A level English Language Component 2 Language Change

A level English Language Component 2

Language Change over Time Sara Thorne October 2018

Slide 3 Question 1(d) Analyse features of the grammatical structure and punctuation that are typical of Early Modern English in the extract from Text A below. Make three points and select a relevant example to support each point. You must use appropriate terminology to describe your example.

Slide 4 THE Grain or Berry called Coffee, groweth upon little Trees, only in the Deserts of Arabia. It is brought from thence, and drunk generally throughout all the Grand Seigniors Dominions. It is a simple innocent thing, composed into a Drink, by being dryed in an Oven, and ground to Powder, and boiled up with Spring water, and about half a pint of it to be drunk, fasting an hour before, and not Eating an hour after, and to be taken as hot as possibly can be endured; the which will neuer fetch the skin off the mouth, or raise any Blisters, by reason of that Heat. The Turks drink at meals and other times, is usually Water, and their Dyet consists much of Fruit, the Crudities whereof are very much corrected by this Drink. The quality of this Drink is cold and Dry; and though it be a Dryer, yet it neither heats, nor inflames more than hot Posset.

Slide 5 Characteristics of a successful response: Question 1 v concise responses with very focused content v precise and accurate linguistic labelling of examples v clearly expressed descriptions of distinctive EME features v an analytical (rather than an observational) approach.

Slide 6 Areas for improvement: Question 1 v the focus of part (d) responses v the ability to identify and accurately describe word classes and phrase structure v precise descriptions of EME language change features.

Slide 7 Testing word class knowledge 1 these I know these people. These are definitely the best

Slide 8 Question 2 In your response, you must: • explore connections across the texts • consider relevant contextual factors and language features associated with the construction of meaning • demonstrate understanding of relevant language concepts and issues. Analyse and evaluate Texts A, B and C as examples of advertisements written at different times.

Slide 9 Testing word class knowledge 2 herd The grazing herd looked content. I’m going to herd them towards the gate.

Slide 10 Characteristics of a successful response: Question 2 v well-shaped essay responses that clearly address the question v an explicit focus on genre v engagement with details of the texts v discussion of contextual features linked directly to content and meaning v the use of relevant terminology to underpin points made.

Slide 11 Areas for improvement: Question 2 v close reading of the texts v engagement with meaning and interpretation v the use of a wider range of terminology (beyond basic word class labelling) v more careful focusing of the essay content in the light of the question v technical accuracy and fluency of expression.

Slide 12 Summary of key points: Question 2 v responses should address a range of points v explicit references to the content should form the basis for engagement with meaning v grammar teaching needs to address all the language levels.

Slide 13 Testing word class knowledge 3 fast That was the fast train to London. He ran as fast as he could. I can fast for two days and eat well for five. The fast begins tomorrow morning.

Slide 14 Question 3 In your response, you must refer to the set of data (Texts 1 -10), but, in addition, you may wish to draw on your own examples. You must also: • consider relevant contextual factors and language features associated with the construction of meaning • apply appropriate methods of language analysis, using associated terminology and coherent expression • demonstrate understanding of relevant language concepts and issues. Using your knowledge of twenty-first century English, analyse and evaluate the ways in which contextual factors affect the lexical and grammatical choices in email subject lines.

Slide 15 Characteristics of a successful response: Question 3 v clear organisation and fluent, accurate expression v an explicit focus on different subject lines and wider contextual factors (often through carefully composed topic sentences) v analysis of the data using appropriate linguistic terminology v a demonstration of wider knowledge about the medium and associated concepts.

Slide 16 Areas for improvement: Question 3 v covering a range of contexts v selecting wider examples that are tied closely to the focus of the question v using a range of terminology to underpin analysis.

Slide 17 Summary of key points: Question 3 v learning to read the question, the contextual information and the data carefully will help candidates to shape their response appropriately v practising close reading of data sets will help candidates to develop their analytical and evaluative skills.

Slide 18 Testing word class knowledge 4 whether She asked me whether I was hungry (or not).

Slide 19 Finite and non-finite verb phrases Just setting off …at last … setting off – non-finite VP (-ing participle) Pff this is kinda sooo not cool Guys is – finite VP (present tense) Jack Gray commented on your photo commented – finite VP (past tense)

Slide 20 Voice and aspect in verb phrases Confirmed: have you seen these styles from Next? have … seen – present perfective/active Your mobile settings have been changed – present perfective/passive Ready for some time out of the classroom, Jo – we’re recruiting – present progressive You’re Invited to Our Insider Advance Screening ’re invited – present passive

Slide 21 Testing word class knowledge 5 disappointed You disappointed me yesterday. The government has disappointed voters. The disappointed child began to howl.

