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Sixth Form: English Language

Updated: Thu 5 Jul 2018   Share: Share on facebookShare on TwitterShare on MySpaceShare by Email

English Language

 

Course Title

Department

Subject Leader

English Language

English

Mr S MacNeill

 

 

 

 

Course Information

Assessment Outline

Over the two year course, you will undertake two examination papers (80%) and two pieces of Non- Exam Assessments (coursework) (20%).

The NEA has two elements: creative writing (10%) and a language investigation (10%)

Paper 1 explores Meanings and Representations and Child Language Development (40%)

Paper 2 explores Language change, Language varieties, an essay, a comparison of two texts and a creative opinion piece about language (40%)

Assessment Objectives

The exams and non-exam assessment will measure to what extent students have achieved the following assessment objectives.

•• 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.

•• AO5: Demonstrate expertise and creativity in the use of English to communicate in different ways.

 Skills in this task

  • The ability to gather data and use it effectively in an article
  • The ability to write coherently using good written expression
  • The ability to write about language in an engaging way

Bridging Task

Task Outline

  1. Read the following article on teenage language and make notes on the key points and the examples used. If for any reason you cannot access this article, there are plenty of other articles online about teenage slang.

https://www.indy100.com/article/10-slang-terms-which-parents-dont-understand--x1PLMES8lZ

  1. Now research language use across the generations by interviewing six people of different ages (young teenage up to older adult) to find out the slang they use or used as teenagers. You might start with a list of common words and expressions and see what slang is/was used (e.g. slang for ‘good’, ‘bad’ ‘attractive’, ‘ugly’, ‘kissing’, ‘dating’, teenage behaviours, food, fashion and musical styles, textspeak and so on – see what you can find)!

 

  1. Using the article and your research examples, now write a lively article for a school magazine about the changing language of teenagers. The article can be opinionated, humorous and can both explore how language has changed and explain the latest teenspeak. You might add a glossary to explain the slang in your article.

 

Article should be 600 words long and have a catchy headline. Word processed.

Marking Criteria / Assessment Method

When assessing the article, we will be looking for an interesting, engaging and lively article, with reference to the following assessment objectives:

AO1: Use coherent written expression, with an awareness of form, purpose and audience.

AO5: Demonstrate expertise and creativity in the use of English to communicate