June2010 feedback How to tackle the yr 13 Language Exam
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English Language Exam A2 Question 1a
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Transcript of June2010 feedback How to tackle the yr 13 Language Exam
English Language Exam A2
Question 1a
Topics to ReviseTopics to RevisePrescriptivismOrthographyPlain EnglishChurch EnglishLegal EnglishScientific EnglishGlobal EnglishLanguage of TechnologyPCGender
What to do in Q 1aWhat to do in Q 1aYou will be directed to the first
text (a)The question will always ask you
to choose 2 KCs and write one paragraph on each explaining how they differ from current Standard English
USE P-E-E-Analyse+Context
Example of q1aExample of q1aSelect two examples which represent different key constituents of language Using these examples identify and analyse the differences between the English used in the period that Text 1 was created and current English
Q 1aQ 1aAO2 and AO3 both worth 5 marks
AOsAOsAO2 shows awareness of
concepts and issues relevant to the selected
data of why and how language diversifies according to culture using
appropriate structural linguistic analysis
AOsAOs
AO3 shows knowledge of the context of language diversity relevant to the selected data and of the key constituents of language
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Topics to ReviseTopics to RevisePrescriptivismOrthographyPlain EnglishChurch EnglishLegal EnglishScientific EnglishGlobal EnglishLanguage of TechnologyPCGender
What to do in Q 1aWhat to do in Q 1aYou will be directed to the first
text (a)The question will always ask you
to choose 2 KCs and write one paragraph on each explaining how they differ from current Standard English
USE P-E-E-Analyse+Context
Example of q1aExample of q1aSelect two examples which represent different key constituents of language Using these examples identify and analyse the differences between the English used in the period that Text 1 was created and current English
Q 1aQ 1aAO2 and AO3 both worth 5 marks
AOsAOsAO2 shows awareness of
concepts and issues relevant to the selected
data of why and how language diversifies according to culture using
appropriate structural linguistic analysis
AOsAOs
AO3 shows knowledge of the context of language diversity relevant to the selected data and of the key constituents of language
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
What to do in Q 1aWhat to do in Q 1aYou will be directed to the first
text (a)The question will always ask you
to choose 2 KCs and write one paragraph on each explaining how they differ from current Standard English
USE P-E-E-Analyse+Context
Example of q1aExample of q1aSelect two examples which represent different key constituents of language Using these examples identify and analyse the differences between the English used in the period that Text 1 was created and current English
Q 1aQ 1aAO2 and AO3 both worth 5 marks
AOsAOsAO2 shows awareness of
concepts and issues relevant to the selected
data of why and how language diversifies according to culture using
appropriate structural linguistic analysis
AOsAOs
AO3 shows knowledge of the context of language diversity relevant to the selected data and of the key constituents of language
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Example of q1aExample of q1aSelect two examples which represent different key constituents of language Using these examples identify and analyse the differences between the English used in the period that Text 1 was created and current English
Q 1aQ 1aAO2 and AO3 both worth 5 marks
AOsAOsAO2 shows awareness of
concepts and issues relevant to the selected
data of why and how language diversifies according to culture using
appropriate structural linguistic analysis
AOsAOs
AO3 shows knowledge of the context of language diversity relevant to the selected data and of the key constituents of language
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Q 1aQ 1aAO2 and AO3 both worth 5 marks
AOsAOsAO2 shows awareness of
concepts and issues relevant to the selected
data of why and how language diversifies according to culture using
appropriate structural linguistic analysis
AOsAOs
AO3 shows knowledge of the context of language diversity relevant to the selected data and of the key constituents of language
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
AOsAOsAO2 shows awareness of
concepts and issues relevant to the selected
data of why and how language diversifies according to culture using
appropriate structural linguistic analysis
AOsAOs
AO3 shows knowledge of the context of language diversity relevant to the selected data and of the key constituents of language
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
AOsAOs
AO3 shows knowledge of the context of language diversity relevant to the selected data and of the key constituents of language
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
The June 2010 Paper ndash Exam The June 2010 Paper ndash Exam Board FeedbackBoard Feedback
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Candidates must choose 2 examples representing key constituents of
language These could be1048707 phonologygraphology1048707 morphology1048707 lexis1048707 grammar1048707 discourse
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
The candidate must give an example and analyse it closely usingappropriate linguistic terminology In each case the candidate should comment on standard English use and speculate briefly on why the change has occurred
Links to context should include relevant issues about creole language forms and the fact that the writerrsquos language has been affected by the amount of time spent in the UK (and theeducation system)
The purpose of the text as an example of culturaldiversity means the writer is trying to show the audience how language is used in her home country
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
PhonologygraphologyDonrsquot reward for identifying differences in individual spelling The candidate must be able to identify a patternFeatures should be related to phonology and creating a distinct written variety for the audience For examplebull lsquodirsquo for lsquothersquo links to other Caribbean varieties and AAEbull elisionomission of final consonants lsquobesrsquo for lsquobestrsquobull vowel change lsquoevarsquo for lsquoeverrsquobull assimilation lsquolattarsquo for lsquolot ofrsquo
assimilation is a common phonological process by which one sound becomes more like a nearby sound
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
LexisLimited scope for words of Spanish origin lsquounorsquo as a pronoun Majority is standard English (meaning it does not differ from standard so is not really comment worthy in this question) This shows both the influence of Standard English and the fact the writer is UK-based so only certain defining features of the original Creole are used because these would be a barrier to understanding
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Grammarbull lack of tense on irregular verb lsquoto gorsquo(reduction of forms)bull formation of the negative lsquoif dat experience no satisfy unorsquobull missing lsquoto bersquolsquo The wata round it shallowrsquobull standard English influencesbull object pronoun use lsquothemrsquo for lsquotheyrsquobull unobull lsquonorsquo used as question tag