Slide 22 Modality and grammatical mood in verb phrases EE – choose a new password choose – imperative Price watch club – you can now save on your energy bills can … save – modal/declarative Was it murder or suicide? New family drama on One was – interrogative (inverted subject and predicator) Splash out when it’s sunny! Splash out – imperative

Slide 23 Non-finite verb phrases Inspiring the next generation … Inspiring – non-finite VP (-ing participle, SCl) Discussion entitled “The Folly of Life” is cancelled entitled – non-finite verb (embedded -ed participle, SCl) Revealed today – Here’s What Russia ‘Has’ On Trump Revealed – non-finite VP (-ed participle, SCl)

Slide 24 Testing word class knowledge 6 best I can make the best pizza in the world. What she liked best was to sit in the sun. The best is yet to come. I bet I can best you any day.

Slide 25 Writing verb phrases 1. Write a sentence including: • a fronted Prep. P • a finite present perfective verb phrase • an adjective modifier and a verb modifier. At the top of the mountain, the dying sun has touched the hoary rock with gold.

Slide 26 Writing verb phrases 2. Write a sentence including: • a noun phrase subject with an embedded non-finite verb phrase • a finite past progressive verb phrase • an adverb of time. The house surrounded by a maze of streets was once looking out to a patchwork of fields.

Slide 27 Writing verb phrases 3. Write a sentence including: • a modal passive verb phrase • a pronoun • a noun modifier. This should be destroyed if we hope to survive the police investigation.

Slide 28 Testing word class knowledge 7 like I like cake and I’m like “stay back it’s mine. ” i got 1 like The tree is like a withered skeleton. So how do you, like, get there? It seemed like you didn’t care.

Slide 29 Approaches to EME texts DATE OF PAPER NAME GENRE DATE OF EME TEXT June 2005 June 2006 June 2009 ELang 6 family letter newspaper report personal letter 1535 1606 at some point between 1547 and 1553 January 2010 January 2011 LG 4 cookery book information book for servants 1594 1613 June 2011 LG 4 conduct literature (advice for children) 1701 (just outside EME period) January 2012 June 2012 January 2013 June 2013 LG 4 biography love letter newspaper report advertisement 1664 1653 1666 1701 (just outside EME period) January 2014 June 2015 LG 4 travel writing narrative information text about witches 1588 1594 1584 June 2016 LG 4 conduct literature (a parent’s advice for her son) 1616 June 2017 LG 4 newspaper report 1600 -1635

Slide 30 Contextual information: Extract 3 Travel writing (1588) This extract is taken from a book by Thomas Hariot was a cartographer (map-maker), mathematician, astronomer and linguist who joined Sir Walter Ralegh in an attempt to establish a colony called ‘Virginia’ on Roanoke Island (now North Carolina). His report focuses on the native inhabitants and their way of life, and on the plants, minerals and resources which could be traded. His aim was to inform his readers, but also to encourage investment and settlement. He was the only colonist who could speak the Algonquin language of the Native Americans and he therefore played a central role in the success of the expedition.

Slide 31 Using linguistic knowledge

Slide 32 Contextual information: Extract 5 Narrative (1594) This extract is taken from An Unfortunate Traveller, Or the Life of Jack Wilton by Thomas Nashe. The main character, Jack Wilton, is a rogue – he cheats the people around him and exploits their weaknesses. In this extract, he is having a secret meeting with the cider-maker in the alehouse. Jack intends to trick the cider-maker into believing that the king wants to have him hanged as a traitor. Fearing for his life, the cider-maker is persuaded to give out free cider to all the soldiers.

Slide 33 Analysing Extract 5 Key questions Lines 1 -2 1. How does the writer characterise the cider-maker? Lines 3 -5 2. What do we learn about Jack in his first turn? Lines 6 -8 3. What effect does Jack’s speech have on the cidermaker? Lines 9 -12 4. How does Jack respond to the cider-maker?

Slide 34 Resources for Component 2 on the disc • Complete resource booklet with additional materials and commentaries and suggested answers • Power. Point slides Useful links Advice on improving writing e. g. punctuation, common confusions (e. g. less/fewer, it’s/its, their/they’re/there), pitfalls and problems (split infinitives, subject verb agreement), style. Interactive exercises http: //www. bristol. ac. uk/arts/exercises/grammar_tutorial/index. htm Grammar definitions, explanations and exercises https: //learnenglish. britishcouncil. org/en/intermediate-grammar http: //www. ucl. ac. uk/internet-grammar/ The Grammar Gameshow: grammar information, gameshow video, and quiz http: //www. bbc. co. uk/learningenglish/course/tgg

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