A Level English Language Essay Practice, Lecture notes of English Language

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A Level English Language Essay Practice

When you attempt question, make sure you write it down onto your paper so you can keep track of which question you are answering. Use this sheet to record when you have planned and written each question, as well as the mark you received.

Essay Title RequiredAOs

Total Marks

Planned It

(Date)

Written It

(Date)

Mark

Accent and Dialect

Evaluate the idea that some accents and

dialects are viewed more favourably than

others.

AO 1

AO 2

30 marks (AO1: 1 0) (AO2: 2 0)

Evaluate the idea that accents and dialects are

levelling in the UK.

Evaluate the idea that the English language is

changing and breaking up into many different

Englishes.

Evaluate the idea that where someone comes

from affects the language they use.

‘The accents and dialects of the young

frequently differ from the older generation’.

Evaluate this idea with reference to specific

examples.

Sociolect

Evaluate the idea that a person’s language is

affected by the social group that they are a

part of.

AO 1

AO 2

30 marks (AO1: 1 0) (AO2: 2 0)

Evaluate the idea that the language used by

different social groups is primarily designed to

exclude outsiders.

Evaluate the idea that a person’s language use

is completely determined by the social groups

they belong to.

Evaluate the idea that slang helps people to

feel accepted.

Evaluate the idea that teenagers are the

biggest influence on the development of

spoken language.

Language Change

Evaluate ways in which the English language

and its use have changed since the mid-

twentieth century.

AO 1

AO 2

30 marks (AO1: 1 0) (AO2: 2 0)

Evaluate the idea that language change can be

controlled and directed.

Evaluate how far technology has changed the

English language.

Evaluate how far globalisation has affected

the development of the English language.

Child Language Acquisition

“Interaction with caregivers is the most

important influence on a child’s language

development.” Evaluate this view of children’s

language development.

AO 1

AO 2

30 marks (AO1: 1 0) (AO2: 2 0)

“The role of the teacher is essential for

literacy development.” Evaluate this view of

children’s language development.

“Humans have a Language Acquisition Device

built into their brains. Without this device,

learning language would be impossible.”

Evaluate this view of children’s language

development.

“Reading is an essential part of child language

development”. Evaluate this view of children’s

language development.

“Child Directed Speech is essential for

language development.” Evaluate this view of

children’s language development.

Opinion Articles

Write an opinion article in which you discuss

the issues surrounding people changing their

accents. Before writing, you should state your

intended audience.

AO

AO

30 marks (AO2: 20)

Write an opinion article in which you discuss (AO5: 10)

the issues surrounding claims that women and

men use language differently. Before writing

your article you should state your intended

audience.

Write an article in which you discuss issues

around language and occupation. Before

writing your article you should state your

intended audience.

Write an article in which you discuss issues

around child directed speech. Before writing

your article you should state your intended

audience.

Write an article in which you discuss issues

around language change. Before writing your

article you should state your intended

audience.

Assessment

Objective

What do I need

to do?

Examples

(This list is not exhaustive) Questions and Potential Marks^ Assessment Objective

AO3 Analyse and

evaluate how

contextual

factors and

language

features are

associated with

the construction

of meaning in

the texts.

 Explore the use of language and how it is represented, according to context.  Analyse how language choices create meanings and representations.  Analyse how aspects of context work together to affect language use.  Interpret the significance of specific choices of language according to context.  Link specific language choices with an aspect of context.

 Context, genre, audience and purposes  Mode – spoken/written/mixed  Register, informality, formality, linking it to the context.  Consider how values and attitudes are conveyed  Comment on any slang/teen-centric language and consider its importance in terms of context.  Consider power and authority of the language used, considering the context in which it is presented.  Identify idiolect/sociolect language, linking it to the audience, purpose and context.

Q1: 15 of 25 marks Q2: 15 of 25 marks

For both questions, AO1 forms the other 10 marks.

Q1 considers Text A. Q considers Text B. Both questions require analysis of the text and how it uses language to create meanings and representations.

AO4 Explore

connections

across texts,

informed by

linguistic

concepts and

methods.

 Explore the significance of connections found across texts.  Examine the connections between the texts by linking the language and contexts of each.  Identify and analyse similarities and differences of language use, content and context.

