English Pathways Plenary External Assessment: Language Study 30% An individual study (no groups or shared activities) Teachers support the student with focus and guidance Students use language skills to reflect and comment on the use of language by a group of people in their chosen context, which may be local or virtual, and may have national and global connections.

Areas of focus for 2015 In their analysis of language use students need to Use metalanguage to identify and analyse eg in an analysis of the use of informal oral language students could refer to words like register, colloquial, slang, temporisers, vocatives Or if they are discussing a specific context they should refer to the language and or jargon associated with that context eg discussion of online gaming may refer to terms like spamming, first person shooter, mod, multi player, lagging Note that tables which give an explanation of terms are not necessary as students rarely use them to analyse language use.

Students achieve well when they give specific examples with quotations fluently incorporated into sentences and paragraphs X uses effective dialogue to create connections between the characters. X is capable of expressing a character’s personality through the tone of their conversation and the words they use. For example through the character’s words alone you can easily determine that this character has a hot- headed and honest personality. Establishing a relationship with the customer is essential. The query “What were you looking for today?” opens the conversation. If the consumer is unsure a quick follow up question with specific words that help describe the fragrances like “Do you know what kind of fragrance you are after ..as in floral, fruity, fresh or oriental?” assists to continue a discussion which will clarify their needs and lead to a sale.

Teachers need to Make sure the focus question students begin with leads to writing a 2000 word Language Study – not a research project or a text production or a folio response. Traps How have different languages evolved over time? (just discusses historical factors) How has social media changed society? (just discusses positive and negative changes to society caused by technology) How does a magazine such as Vogue appeal to its target audience? (just discusses fashion) Make sure students provide appropriate referencing but advise students to make clear their own individual research. Keep in mind: The word interaction does not mean oral interaction is compulsory. Surveys are not a requirement unless they assist the study. An oral is not a multi modal response.

Some handy don’ts to help achieve success in the study Don’t plan to do too much - students need a focus which doesn’t provide a superficial dipping Don’t have a general focus – be specific – check the number of texts referred to Don’t let students drift into narrative and recount Don’t let students write a report on the topic rather than the use of language in the context. Don’t let students not give specific evidence in the form of examples Don’t let students spend word count on what they didn’t do, or even what they did do if it isn’t relevant to language use Don’t let students evaluate the study at the end – this also wastes word count. Don’t have too broad a topic like the language of advertising, or the language of IT or visual art as without specific examples of texts to refer to these lead to just defining and listing the different words used rather than a more analytical study which looks at how the choice of words impacts on a specific chosen audience for a specific purpose.

Knowledge and Understanding Students consider the functions of language in their chosen context, including the communication of ideas, attitudes, opinions, and information. KU1 Knowledge and understanding of the ideas, values, and beliefs explored in texts. The language study could also include the ways in which people change or modify their use of language according to situation, purpose, or audience expectation. KU3 Knowledge and understanding of the ways in which texts are composed for a range of purposes and audiences.

Analysis Students may reflect on the strategies and language they use to communicate in a family, peer group, community, or work-related context. An2 Analysis of the ways in which language techniques are used to influence opinions and decisions in texts. Students examine the ways in which language — in conjunction with ethnicity, geography, social status, interest, and age — is used to support social interaction and the formation and maintenance of personal and group identity. An3 Analysis of the cultural, social, and technical roles of language that support effective interactions in different contexts.

Application Ap2 Location, recording, analysis, and synthesis of knowledge relevant to context. There should be clear evidence of what the students learnt in undertaking the study, and a conclusion that draws together the ideas formulated during the study. Ap3 Reproduction of the structural, conventional, and textual features of text types composed for a range of contexts, audiences, and purposes.

Communication C1 Accuracy, clarity, and fluency of written and spoken expression, using an appropriate style and structure.   C2 Use of language to convey meaning in a range of contexts.

Focus or Question Creation of a good focus area or question aids the study. The ways in which Specific language is used To impact on a particular audience in a context How is language used by auctioneers at the local sales yard to engage the target audience in the buying and selling of cattle? How do the language techniques used within the carpentry TAFE context allow students to learn skills for future apprenticeships? How has the language of romantic comedies changed over time evident in the examples of Roman Holiday (1953) and Date Night (2010)? How does the media, in various articles, use informative and persuasive language to communicate to their readers the extent of terrorism threats in Australia in 2014? How do bands like “Rise against and Rage against the Machine” use the language of social protest to engage their target audience?

operational advice   Students must produce work that is their own, produced without undue assistance from other people or sources. Work that has been subject to detailed editing, correction or alteration by the teacher or other people may not be further developed or copied by students for resubmission. One draft permitted. No evidence of the teacher’s marking process should be evident on the Language Study. Use the cover sheet provided by the SACE BOARD. Only include the Language Study for external marking. Student names and teacher comments should not be evident. The verification form is a useful tool to use throughout the study.