1. Independent Learning Intensive Study Next lesson you will begin your Unit 4 project: a language investigation. You will produce a folder of 2000 – 4000 words in which you explore an aspect of language of particular interest to you. This session will involve a mini- investigation to help prepare you for your larger coursework project.

2. Task Your task is to investigate an area of language. You will need to collect and analyse data and present your findings to the group. You will work in groups of no more than 3 and must be ready to present your findings to the class next lesson.

3. Data You will need to collect your own data. Depending on the focus of your investigation, this can be either spoken or written text or a combination of both. You could collect this from TV, radio, the internet, magazines, books, emails, or transcribe a real conversation.

4. Analysis You should look for linguistic features in your data and analyse why they are present, according to the focus of your investigation.

5. Presentation You will need to present your findings and conclusions to the class, using PowerPoint or a handout or both.

6. How to present your data Outline the focus of your study Present your data Outline the findings from your data (this can be done as a pie or bar chart if you wish) Analyse your findings Outline your conclusions

7. Here are some ideas …

8. What are the differences between ‘Harry Potter and the Philosopher’s Stone’ and ‘Harry Potter and the Deathly Hallows’? You will need at least one extract from each text. Pick out and analyse features such as sentence types, number of syllables, complexity of lexis, pragmatics, figurative language (similes, metaphors, symbols), etc.

9. How does a real conversation between teenagers compare with ‘Hollyoaks’? You will need one real transcript and one from ‘Hollyoaks’. Look at features of conversation: hedges, fillers, etc. You could also bring in gender and power issues. Remember one of your texts is represented: the characters are not real people and the writer has an agenda.

10. How does the language of a teacher when addressing a year 9 class differ from a sixth form class? You will need one transcript form each class. Look for features of gender and power and bring in Sinclair and Coulthard. The sixth form lesson should not be your own lesson – you should be working not analysing the teacher! Remember to seek permission.

11. How does the language of a football commentary differ on radio and television? You will need one extract from each medium. Pick out and analyse features such as complexity of lexis, pragmatics, figurative language, verbs, adjectives, etc. you may also wish to analyse prosodic features.

12. How has the language of children’s television changed since the 1960s? You will need one extract from a 60s programme and one from a recent one. Pick out and analyse features such as complexity of lexis, pragmatics, archaic lexis, PC language, etc.

13. How does Graham Norton modify his language according to his guest? You will need an extract from 2 different programmes with 2 different types of guest (gender, status, age). Pick out and analyse features such as PC language, taboo language, sexual language, etc.

14. An analysis of song lyrics You will need at least 2 songs from the same band. Pick out and analyse features such as figurative language, grammatical features, taboo language, sexual language, etc.

15. If you have another idea, speak to Miss Teasdale before going ahead. You will present your findings in your lesson with Miss Teasdale. Please submit any photocopying at least 2 days before the lesson.