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Sample Answer 1aSample Answer 1aThere are some Standard English constructions in this piece In many instances the syntactical structure remains the same as in the opening with lsquoFi tell uno di truthrsquo which correlates with the S E lsquoto tell you the truthrsquo This may reflect the fact that the student has spent ten years in the UK and has assimilated Standard English grammar and may also reflect the fact that this is a attempt at approximating the Creole rather than data recorded in a real life situation It is in fact a written representation of a representation However there are a number of examples where the grammar diverges from Standard English One example is lsquoThem got di biggestrsquo Here the object form of the pronoun is used instead of the subject lsquotheyrsquo Further there is an omission of the verb to be in a number of places For example sky cler bluersquo and lsquowata round it shallowrsquo This as well as the pronoun confusion or reduction may well be because of the influence of Spanish or even an African language on the Creole language that may not distinguish between pronoun forms or that may not use the verb to be as much The use of Standard and non-Standard forms is an example of how the Creole language is a mixture of several different languages
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Sample Answer 1a Sample Answer 1a continuedcontinuedThere are phonological differences between text 1 and Standard English In many cases the fricative lsquothrsquo sound is replaced with the dental lsquodrsquo This is found in the following examples lsquoDi skyrsquo lsquoda jaguarrsquo lsquodat them cavesrsquo It is possible that this pattern emerged through the influence of the Spanish pronunciation We know for example that some Spanish speakers pronounce the letter C as lsquothrsquo so there is a difference in the pronunciation of consonant sounds This may also reflect pronunciation in other part of South America and also versions of AAE (African American English) since we know that migration happened from the Caribbean to America
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Tackling question 1bTackling question 1b
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Read and annotate both texts
Consider the key constituents
Consider similarities and differences
Before writingBefore writing
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Write the KC beside some points
Make sure you make notes on how the context is reflected in the language of the text
Number your notes
PLANPLAN
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Start with comments about the provenance of the textsSay what kind of text it isWhen where was it written
By whom and for whom
Writing your answerWriting your answer
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Stick with P-E-EIn the explain try to include some analysis of languagesome reference to the context
and possibly a link to the other text
Writing your answerWriting your answer
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Either write a paragraph on each text in turn
Or
Write a P-E-E-Link paragraph(Best to use a mixture of both)
Comparing textsComparing texts
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Be careful to answer the question It usually asks you about an issue that is reflected in the language For example attitudes towards religion and religious language
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
What the exam board sayWhat the exam board sayAnalysis and comments should
focus on how travel writing has changed
The data should be placed in the context of the changing nature of travel
writing ndash from personal account to guides
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Now use the following slides to go back over the texts and practise identifying features that you might use in an answer
Consider what the features might say about this form of writing generally and how they fit in with expectations
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
The main areas of focus are likely to be
bull phonologygraphologybull morphologybull lexisbull grammarbull discoursepragmatics
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Phonologygraphologybull use of boldbull use of italicsbull alliteration in Text 3 (lsquosoft sand
and snorkellersrsquo)
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
MorphologyText 2bull polysyllabicText 3bull compounding (lsquolongtailrsquo
lsquolagoonsidersquo)
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
LexisLexis and the role of language change over time including audience needsText 2bull interception unknown profunditybull words not part of modern standard English lsquohitherrsquo for lsquoherersquobull collations (small meals on fast days)bull proper nounsbull use of adjectivesbull use of modifiers and prepositional phrasesText 3bull proper nouns (bold capitals to draw readerrsquos attention)bull more informal to relate to reader ndash lsquoclamberrsquo lsquohaulingrsquobull contraction used to reduce formalitybull more use of modifiers and prepositional phrasesbull noun phrases in apposition
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
GrammarUse of pronouns and the
relationship with the readerbull Text 2 ndash 1st person pluralsingular (including personal opinions)
bull Text 3 - 2nd person
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
How writing has changed How writing has changed over timeover time Text 2 bull use of passives bull many relative clauses for detail bull non-finite clauses acting as modifiers bull adverbials and position bull long complex sentences with much subordination bull complex compound sentences bull unusual word orders to highlight information lsquoit is a
rock perpendicularly tabulatedrsquo lsquotheir extent we had not
time to tryrsquo bull declarative ndash account of travels bull past tense
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
How writing has changed How writing has changed over timeover time Text 3 bull use of passives to front information for the reader bull fronted adverbials to highlight bull fewer relative clauses bull use of modals bull imperatives (modern demands for guide) bull adverbials and position bull present tense ndash immediacy and sense of being a
current guide bull still many long complex sentences to give detail bull parentheses to give additional information
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Discoursepragmatics How the use of words identifies the relationship between writer
and reader and assumptions about the readership Text 2 bull limited audience (possible link to social class) bull time before travel was widespread for all classes bull makes assumptions about gender ndash more likely to be male
(reflects society of time) ndash lsquono manrsquo (unlikely to be generic use) and lsquohe
that venturesrsquo bull purpose is to entertain by describing and to evoke an image ndash
not a practical guide bull relationship is impersonal with some personal asides
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
Text 3bull much wider audience ndash anyone wishing to
go to Thailand ndash all classesand gendersbull no gender assumptions ndash audience directly
addressed lsquoyoursquo builds upa relationship between writer and readerbull purpose is to inform and perhaps to
persuade and entertainbull pragmatics- comments on the relationship
between the writer and reader
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
With all of this in mind try to write a P-E-E-A-C-L paragraph
POINTEVIDENCE
EXPLAINANALYSISCONTEXTLINK TO TEXT 3
