OVERVIEW OF SKILLS REQUIRED AT A-LEVEL English language.

1. A Level
English Language
The BIG
Question:
What do we need to know?
Keywords: Techniques, Framework, Linguistic, Variation,
Representation, Objectives,

2. Prior Learning

3. Minimum Expectation:
Challenge Yourself: To begin to
apply the framework and
terminology to different text
types
To understand the main requirements
and terminology of the AS English
Language qualification.

4. How is the A Level assessed?
Paper 1: Language and the individual - Written Paper
2 hour 30 mins – 40%
100 marks
Section A - Textual Variations
and Representations
Section B - Children's Language
Development
Textual variations and
representations
Two texts, linked by topic or theme.
• A question requiring analysis of
one text
(25 marks)
• A question requiring analysis of a
second
text (25 marks)
• A question requiring comparison of
the two
texts (20 marks)
A discursive essay on children’s
language development, with a choice
of two questions where the data
provided will focus on spoken,
written or multimodal language (30
marks)

5. How is the A Level assessed?
Paper 2: Language Diversity and Change- Written Paper
2 hour 30 mins – 40%
100 marks
Section A - Diversity and Change Section B - Language Discourses
One question from a choice of two:
Either: an evaluative essay on
language diversity (30 marks)
Or: an evaluative essay on language
change (30 marks)
Two texts about a topic linked to
the study of diversity and change.
A question requiring analysis of how
the texts use language to present
ideas, attitudes and opinions (40
marks)
A directed writing task linked to
the same topic and the ideas in the
texts (30 marks)

6. How is the A Level assessed?
NEA – Language in Action
What's assessed Assessed Tasks
• Language
Investigation
• Original Writing
• Methods of
language
analysis are
integrated into
the activities
• Word count:
3,500
• 100 marks
• 20% of A-level
• Assessed by
teachers
• Moderated by
AQA
Students
produce:
• a language
investigation
(2,000 words
excluding data)
• a piece of
original writing
and commentary
(1,500 words
total)

7. What are the assessment
objectives?

8. AO Description
AO1
Apply appropriate methods of language analysis, using
associated terminology and coherent written expression
AO2
Demonstrate critical understanding of concepts and
issues relevant to language use
AO3
Analyse and evaluate how contextual factors and language
features are associated with the construction of meaning
AO4
Explore connections across texts, informed by linguistic
concepts and methods
A05
Demonstrate expertise and creativity in the use of
English to communicate in different ways
What
are
the
AOs?

9. Think, Pair, Share
Language and the Individual
Text Variation & Representation Your Understanding
Students should study a range of texts:
•about various subjects
•from various writers and speakers
•for various audiences
•for various purposes
•in a variety of genres
•using a variety of modes
This exploration will include:
•methods of language analysis
•how identity is constructed
•how audiences are addressed and positioned
•the functions of the texts
•the structure and organisation of the texts
•how representations are produced
When analysing texts, students should explore how
language is:
•shaped according to audience, purpose, genre and mode
•shaped according to context
•used to construct meanings and representations
•used to enact relationships between writers, speakers and
audiences or between participants within a text.

10. Task Instructions
Expected
1. Work together to
pair the
terminology with
the definitions.
Start with those
you recognise
from GCSE
Challenge Tasks
• Using the definitions
make a list of what you
think each method will
explore in detail, e.g.
Grammar = sentence
structure, word classes
etc
• Think of an example for
each definition

12. The BIG
Question:
Do similar types of texts have a
distinctive pattern?
Keywords: Framework, GRASP, Genre, Sub-genre, Field, Convention,
Expectation
You already know more that
what you think...
Group task:
I’ll start. Once upon a time...

13. How did we do?
Expected:
What did you add? Why?
Did it work?
How did you know what to add next?
Would you change anything?
What language features could you hear people using?

14. Minimum Expectation:
Challenge Yourself: To
recognise the importance of
understanding the genre of a
text by making predictions
based on own experience.
To understand and recognise a range of
different genres and associated writing
styles.

15. Digging Deep
TERM DEEPER
MEANING
Genre
Register
Audience
Subject
Purpose
Each area of the framework contains more
specific linguistic areas to focus on. We are
going to create our own glossary. Let’s start
with GRASP

16. Think, Pair, Share
What is genre?
Genre :
Similar types of texts with a distinctive
pattern, such as novels , plays, and poetry.
Spoken texts also have their own genres
with distinctive patterns, such as
conversations, and interviews.
A genre can be broken down into sub-
genres, such as for novel: love, horror,
sci-fi. Each sub-genre has its own specific
and recognisable features.

17. How can we be more
specific?

18. Each genre has a writing style
associated with it...
Expected
1. Work together to list the features
of each of the following genres:
• Letter
• Recipe
• Text Message
• Postcard
• Interview
• Radio Show
Remember to ask yourself: what type
of text is it, and how do I know?
Challenge Tasks
1. How does the genre affect
the language choices made
by the writer?
2. When and why might a
writing style of a particular
genre NOT conform to its
genre conventions?

