ENGLISH LANGUAGE A LEVEL

‘Every English poet should master the rules of grammar before he attempts to bend or break them’

Robert Graves (1895-1985)

There are many reasons for studying English language not least of which is the love of the subject.  The A-level represents a fascinating alternative to Literature A level, encompassing many aspects of the effective use of language and study of the many different styles of communication.

Ashbourne’s English Department

The teaching of English Language A level at Ashbourne is undertaken principally by Breanne Grantham (who, coincidentally, is also our Assistant Director of Studies) and our Head of Middle School, James Wykes. Breanne is a graduate of Queen’s University, Canada and the Sorbonne (Paris) and also has an MA in English from the University of York. She has overseen the teaching of English Language at Ashbourne since its inception and particularly enjoys delving into the history of English with her students. James Wykes is a graduate of both UCL and King’s College London and has an MA in Modern Literature. James has a special interest in links between language and psychology and can often be found challenging his students to think outside the box when it comes to defining what makes a language! In addition, the department is supported by Rob Crumpton, who holds an English and History degree from Oxford as well as a PhD from Birkbeck College.
 
Examination Board

Units

AS Unit 1 ENGB1: Categorising Texts

The aim of this unit is to introduce candidates to methods of exploring and understanding spoken and written language in use. Candidates will be examined
on their understanding of the way purposes, audiences and contexts impact upon language production and reception.

Candidates will be required to use linguistic methods to analyse and investigate a variety of texts taken from everyday sources. The following areas of language should form the basis for their study of these methods:

Lexis: the vocabulary system; meaning at word and phrase level

Grammar: the structural relationships within and between sentences and utterances

Phonetics/ Phonology: the sounds of English, how they are produced and how they are described; including aspects of prosody

Pragmatics: the ways in which social conventions and implied meanings are encoded in spoken and written language

Discourse

(i) longer stretches of text, looking particularly at aspects of cohesion

(ii) the way texts create identities for particular individuals, groups or institutions e.g. the
discourse of law, politics, the media

Graphology: language as a semiotic system creating meaning through textual design, signs and images.

In addition candidates should study the following related concepts:

Register: situational variation and register: how language varies in relation to audiences, purposes and contexts

Mode: how language may vary as a consequence of the channel of communication (speech, writing and mixed modes)

Idiolect: the language style acquired by individuals as a result of their personal characteristics, systems of belief and social experience

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

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

Section A – Text Varieties

This section uses a generic question designed to test candidates’ ability to explore the ways in which varieties of data can be grouped using the knowledge they have gained during their studies. The following list of possible ‘groupings’ should form the basis of
their preparation for this task:

• purpose
• audience
• genre
• formality
• speech
• writing
• multimodality
• representation
• linguistic areas (e.g. lexis, grammar, phonetics / phonology etc).

Section B – Language and Social

Contexts

In preparation for this section candidates will be required to study how spoken and written texts reproduce ideas about cultural values and assumptions, with a key focus on the following topic areas:

a) Language and Gender
b) Language and Power
c) Language and Technology.

Language and Gender: In preparing for this topic candidates should study how gender is represented and reproduced in the everyday texts that surround us, for example in
advertising, fiction and non-fiction texts etc. Candidates should also study how gender is
performed by language users in interactions, for example in single-sex and mixed-sex encounters.

Language and Power: In preparing for this topic area candidates should study, the way power is represented in spoken and written discourses, for example in official documents, media texts, advice leaflets etc. Candidates should also study the way participants in interactions position themselves and others, for example in interviews, debates, consultations, speeches etc.

Language and Technology: In preparing for this topic area candidates should study how varieties of language are shaped by the medium of communication, for example telephone, radio, television, computer. Candidates should also study the social practices that surround these forms of communication, for example conventions for using mobile phones, aspects of netiquette, conventions of radio and television programmes etc.

AS Unit 2 ENGB2 Creating Texts

Unit Content

The aim of this coursework unit is to allow candidates the opportunity to develop and reflect upon their own writing expertise. Candidates will be required to produce a folder comprising two pieces of original writing, differentiated by primary audience, purpose and genre, and two commentaries which explore the writing process and assess the success of the individual pieces.

The following are examples of types of writing which candidates might choose to submit

Writing to entertain

A soap opera script
An extract from an autobiography
A dramatic monologue

Writing to persuade

An editorial
A letter to a head of centre about uniform issues
A speech delivered as a football captain

Writing to inform

A piece of travel journalism
A leaflet focusing on health issues
An extract from a motorbike maintenance manual

Writing to advise

A leaflet focusing on ‘How to choose a University’
A guide to texting for novices
An article advising on ‘How to survive a music festival’

In preparation for this module candidates need to study:

• the use of register and style
• characteristics of genres and sub-genres
• the impact of language choices (lexis and grammar) and discourse strategies
• the purposes and skills of planning, drafting and redrafting
• the use of primary sources and of clear referencing of these materials
• skills associated with analysing and reviewing the writing process and the reception of their own texts.

