A Level English Language Preparation for Mocks 2018/19

A Level English Language Preparation for Mocks 2018-19 You will sit two papers – (Unit 3 will be studied after the mocks (Research Investigation following a pre-release topic early in January+ Unit 4 Crafting language coursework is now complete) (Wider reading can include articles from the internet/news but also The English and Media Centre Handbook on Key topics and theories –chapters recommended have been copied for you) Unit one: Language Variation 2 hours 15 minutes 35% SECTION A: Individual variation “How are social and personal identity created in text A and Text B?” *Be secure on theories both for spoken and written language (see little handout on theories) Use the identity pack of discourses to practice comparing texts – make plans using the frameworks: Mode, Field, Function, Audience+ how lexis, grammar, pragmatics and tenor create idiolect and sociolect. Remember to consider age, gender, region/country, social class, occupation + interests, family background and the context of each discourse.

Topics/theories to revise: *Gender (Cameron, Tannen, Lakoff, Spender, Cheshire, Zimmermann and West) *Dialect/Class (Peytet, Trudgill/Labov, Bernstein, Cheshire, Aitcheson, MiIlroy, Kerswell and Williams) *Power (Giles, Brown and Levinson, Grice, Bernstein, Cheshire) *Spoken language features – revise all the key terminology.

Wider reading: Chapter 1 Gender and communication (Deborah Cameron) Chapter 2 Class and Ethnicity (Paul Kerswill) Chapter 3 Patterns of Accent Variation (Sue Foc) Kevin Watson) Chapter 6 Spoken English (Sue Fox)

SECTION B Variation over time.

“How do texts A and b demonstrate how language changes over time?”

Again, you will compare two (possibly more if the texts link) unseen texts using the language frameworks as well as social cultural and contextual factors.

Frameworks: Context Orthography (spelling patterns and variations, punctuation, letter formation, phonology, printing, provenance and means of production, graphology and morphology) Lexis (word classes, patterns and semantic fields, low and high-usage lexis, colloquialisms, dialect and regional variation) Grammar – syntax, sentence types, variation Pragmatics and Tenor *Neologisms and how they are created *archaisms Modes may include: diary extract, autobiography, blog, letter, advert, speech, pamphlet, extract from biography, spoken transcript, email, text messages…. *Be secure on terminology for language change * Create/add to a timeline of key events from 1550-2018 - include key historical events, kings and queens, wars, dictionaries, grammar developments, bibles, developments in technology+printing, famous writers you have come across + add texts you have analysed since year 12 to have a sense of an overview over time. Remember that the "golden age of language" evolved with Dictionaries struggling initially to make a standardised "dialect". Be aware of issues and debates surrounding the development of Standard English as the prestige form (Descriptivism and prescriptivism: Aitcheson) *Use the language over time pack to practice planning and annotating discourses to get you back into practice.

Wider reading: Chapters 4 Language change (Graeme Trousdale) Chapter 11 Attitudes to Language change (Dan Clayton) Unit Two Child Language Acquisition One Hour (20%) * Be clear on the frameworks *Revise all terminology for both Spoken and written discourses from 0-7 years *Use the data pack to practice annotating and planning responses on both spoken and written discourses.

* Make a time line of child language development and annotate with theorists and terminology – use one line for spoken and one for written- some theories and terminology will apply to both spoken and written.

Revise and apply Piaget Skinner Chomsky Vgotsky Bruner Bernstein Wider reading: Chapter 8 Child Language Acquisition (Paul Abbotson)