Download Task - Kettering Buccleuch Academy

YEAR 11 INTO 12 SUMMER TRANSITION TASK 2017
Subject: English Language and Literature
Qualification/Level: AS Level
Examination Board: AQA
The following task/ tasks are to be completed and taken to your first lesson in this
subject in September.
The Task
Is in two parts:
a) Use the blank glossary for language and literary analysis methods and
research the definitions of all the terms. Make a note of them and bring this in
to class in September.
b) Look at the attached transcription. A transcript is a record of a spoken
conversation. It has been recorded and then written out. Please make a full
annotation of the transcript making note of the following question:
Examine how the speakers convey their attitudes and opinions about crisps.
Your analysis should include consideration of the following:


the speakers’ choice of vocabulary, grammar and style
the significance of context on language use.
Please use the glossary to help you write a full essay, with quotations to analyse the
text. Your essay should be between 750 and 1000 words.
How the work produced will fit into subsequent work and the specification as
a whole
The course asks you to analyse a whole range of literature and language texts with
detailed approaches. You will learn a range of vocabulary based up this work. Part
of the course requires you to explore spoken language texts in context where you
will be able to explore what the language used tells you about the attitudes and
values of the speakers.
This task will give you an introduction to this study.
How the work should be presented
Please type up the essay. If you can complete the glossary on the computer you
can type in the answers in the blank spaces. You may be given access to it in this
way. If not, create a glossary in your notes and complete it neatly, so that it is easy
to refer to as the course progresses.
How the work will be assessed and marked
You will be given a mark out of 50 for the glossary, where marks are deducted for
incorrect answers. The grade boundaries are below:
42/50 = A
35/50 = B
30/50 = C
25/50 = D
20/50 = E
Your essay will be marked on the criteria detailed below and you will be given a
band that can be converted into a level.
Success criteria
What you need to do to succeed
Sophisticated /
perceptive
Clear / coherent
/ sound
Some
understanding
and explanation
Limited
approach
Band 5
Band 4
Band 3
Band 2
AO1: Apply a range of
frameworks to analyse
texts. Use accurate
literary and linguistic
terminology. Use
coherent written
expression.
AO2: Demonstrate
understanding of how
meaning is shaped in
texts through
language/structure and
style
AO3: Demonstrate
understanding of the
background contexts of
the text and the people
within it.
Resources to be used
Internet, text books, possibly newspapers/journals
Useful websites especially for the glossary task:
http://www.englishbiz.co.uk/grammar/index.htm - for some key grammatical tips
Introduction, models, grammar and revision and Language and social contexts – sociolinguistics on
http://www.universalteacher.org.uk/contents.htm#langa
http://www.shmoop.com/grammar/
http://www.dummies.com/how-to/content/english-grammar-for-dummies-cheatsheet0.html
Useful websites for analysing spoken language as well as stylistic analysis:
http://www.bbc.co.uk/schools/gcsebitesize/english/spokenlanguagestudy/listeningrev1.s
html
http://www.slideshare.net/BCALevels/alevel-english-glossary
http://www.englishbiz.co.uk/mainguides/a-level_frameworks.htm
Who to contact if you should require further assistance with the work before
the end of term
Name and email address: Mrs A Brown
[email protected]
What equipment will be needed for the subject in September?
A4 folder/s, lined paper, general stationery (pens, pencils etc) and a memory
stick would be useful. Dividers for your folder will help you organise things.
Kettering Buccleuch Academy: English Department
English Language and Literature
Glossary of Linguistic / Literary Terms
During the course you will need to learn the definitions of all the following terms and be able to use
them in your work analysing the different set texts. In preparation for this, please research the
definitions and notes these in the boxes provided. THIS WILL BE A STARTING POINT FOR THE
VOCABULARY YOU USE!
Term
Definition
Phonetics, Phonology and Prosody
At this level students describe and explore the sound system (phonology), the ways that sounds
produced by users of that system are produced (phonetics), and how rhythm and intonation are
used in speech.
Term
Definition
Dipthong
Phoneme
Voicing
Place of articulation
Manner of
articulation
Syllable
Accent
Accommodation
Sound iconicity
International
Phonetic Alphabet
Lexis and Semantics
At this level students describe and explore the vocabulary system of English.
Term
Definition
Denotative and
connotational
meanings
Figurative language
Semantic fields
Synonyms
Antonyms
Hypernyms
Hyponyms
Levels of formality
Jargon
Sociolect
Dialect
Neology
Semantic change
Grammar
At this level students describe and explore word formation (morphology) and order and structure
within the larger units of phrases, clauses and sentences (syntax).
Morpheme
Root morpheme
Affix
Phrase
Head Word
Modification
Clause
Active voice
Passive voice
Tense
Aspect
Co-ordination
Sub-ordination
Sentence
Sentence function
Word class
Pragmatics
At this level students describe and explore the implied meanings of English and how language use
creates meanings in interactional contexts.
Implicature
Inference
Irony
Deixis
Speech Acts
Politeness
Face
Co-operative
principles
Discourse
At this level students describe and explore the ways in which whole texts (written, spoken and
multimodal) are constructed at a level beyond the word, phrase, clause and sentence.
Discourse markers
Adjuncts
Disjuncts
Narrative structures
Anaphoric reference
Cataphoric
reference
Exophoric reference
Interdiscursivity
Critical discourse
analysis
Spoken Discourse
analysis
Autodiegetic
narrator
Homodiegetic
narrator
Graphology
At this level students describe and explore the visual aspects of text design and appearance.
Layout
Typographical
aspects
Orthographical
features
Multimodal texts
Key terminology for textual analysis
Audience
Discourses
Foregrounding
Genre
Literariness
Mode
Narrative
Poetic voice
Grammatical voice
Point of view
Register
Representation
Ideology
Text A
This transcript is an extract from a conversation between two adults, Gwen (G) and Peter
(P). The conversation was recorded in their home.
Key
(.)
(1.0)
underlining
::
(italics)
Some words
micropause
pause in seconds
particular emphasis of a word
elongation of a word
non-verbal sound
have been spelled to reflect their pronunciation.
G:
why are we even discussin this anyway
P:
cos I thought you knew my feelins about food in the car (1.0) especially bloody
crisps
G:
but but (.) but I rea:::lly don’t see what the problem is
P:
G:
P:
I hate crisps being eaten in the car (.) they stink it out (.) that horrible f fatty smell
(.) which takes for ever to go (.) makes me feel sick (.) and I didn’t spend fifteen
grand on a car just for little kids to go in it an leave (0.5) effin crisps on the back
seat (1.0) two weeks after I bought it
oh for God’s sake
apart from the smell they leave marks on the upholstery too (1.5) I’ll need to
clean it out as well as hoover it (2.0) you know I’ve always hated food of any
kind being eaten in the car (.) but crisps (.) an cheese an onion ones at that
(1.0) ar:::::::gh
G:
who doesn’t like cheese an onion crisps
P:
that’s not the point (.) don’t be so flippant
G:
we::::ll (1.0) you’re not normal (.) only likin plain crisps (laughs)
P:
(shouting) that’s (.) not (.) the (.) point