AS English Language at SBL2014-2015

Student Handbook

How do you comfort an English Language teacher?

There, their, they’re.

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Being a Student of A Level English Language

A Level English is a demanding course of study. In order to support your own and the group’s learning and to be successful, you will need to devote a considerable amount of time to study and reading outside of the classroom. We will expect you to take responsibility for your learning, our deadlines, and the standards agreed in class.

APPROACH TO LEARNING: You chose it – it didn’t choose you!

You made a positive choice to study English and are expected to approach the course pro-actively. This means engaging in lesson activities and any work set, thinking for yourself, discussing and seeking clarification when needed. Also be prepared to give time outside timetabled lessons for one-to-one help.

You are responsible for your own learning and we expect you to become increasingly independent as a learner. Guided tasks will help you become so, but take it upon yourself to go a step further on work.

You will be further supported by the English Language blog, maintained by Mrs Hammond and Mrs Slocombe. It will be your responsibility to use the site regularly to check extended work tasks, undertake further reading, or engage with the class as part of an interactive response task.

Mobile phones cannot be used, except as part of a planned lesson. Ensure your part-time place of work, all family and all friends know they are not to contact you and you cannot communicate in lessons.

ATTENDANCE

You must attend every lesson and be punctual. If you are ill you should inform Mrs Collins as soon as you are able. Similarly, if there are known exceptional circumstances, such as going to University Open Days, you should inform your teacher in advance. If you are absent it is your responsibility to find out what you have missed and to catch up. Relevant ppts and resources will be made available on the English Language website after each lesson so that you can catch up. Homework will not be re-issued but will remain on the site so that absence need not be a factor.

NOTEMAKING

You must make meaningful notes in lessons and consolidate your learning later with overview notes. You may also need to explore concepts with further reading in order to feel secure.

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PROGRESS AND TARGETS

These will be monitored by Mrs Hammond and Mrs Slocombe, using the Coursework Progress check sheets and Assessment sheets in this handbook.

DEADLINES

You are expected to complete all work set for the designated deadline. If there are circumstances that impact on your time management you should see Mrs Hammond or Mrs Slocombe to negotiate an appropriate personal deadline.

ASSESSMENT

You will be assessed for your suitability on the course within four weeks of starting it. This will take the form of All other assessments will take place at least once a term. Grades will be explained using assessment objective criteria and mark schemes.

PERSONAL INDEPENDENT STUDY

You are expected to spend 6+ hours a week on personal study. After every lesson you should consolidate your learning with overview notes, bullet points or diagrams. Before every lesson you should prepare and come ready to discuss and lead discussion. In addition you need to be prepared to maintain a scrapbook of annotated nonfiction texts and a programme of reading and research into English Language theory and theorists.

ORGANISATION

Bring all relevant texts and equipment to every lesson, including your own stationery. You must keep organised notes and present your file for checking when requested.

Useful equipment:

A lever arch file, with at least 10 dividers A scrapbook in which to collect your own examples of data A set of plastic document wallets A bank of A4 paper with margin A set of highlighters Pencils and erasers for annotation

Mrs Hammond and Mrs Slocombe will provide post-it notes, printed resources and any other resources where necessary.

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PRESENTATION AND SUBMISSION OF WORK

All work must be well presented: legibly written, or typed. Hand in paper versions unless specifically asked for an electronic submission. Any torn-off sheets of A4 with no margin will not be accepted.

These guidelines will be referred to when conducting ROPs and in teacher-student consultations.

I have read and agree to abide by these guidelines.

Signed……………………………………………………………………. Date…………………………………….

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The AS Specification

Unit 1 – ENGB1Categorising Texts60% of AS, 30% of A Level2 hour written examination96 marksIntroduction to the study of language, focusing on three specific social contexts: Language and Power, Language and Gender and Language and Technology.Unit 2 – ENGB2Creating Texts40% of AS, 20% of A2Coursework – internally assessed, and externally moderated by AQA80 marksCandidates produce writing in different genres and for different audiences and purposes (2500-3500 words)

Unit 1 ENGB1 Categorising Texts60% of AS

This is a 2-hour exam and you will need to answer two questions; one from Section A and one from Section B. The aim of the unit is to introduce you to methods of exploring and understanding spoken and written language. You will be examined on your understanding of the way purposes, audiences and contexts impact upon language production and reception.

Section A Text VarietiesThis question will remain the same every year and is based on a selection of 5-7 texts taken from everyday sources:‘Study the texts A – F on the next six pages. These texts illustrate different varieties of language use. Discuss various ways in which these texts can be grouped, giving linguistic reasons for your choice.’ 

Section B Language and Social ContextsIn preparation for this section you will study how spoken and written texts reproduce ideas about cultural values and assumptions. There is a choice of topic areas:

a) Language and Gender – for example in interactions, advertising, fiction and non-fiction etc.

b) Language and Power – for example in official documents, media texts, advice leaflets, interviews, debates, speeches etc.

c) Language and Technology You will be required to answer one question from a choice of three.

