WELL DONE – ONE DOWN! Not so bad, right? Paper 2 to go…. Just want to put one final gripe to bed…..

Why the inverted commas? The “Opinion Article”

Few Key Points Don’t forget to state your audience Don’t forget to include a headline (remember you can always do this after) students must go beyond the content of the two texts from question 3 – you will be capped at L1 for AO2 otherwise! You must show a detailed knowledge of a range of theories/ideas You must offer LINGUISTIC examples Want a top band? You MUST be evaluating and challenging

Here is a good example… What band would you give it for AO2 why? Does it offer a range of theories/ideas? Is it challenging and evaluative? What about AO5? Is it creative and innovative?

What if I don’t know what to write? Learn some stock ideas now – remember all those phrases (GEH)? Go back and look a them. Learn a structure that works for you. You MUST have a structure. Use the Q3 articles to help guide you – respond directly to them? Write an article on the key ideas e.g gender and representation, occupation and plain English, prescriptivism and language change…..there will always be a key concept in there somewhere.

Headline/Sub Section – What is the article about? Word Play? Humour? First Section – Set up the argument. What are the debates around people changing their accents? Reference Cultural examples. Second Section – THEORY! Explain the studies that explore the debates….simplify. Third Section – Link section 1 and 2. How does the theory link to the references? Conclusion – Pose a question. Sum up your argument? What do you think? State you intended audience – be specific. Are you more Guardian Opinion? Or Daily Mail? Look on line!!! The structures are so repetitive!

Paper 2 Q3 – The biggie! This is a demanding question and can contribute up to 40 marks across 3 AOs (AO1, AO3 and AO4). There is a need for: good reading skills close focus on details of language grasp of bigger picture in and across both texts grasp of how language helps create meanings and representations an understanding of language discourses strong planning skills. This what AQA say!

Why different to Paper 1 Q3? Key Word – VIEWPOINT It is giving you a very specific steer. It is forcing you to engage with ILS Different to Paper 1, it is forcing you to engage with the wider discourses and more interesting contextual features.

AO3 – Being specific. Knowing the text. Difference between band 3 and band 4/5 AO3 – Being specific. Knowing the text. Purpose – “to raise awareness”, is it? What is the genre of the text? Where is the text from e.g newspaper Audience – “the general public”, is it? What type of paper is this from tabloid/broadsheet? How is the audience being addressed/positioned? Representation – Still not enough. How is the writer representing their values/attitudes/point of view? How is the writer presenting the travellers? All the time HOW and WHY All the time HOW and WHY All the time HOW and WHY The use of personal experience/the train….works on reader’s assumptions…to achieve…..

Representation – writer/newspaper? Social/cultural – the bigger stuff. BIG, FAT, JUICY STUFF – Questions to consider when reaching for the top. All Band 4 and some added evaluation. We have done a lot of this when improving our NEAs…. WHY = also links to wider social/cultural constructions Genre – where it sits in terms of genre. The bigger picture. Does it conform to or challenge conventions? HOW? WHY? Representation – writer/newspaper? Social/cultural – the bigger stuff. Audience – where is the audience positioned? HOW? WHY? Purpose – HOW is this achieved? HAS it achieved the purpose? Always linking and layering to other areas. MUST FIND PATTERNS! – AO1/AO3

L4 Needed? Why/why not? Text A is an opinion article about the English Language and Brexit from The Telegraph online and Text B is a page from the Aspects of English section of the OED online. The texts are similar in terms of context as they are both about Global English. The genres of text A and B are both online but the audiences do differ as Text A is from The Telegraph so anyone who reads this paper will see the article, most likely middle class people. Whereas Text B is more specialised being from the OED so its most likely that linguists who are interested in language change will look for this article and read it. The purposes of Text A and B are similar as they are both informing people unaware of the topic and expressing different opinions. Thinking about the mark scheme – how could we improve this?

AO1 9/10 AO3 14/15 AO4 14/15. Very systematic approach to this question. LOTS OF DEVELOPMENT AND FINISHED COMMENTS. Really good example of how level 4 work has been developed to hit the top of level 5.

OK intro…. Hitting those L3 indicators! Gets you in!

Link to question and . Register = B3 AO3/4 Comparative topic sentence. Register = B3 AO1 Then it gets good….goes deeper into the text linking to above idea. B4/5 AO1 AO3 B4 Evaluative and linking to wider discourses AND ILS B5 Comparison linking to detail of text – AO4 B4/5 AO1 AO3 B4 Evaluative and linking to wider discourses AND ILS B5 ANSWERS the question!! Brings it all together

Conclusion summarises the big ideas. Answers the question Conclusion summarises the big ideas. Answers the question. And a final evaluation!

Topic statements Linked to GASP ++ REPRESENTATION COMPARATIVE POINT EXPLORE QUOTE ANALYSE LINK Topic statements Linked to GASP ++ REPRESENTATION COMPARATIVE OFFER ALTERNATIVE READINGS CONSIDERING REPRESENTATIONS/CONTEXT Continue to link to other areas of GASP and FRAMEWORK. Band 2/3/4 stuff lives here! .Identify 2-3 examples using terminology. Use quotes – MAX 3 Words. ANALYSIS MUST BE LAYERED. LINK TO OTHER AREAS OF GASP Does the text conform to or subvert expected conventions/schema? HOW is language working to create the meanings and representations Need much more linking and layering. AO3/AO1 throughout. This is where the perceptive interesting stuff is! Band 5 stuff lives here! This will allow you to analyse rather than interpret! THE DEEP! Link back to steer/Topic Statement

This one Comparative Topic Sentence General point about language Subject/key ideas Presentation/representation of writers/newspapers L3 Comparative Topic Sentence General point about language Detailed point about language – analysed Evaluated and linked to wider discourse/ILS – analysed Detailed point abut language in other text – analysed and compared Evaluated and linked to wider discourses/ILS – analysed and compared Bring all together. Evaluate. Summarise. Link to steer. L3 L4/5 L4/5 L4/5

AO4 AO3