Spoken Language Study English Gcse Assignment

Controlled Assessment

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E-Moderation Agreement Trial Information Pack - Autumn 2016
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Exemplar Spoken Language Scheme of Work
(PDF), Last Updated: 23 June 2011

Guidance for 2016 and 2017 themes Unit 4
(PDF), Last Updated: 24 August 2015

Unit 4 Exemplification of Performance
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Unit 4.1 Summary
(PDF), Last Updated: 11 July 2011

Unit 4.2 Summary
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Unit 4.3 Summary
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Unit 4: Studying Spoken and Written Language and Writing Creatively

Refer to the Specification for the titles available for completion for Unit 4 tasks.

Task 1: The study of Spoken Language [10%]

This task allows you to investigate the characteristics of, and influences on, your own and others’ use of spoken language. You will study different types of talk and show your understanding of variations. You will explain why language changes in different situations.

You should be able to:

  • understand the characteristics of spoken language;
  • understand influences on spoken language choice;
  • explore the impact of spoken language choices in their own and others’ use; and
  • understand how language varies in different contexts.

NB. The sample scheme of work has been updated to include activities based around the use of the British Library’s Learning online resources. The Sounds Familiar? section contains resources relevant to The Study of Spoken Language.

Task 2: The study of Written Language [15%]

This tasks allows you to demonstrate knowledge of characters, themes or genre in an extended literary text. This can be an extended prose, drama, poetry or non-fiction text, or an anthology of texts from any of these genres. You can write about a text that you are studying for GCSE English Literature; however, you must submit a different piece of work that specifically meets the requirements of this task.

You should be able to:

  • read and understand texts;
  • understand how meaning is constructed;
  • recognise the effect of language choices and patterns;
  • select material appropriate to purpose;
  • evaluate how texts may be interpreted differently depending on the perspective of the reader; and
  • explain how writers use linguistic and presentational features to sustain the reader’s interest.

Task 3: Writing Creatively [15%]

This task allows you to demonstrate the ability to write for purpose using an appropriate format, such as a newspaper article, letter, leaflet, account, diary entry, report, brochure, editorial, polemic, review, commentary, story, script or poem.

You should be able to:

  • write to communicate clearly, effectively and imaginatively;
  • select a form appropriate to purpose;
  • demonstrate knowledge of the conventions of the form selected;
  • organise information and ideas;
  • select vocabulary appropriate to task;
  • use a range of sentence structures for effect; and
  • use accurate grammar, spelling and punctuation.

Analysing spoken language: example

Here is another comedy clip. As you watch, listen to the characters' words, expressions, accent, and intonation (how their voice rises and falls).

The Catherine Tate Show

Analysis of the way the two characters talk:

The teacher: The teacher speaks softly and pronounces her words clearly. This may suggest a formal education and a background that values 'standard' modes of speaking. Her accent, particularly her pronunciation of 'r' in words (eg learn) shows she is from the West of England. This is characteristic of many rural and West Country English areas which is why Lauren asks if she is a farmer.

The teacher's tone is soft, showing that she is in a nurturing or caring role, but her speech is full of commands, showing that the relationship is unequal (or 'asymmetric'). The teacher is in a position of authority. She therefore gets angry when that authority is challenged. As the sketch goes on, however, the teacher loses her soft tone and she ends up acting like Lauren.

Lauren: The first thing we notice about Lauren is her confrontational manner. This is mirrored in her idiolect - she does not change the words or expressions she uses to fit the situation. She also picks up on the teacher's different accent. When she does she draws wrong conclusions. First she thinks the teacher must be from the north, then that she must be a farmer.

We laugh at the way Lauren speaks and the mistakes she makes. Lauren does not speak Standard English. We can hear this, for example, in the way 'th' is pronounced 'f' (as in 'norf'), and the way she repeats question tags such as 'is it'.

Conclusions: Lauren is very judgemental about the teacher. She draws conclusions based on how the teacher speaks. The audience, however, also draws conclusions about Lauren. We laugh because Lauren makes comments that seem inappropriate. While we may draw conclusions from the way people speak, we are usually aware that it is not polite to say: "you speak funny, is it!" What is funny is Lauren's lack of self-awareness. She has not stopped to think that the teacher might think Lauren herself sounds 'funny'. We might also be laughing because we recognise the way she speaks and acts in our friends and, perhaps, ourselves.

Lauren is a very successful comic creation. One reason people like her might be because we enjoy seeing the way spoken language causes problems. Different people, with different ways of speaking, cannot understand each other. It forces them apart and into confrontational situations. Recognising that, perhaps, brings us all closer together.

Key terms:

Asymmetrical relationship - a relationship where one person is in a more powerful social or professional position than the other (as opposed to a symmetrical relationship).

Rhetorical question - a question that works more like a statement: it does not require a genuine answer. It can be used as a persuasive device but also to create distance between two arguing parties.

Now try a Test Bite.

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