on her own to justify her surrounding
environment such as the reduplication mok-mok, the proto-word
just pointing at her milk. Cognitive theory
psychologist, Jean Piaget believed children are active learners
and use ego-centric speech when alone to
explore a childs environment through language and Briony is
using her environment to shape her lexical
choices with moons in Text A.
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Genre: Language Acquisition (literacy) ENGB3
Exam series Context Data Type January 2012 7 years (Jenny)
Narratives June 2011 7 years (Sam) Character study + planning notes
(Flat Stanley) January 2011 5 year 9 months /
7 years 4 months (Tom)
Science experiments
June 2010 6 year olds (Tania + Tom)
Transcript of reading + reading scheme books
January 2010 8 years 7 months (Georgia)
Diary entries
Legacy Specification: ENB6
Exam series Ages Data Type June 2009 7 years (Usman,
Becky and Alexander)
Narratives (Mrs Pepperpot)
June 2008 5 years (William) Narrative (Where the Wild Things
Are) June 2007 5 years, 8 years,
10 years, 11 years (Oliver, Daniel,
Immy and Hannah)
Postcards
Genre: Language Change ENGB3
Exam series Dates Data Type January 2012 1703 / 1896
1938 Books: politeness Books: motorcycle manual
June 2011 1726 1903 / 2007
Magazine: problem pages Newspaper reports: weather
January 2011 2006 OED: online editorial June 2010 1975
1934 / 2008 Book: job guide Newspaper reports: football
January 2010 1757 1878 / 1965
Speech: Vice-Chancellors graduation address Book: ballroom
etiquette Magazine article: Dancing to Romance
Legacy Specification: ENB6
Exam series Dates Data Type June 2009 1908 Instruction Book:
Scouting for Boys June 2008 1789
2005 Journal: travel email
June 2007 1950s Magazine: fashion
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Genre in Language Change: Problem Pages 18th century / 20th
century comparison
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Genre in Language Acquisition:
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SECTION A LANGUAGE ACQUISITIONThis column will change your life:
the language police