To complement the written pieces, candidates will be required to produce two commentaries which will allow them to reflect upon the writing process. Each
commentary should contain:

• discussion of the style model(s) used in the planning process
• discussion of any significant changes made during the writing process
• reference to any reading materials used, and discussion of how they were adapted to suit the new text
• analysis of the stylistic devices used in the text, with exemplification from the text
• reflection on the effectiveness of the final piece including, where relevant, feedback from a variety of sources.

A2 Unit 3 ENGB3 Developing Language

Unit Content

The aim of this unit is to develop candidates’ understanding of the key concepts and theories surrounding language study. Candidates will be expected to develop their skills and knowledge from their AS studies, with an additional focus on two new topics:

• the acquisition of language by children
• the development of and changes in English over time.

This unit takes further the study of social contexts, genres of speech, writing and multi-modal texts first explored at AS by embedding questions about language development in particular contexts of use.

Section A – Language Acquisition

This topic area is designed to teach candidates about the nature and functions of language acquisition and social development of children from 0 - 11 years. This unit will therefore require some knowledge of:

• the early stages of language development and the learning of the sound system
• lexical, semantic and grammatical development in language use between these ages
• the importance of social interaction and the development of communication skills
• the beginnings of reading and writing
• theories of acquisition and their role in understanding how children acquire language.

Section B – Language Change

This topic area explores historical and contemporary changes in the English Language from Late Modern English (1700+) to the present day, alongside explanations of their causes and impact. This module will focus on the following areas for study:

• attitudes towards language change and the impact of language standardisation
• changes in orthography, grammar, lexis and punctuation
• changes in written and spoken style
• the impact of social and political forces upon language usage and change
• changes in layout and text design in written texts.

A2 Unit 4 ENGB4 Investigating Language

Unit Content

The aim of this coursework unit is to develop candidates’ ability to explore and analyse language data through a variety of methods. It should enable candidates to build upon the key concepts and ideas gained during the course of their studies, as well as to demonstrate expertise in areas of individual interest. The coursework folder will comprise two individual pieces of writing:

• a language investigation
• a media text.

Language Investigation

Candidates should choose their own areas for study in consultation with their teacher(s). The parameters for the topic area and data collection should be accessible and manageable within the time and word constraints. Candidates may choose to pursue an
area of study that has arisen from topics covered during their AS/A level course: for example, studies of gender and representation; studies of the power of media texts; investigations of the language of new communication technologies; the language of
children at play; historical changes in English over time.

In preparation for this unit candidates need to study how to:

• establish an appropriate context for language investigation
• use a variety of data collection methods
• transcribe spoken data where appropriate
• make sense of data using relevant linguistic methods and techniques
• evaluate and draw conclusions on the findings of the investigation
• present findings in an appropriate and accessible manner
• reference reading materials correctly.

Teachers should advise candidates that their study should contain the following sections, clearly labeled and indexed:
Introduction

• discussion of the reasons for choosing the focus of the study
• a hypothesis or research question (where appropriate)
• aim or aims.

Methodology

• an account of the methodology chosen for data selection
• problems (if any) encountered during the collection process.

Analysis

• analysis and interpretation of data using appropriate linguistic concepts
• critical consideration of the relevant concepts / issues surrounding the topic area
• analysis of the effects of key contextual influences upon the data.

Conclusion / Evaluation
• an evaluation of the success of the investigation including issues relating to methodology, interpretation of the conclusions drawn from the data and recommendations for further study

Bibliography
• a list of all sources used (paper and web-based).

Appendices - including all data collected.

Media Text

Candidates will use the broad subject focus of their language investigation to produce a media text (e.g. newspaper or magazine article) highlighting the language ideas and issues surrounding their chosen topic. This writing task will allow candidates to develop and build upon their writing and editorial skills from their AS studies, and to demonstrate
a conceptualised understanding of the language ideas surrounding their chosen investigation topic.

Candidates should be encouraged to use their knowledge as the starting point for their writing, producing a media text for a non-specialist audience. The media text does not have to reflect the findings of the candidate’s language investigation. In addition, candidates will be required to use a bibliography to identify their preparatory reading material.

The audience and purpose of the media text will remain the same for each series:

• an informative media text for a non-specialist audience. Suitable media texts, based on investigation topics, could focus on:
• Men vs. women: who talks the most?
• How do children learn to read? A parents’ guide.
• What do your text messages reveal about you?
• From ‘perfect’ to ‘pukka’: how the language of food writers has changed over time.

In preparation for this writing candidates should study:

• the structures and conventions of media texts
• the evaluation and synthesis of complex ideas and concepts from a range of specialised source materials
• editorial skills including paraphrase and summary, the control of register and style, including tone and voice
• the re-presentation of complex, specialised source material for a new audience, genre and purpose
• referencing skills.

Possible University Degree Programmes Suited to A-level English Language.

There are many possible undergraduate options arising from the study of English Language at A Level including Advertising, Cultural Studies, Journalism, English Literature, Media Studies, Theatre Studies and Linguistics.