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Unit 2 ENGB2 Creating Texts40% of AS

This is coursework that is internally assessed. You will produce writing in different genres and for different audiences and purposes (2500-3500 words)Having studied a range of style models you will produce a folder of two pieces of original writing, which need to be differentiated by audience, purpose and genre. Here are some examples of types of writing you might choose:Writing to entertain:

an extract from an autobiography a dramatic monologue

Writing to persuade an editorial a speech delivered as a football captain

Writing to inform a piece of travel journalism

Writing to advise/instruct a leaflet focusing on “How to choose…” a guide to… an article advising on “How to survive a …”

The original writing pieces make up 1500-2500 words together.You will also produce two commentaries that will allow you to reflect on your writing process and assess the successes of your pieces. The commentaries make up 1000 words together.

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The AS Assessment Objectives

It is critical that you understand the Assessment Objectives that you will be assessed by. You need to know these OFF BY HEART. Start now!

AO1 Plain Speak

Select and apply a range of linguistic methods, to communicate relevant terminology using appropriate terminology and coherent, accurate written expression.

Select and use a range of appropriate linguistic methods to analyse data using relevant terminology and accurate expression.

AO2Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches.

Use ideas and theories from language study to interpret how language is being used.

AO3Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language.

Understand the contexts of texts – production and reception.

AO4Demonstrate expertise and creativity in the use of English in a range of different contexts informed by linguistic study.

Write appropriately for different audiences and purposes.

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How to… be prepared!

Be interested and show enthusiasm for the subject!

Be proactive: Listen to arts programmes on TV/radio, read reviews Share independently gained knowledge/insights with the class Undertake independent wide reading and research (including internet and

library resources). Always note down bibliographical details to acknowledge sources in essays/exams

Ask for help whenever necessary; not the due date of an essay/the morning of an exam

Put in at least SIX hours of private study per week on: Preparation for class Homework Language scrapbook Essay research, planning, writing Exam practice questions Revision

Be thoroughly prepared for all lessons and for assessments: Pre-read the next section of the text before the lesson Read commentaries and textual notes before the lesson Make notes on what you have read; jot down questions, ideas, queries Think about how the text relates to your assessment Take an active part in lessons, contributing to verbal and online discussion

forums on the Language blog, questioning texts, and being prepared to lead group discussions. You may be asked to give a presentation or lead some group work.

Prepare coursework thoroughly: Read a range of style models Research genres widely Create a detailed essay plan Draft thoroughly, playing attention to structure Proof-read meticulously, for content and language Be prepared to restructure and rewrite your work thoroughly

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AS Language Assessment SheetTerm (circle) 1 2 3 4 5 6

Name: Title:

AO1

AO2

AO3

AO4

WWW:

Currently working at Grade:EBI:

AO1Select and apply a range of linguistic methods, to communicate relevant terminology using appropriate terminology and coherent, accurate written expression.

AO2Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches.

AO3Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language.

AO4Demonstrate expertise and creativity in the use of English in a range of different contexts informed by linguistic study.

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Assignment Reflection (to be completed after Assessment Sheet and teacher comments have been read. Here you need to consider the questions that you have been asked in the EBI section; respond to them in detail; rewrite sections of your work as requested; carry out further research and note down how this has helped you to improve your work. Please use a green pen. )

Student reflection seen and discussed with student (circle) HHa/CSl

Further comments:

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Coursework Progress Check

I.

Title:

First draft due: …………………………………..

First draft marked and discussed with student: yes/no date:

Second/final draft due: …………………………

Second draft marked and discussed with student: yes/no date:

Third/final draft due: ……………………………..

Third draft marked and discussed with student: yes/no date:

II.

Title:

First draft due: …………………………………..

First draft marked and discussed with student: yes/no date:

Second/final draft due: …………………………

Second draft marked and discussed with student: yes/no date:

Third/final draft due: ……………………………..

Third draft marked and discussed with student: yes/no date:

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Coursework Progress Check

Commentary 1

First draft due: …………………………………..

First draft marked and discussed with student: yes/no date:

Second/final draft due: …………………………

Second draft marked and discussed with student: yes/no date:

Third/final draft due: ……………………………..

Third draft marked and discussed with student: yes/no date:

Commentary 2

First draft due: …………………………………..

First draft marked and discussed with student: yes/no date:

Second/final draft due: …………………………

Second draft marked and discussed with student: yes/no date:

Third/final draft due: ……………………………..

Third draft marked and discussed with student: yes/no date:

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Some Key Terms

Accent – the specific way words are pronounced according to geographical region.

Colloquialism – an established set of informal terms used in everyday language.

Dialect – the variations in language produced as a result of local community and regional diversity.

Discourse – looking at structure and aspects of cohesion. The way texts create identities for particular individuals, groups or institutions e.g. the discourse of law, politics, media.

Genre – the category or type of a text such as comedy, tragedy and horror.

Grammar – the structural relationships within and between sentences and utterances.

Graphology – creating meaning through textual design, signs and images.

Lexis – vocabulary.

Idiolect – the language style acquired by individuals as a result of their personal characteristics, systems of belief and social experience – ‘linguistic fingerprint’.

Mode – Language can be spoken, written or a combination (mixed mode).

Phonetics/phonology – the sounds of English, how they are produced and how they are described.

Pragmatics – the ways in which social conventions and implied meanings are encoded in spoken and written English.

Purpose – the reason a text is produced.

Register – how language varies in relation to audiences, purposes and contexts.

Slang – colloquial language that is inventive and particular to individuals or groups.

Sociolect – language variations produced by the effects of education, socio-economic class, systems of belief, occupation and membership of social groups.

Specialist register – a set of lexical items and grammatical constructions particular to an institution or occupational group.

Type – a form of text such as a play, short story or recipe.

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