1. 12 Feedback…. Opinion Article
Headlines – Think about how you are crafting these, so your audience understands what the article is about. Don’t make them too ambiguous. Olivia and Grace good – Gertie and Katie almost there!
More AO2 – range of theories for non-specialists. Aim for 3 linguistic theories and avoid over using other references (e.g quotes from newspapers, other people) – what will you remember for the exam?
Remember your audience are non-specialists think about how introducing the academics.
Line of argument – use discourse markers, clearer links into each paragraph. Are you planning ? Some all over the place way too many examples and repetition. (see structure)
Rhetorical devices – does it sound like an article?
Mail online or Guardian?

2. 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!
You may also want to include a ‘glossary box’

3. 12 Feedback…. Paper 2
Clearer links between point and theory. Explain why theory is there! Difference between ‘illustrate/explore/characterise’
X would suggest that this is because
X would interpret this as….because……
Link sections with discourse markers – are you thinking about ‘answering’ the question?
If using other areas need to be clear how linking to steer e.g regional/social gender/occupation

4. 13 – Messages and stuff!
Make sure revising diversity too! Think occupation might be a goer and social groups too but last few papers have been very open. They do this on purpose.
Lessons will continue after 20th to get you ready for Paper 2! Make sure you are here!
Wednesday P5 – Paper 1 analysis stuff. Come with specific questions.
Marking of Lang Change – TKW
I will finish marking Q3s
This week – Paper 1 Q1 – 3. Please give in CLA essays.
Next week – CLA feedback and revision. General practice!

5. Paper 1 – What makes a top answer?
an appreciation of the importance of the various functions of language
judicious selection of material (a range! Not just one feature/one quote. Not focussing on one part of the text!)
close focus on the details of language, but also a grasp of the bigger picture
a firm grasp of what is meant by representation (missing from a lot of Paper 1’s I’ve recently marked! Noooooooo!)
the ability to structure an essay.
Straight from the mouths of the examiners!

6. Paper 1
Straight from the mouths of the examiners!
Important to remind students to read, annotate and plan the three answers together – this is a good strategy. Perhaps try this? ( mins planning. 25 mins writing)
Best answers show effective use of the time.
Better answers generally lead with AO3 meanings and representations and then track back AO1.
Very best answers grasp that representation is not just about the topic but also about self-representation.
Best answers see representation as a constructed and mediated version of reality.

7. Representation – the good stuff!
‘Representation concerns the depiction of social actors, situations and events. However, linguistic expressions do not correspond directly with the realities they describe.’
‘Rather, the grammar of representation, located in the ideational function of language, yields a linguistic product which reflects but a particular take on reality which may thus be ideologically infused.’
Engaging with the wider discourses!

8. Important to lead with meanings and representations but consider what these relate to:
people and participants
events and their contexts – historical and cultural
Attitudes and values
Genre as dynamic process
text producers (ie writers, speakers and online contributors representing themselves)
wider ideas related to the main focus of each text (eg in Text A 7702/1 the representation of women athletes as related to the representation of Veronica Campbell-Brown herself).

9. Importance of range, depth and overview for AO1

11. Examples of Level 5 Work – Priceless!
Look at scripts E and F
Script E: AO1 10/10; AO3 14/15.
Script F: AO1 10/10; AO3 14/15
Highlight 3 examples where they have hit the top band mark scheme for AO1 – Explain how.
Highlight 3 examples where they have hit the top band mark scheme for AO3 – Explain How
EXTRA - Can you identify anything that might have tipped these into 15/15 for AO3?

12. So how would you improve these?
Paper 1 Q1
Student answer A
The ‘my’ is used as sarcasm to defend Margaret Adeoye as it was her lane that Campbell-Brown ran into. This is a minor sentence as it has a subject and no verb. Text A is slightly informal as it uses words such as ‘doesn’t and ‘don’t’. These are used to make the article more relaxed and not as serious. This can also be seen in the use of capital letters when explaining Campbell-Brown ran in the wrong lane.
Examiner marks and comments
AO1 = top of Level 3 AO3 = mid Level 2

13. Paper 1 Q2
Student answer B
Text B starts with a poster introducing the Olympic games. The poster is a generic one, simply stating games and important people who plan to attend it. For example, ‘his most Gracious Majesty King Edward VII’. Every word in the title introducing the king begins with a capital letter. This is interesting because it makes the title more noticeable than it was before. With its positioning above the Olympic logo adding to this. This would draw in the attention to the games, when readers look at it, because it makes the games seem a prestigious event and makes attending it seem more satisfactory and special.
Examiner marks and comments
AO1 = bottom of Level 3 AO3 = just into Level 2

14. Student answer C
Text B is an extract from the ‘Official Report of the Olympic Games of 1908’. Text B uses a range of language features to create meanings and representations. In the first page of Text B, we can see that it’s the title/front cover of the Official Report. It clearly states ‘The Olympic Games 1908’ so we know that the topic of this is the Olympic Games and that this is something that was written in the past, 1908 to be specific.
There is the use of a noun ‘London’ which is followed up with an abstract noun ‘His Most Gracious Majesty King Edward VII’. There is a sense of authenticity in this report, at the bottom of the first page we can see this as it was published by ‘The British Olympic Association 108 Victoria Street, London SW. The authenticity is further back by the mention of the King and the many committees and councils this report went through before being published. There is a direct quote from ‘Mr Harry Goble’. In his quote we see that there is the use of a personal pronoun, which suggests that this is from his speech that has been written down.
There is the use of abbreviation ’AC’ which stands for Athletics Club. Harry uses a coordinating conjunction ‘and’ while explaining what he had to do, suggesting that he had more than one. Throughout, everything is first person, giving the reader a direct feel of the situation Harry was in and this makes a connection between the writer and the reader.
David Scott Duncan uses specific words that we are no longer familiar upon hearing ‘whereupon, boring, void and worsted’ which is the finish line tape. The words ‘telegraph’ ‘board’ and ‘megaphone’ are concrete nouns while there are plain nouns with the use of names of competitors ‘Carpenter’ and ‘Robbins’.
There is also the use of verbs as David describes the race, ‘Robbins nipped through the inside’ and ‘Carpenter made for the outside edge’. In text B we can see that all the names of the people involved are male-dominated, there’s no mention of a woman’s name as this was a time when women were still oppressed.
AO1 often accurate labelling of features that have value for task. Not always precise and detailed. Secure L3 6/10.
AO3 identified time of writing and how this impacts on language use. Also considers formality and authenticity. L3 8/15.

15. Let’s Have A Go…..
First step – annotate and plan
Write a section