19. Let’s feedback...

20. Digging Deep
Text We think it’s
a…
Because…
A
B
C
D
E
F
G
H
I
J
K
L
Now it’s time to work
together to explore the texts
around the room

21. The BIG
Question:
How do we identify features of
a register?
Keywords: Framework, GRASP, Register, Convention, Expectation
What might they
be?
Register is the type of language used in different situations.
Registers are the different varieties of language used in
different situations. Deciding which register is appropriate to
use depends on several factors:

22. Minimum Expectation:
Challenge Yourself: To
recognise the importance of
understanding the register of a
text by making predictions
based on own experience.
To understand and recognise register.

23. The Factors
Field
the subject being
talked about
e.g. a field of lexis
based on football
(penalty, goal...etc.)
Audience
relationship between speaker/
writer and audience
e.g. knowing someone personally
= informal register (use of
slang, abbreviations.
Purpose
e.g. a report = formal register,
purpose = to inform
a persuasive purpose =
informal register...why?
Form/genre
a business letter=
formal register, txt
msg= informal

24. Context
Whether register is appropriate
depends on the context it's used in...
- Using an informal register in a
formal situation is inappropriate
because it could be seen as
disrespectful or rude.
- Using formal language in an
informal situation could sound
unfriendly and stuffy.
Can you think
of any
examples
from your
own
experiences?

25. How else do registers vary?
Lexis
A conversation
between two
specialists would
contain technical
vocabulary that they
would both
understand.
For example, the
lexis in the
registers used by
mechanical and
medical specialists
would be very
different.
Grammar
Register can affect
syntax- the structure
of clauses and
complexity of
sentences...why might
this be?
Some registers even
have grammatical
constructions that
are specific to them,
e.g. the legal register
(legalese), which uses
lots of clauses and
passive sentences.
Phonology
This is to do with how
the words in a
particular register are
pronounced.
An informal register
often involves 'h' and
'g' dropping.
Generally speaking, a
formal register will
cause people to modify
their accent so it's
closer to Received
Pronunciation.

26. The BIG
Question:
How specific about audience
do we need to be?
Keywords: Framework, GRASP, Audience, Convention, Expectation
You should be able to identify a text’s target audience by analysing
the type of language it uses
How many
different
audiences can you
think of?

27. How did we do?
• Writers tailor their texts to suit different audiences
and purposes.
• To recognise the audience of a text, you need to be able
to recognise and describe how a text suits a particular
audience.
• There are clues about the audience, their age, gender,
status, and how the writer feels about them in the
language of the text.

28. Minimum Expectation:
Challenge Yourself: To
recognise the importance of
understanding the audience of a
text by making predictions
based on own experience.
To understand and recognise a range of
different audiences.

29. Audience
- Texts need to suit their audience in order to make them more accessible
- The expertise of the audience is also an important factor - this can mean
that the LEXIS can be specialised
- content can reveal if it is for a specialised audience
- talk can be formal (speech) or colloquial (conversation) level of formality
shows relationship of speaker to listener (respectfully and politely to
someone in authority, casually with friends)
- long complex sentences - academic lecture or formal text - shorter
sentences, contractions, interruptions, non-fluency features are more
frequently found in informal conversations
- use of regional dialect or grammar can help place a target audience
geographically, socially, or ethnically

30. Does a writer need to know their
audience?
NO!
Known audience
- personal pronouns - memos,
letters, diaries, stories
- use language that expresses
emotion, feeling, opinion
- target audience is specific -
they will know a lot about them
and will choose language that they
expect them to understand

31. - sometimes a writer may be unfamiliar with
their audience
- usually found in academic or instructive
texts
- won't acknowledge the reader directly
- usually written in third person
- no expression of personal feeling and no use
of first or second person
- quite formal
- imperative sentences or the passive voice
- serious subject matter
Unknown audience

33. The BIG
Question:
How many different purposes
can a text have?
Keywords: Framework, GRASP, Purpose, Convention, Expectation
All texts will have been written for a purpose, otherwise there
wouldn’t be any point in writing them.
Texts usually have four main purposes:
1
2
3
4

34. Minimum Expectation:
Challenge Yourself: To
recognise the importance of
understanding the purpose of a
text by making predictions
based on own experience.
To understand and recognise a range of
different purposes.

35. A film review might be informative, entertaining
and persuasive. A text can have a primary,
secondary, dual, tertiary purpose.
You can find out the primary purpose of a text
by analysing the following:
Lexis -
Graphology -
Grammar -
Semantics -
Not all texts fit into a
category

36. - structured clearly
-Knowledge or facts
- suitable for intended audience
- language is simple and less detailed
- assumes reader has some previous knowledge
- tone is usually serious and don't include opinions or comments
- usually written in the third person
Informative Texts

37. - include information about how to do something practical
- clear, structured style
- chronological, numbered sections
- graphological devices such as bullet points and headings
- instructions are given as imperatives
- second person forms (you)
- lexis is straightforward and uncomplicated - subject specific
Instructional Texts

38. - influence the reader's opinion
- first person personal address
- emotive adjectives and subjective judgements to make
you feel guilty
- facts, statistics, and other evidence to support
argument
- use eye-catching graphology, such as logos,
capitalisation and colour
Persuasive Texts

39. • sophisticated language
• extensive vocabulary
• varied sentence types
• figurative language
• complex structure
• eye-catching layout
These techniques help writers to influence the
reader experience escape from reality,
frighten, shock, emotional effect
Entertainment Texts
novels, stories,
articles, verses,
songs, poetry,
plays,
biographies
autobiographies