 Compare the intended audiences of each text.  Compare the topics and genres of each text.  Compare the writers of each text, taking their context into consideration.  Consider and compare the context of each text.  Compare vocabulary used in each text.  Compare grammar used in each text.  Consider use of formal/informal language and how each text presents its information/ gets its message across.  Compare and contrast visual representations, including images and graphological features.  Explore connotations of language used in each text.  Explore social/cultural context of the language used – has the language in each been chosen for a specific purpose?

Q3: 20 of 20 marks

This question requires detailed comparisons and contrasting ideas between Text A and Text B, showing ways in which they are similar and different in their language use.

AQA A Level English Language Assessment Objectives – Paper 2

Assessment Objective What do I need to do? (This list is not exhaustive) Examples

Questions and Potential

Marks

AO1 Apply

appropriate

methods of

language

analysis, using

associated

terminology

and coherent

written

expression.

 Apply linguistic methods and terminology consistently and appropriately.  Identify patterns and complex ideas within the methods and linguistic features.  Identify and label linguistic devices, and then analyse how and why they are used.  Apply different levels of language analysis, integrating ideas and recognising how and why language is connected.  Apply high levels of language analysis, with rare errors.  Guide the reader, explaining the text in a structure which is easily followed and clearly detailed.  Present a clear and well-developed argument, which links to the question throughout.

 Word classes (nouns, verbs, adjectives, adverbs, pronouns).  Phonological features  Phrase, clause and sentence types  Punctuation used.  Semantic fields.  Discourse markers.  Imperatives/declaratives.  Colloquialisms.  Initialisms, acronyms.  Connotations.  Metaphors, similes, etc.  Visual design of the text, including structure and graphology.

Q1/2: 10 of 30 marks Q 3 : 10 of 4 0 marks

For Q1/2, AO2 forms the other 20 marks. For Q 3 , AO forms the 15 marks and AO forms the other 15 marks.

Q1/2 require evaluation of language theory, with linguistic theory applied.

Q3 requires analysis of a language theory, based on data analysis, with linguistic theory applied.

AO2 Demonstrate

critical

understanding

of concepts and

issues relevant

to language use.

 Demonstrate a detailed understanding of linguistic devices.  Show a detailed knowledge of different linguistic concepts, research and theories.  Demonstrate an individual overview of linguistic issues.  Assess views, approaches and interpretations of linguistic issues.

 Show an awareness of different research by including names of theorists.  Identify language linked to specific categories, e.g. occupation, gender, ethnicity, etc.  Describe the semantic fields used.  Explain the effects of participants in the interactions.  Comment on the structure of the interactions.  Consider the importance of contextual factors on the scenario and type of language used.  Explore how power is illustrated in the interaction.  If applicable to the text, consider the features of spoken language and evaluate their significance.

Q1/2: 20 of 30 marks Q 4 : 20 of 3 0 marks

For Q1/2, AO1 forms the other 10 marks. For Q 4 , AO 5 forms the 10 marks.

Q1/2 require evaluation of language theory, with linguistic theory applied.

Q4 requires you to read a text carefully. Following this, you will write a text in a similar style, which discusses linguistic theories, language diversity, or language change.

Assessment Objective What do I need to do? (This list is not exhaustive) Examples

Questions and Potential

Marks

AO5 Demonstrate

expertise and

creativity in the

use of English to

communicate in

different ways.

 Understand the required form and style of the text

and, therefore, the requisite written piece.

 Understand the purpose of the text and your own

written piece.

 Use the appropriate form, register, tone and

content for both the style required and the

intended audience.

 Consider the appropriate register.

 Write creatively, but using accurate ideas and

information.

 Write in paragraphs.

 Use the required written format.

 Be aware of how to address the

reader/audience appropriately.

 Write for context of a non-specialist

audience, giving clear information.

 Guide the reader with a well-structured

written piece, ensuring all ideas and

sentences are clear and make sense.

 Argue well-supported and clearly-

structured ideas.

 Use an engaging style to interest the

intended audience.

Q 4 : 10 of 30 marks

For Q 4 , AO2 forms the

other 20 marks.

Q4 requires you to read a text carefully. Following this, you will write a text in a similar style, which discusses linguistic theories, language diversity, or language change.