Applying Frameworks and Assessment Objective Three
Steps to analysing a text:
1) GMAP -Genre, Mode, Audiences, Purposes.
2)Mode features
3)List the main idea in the text.
4) Find four or five other specific topics/ideas/attitudes and opinions in the text
5) Find two quotes that shows each of the points identified in four.
6)Identify the linguistic device used in the quotes.
7) Comment on how each feature shows four and develop your explanation.
Whenever you analyse a text, identify the main idea and the subtopics/specific attitudes of the writers and how they show their authority to the audience. Also identify how the writer aims to shape the reader's response.
As we have covered three frameworks: graphology, phonology, lexis and semantics, here is a step by step guide for analysing texts with a specific focus on Assessment Objective 3: how to talk about meaning? how to talk about the writer's attitudes and influences on the text? How the writer shapes the reader's response.
Link the above the terminology to the mode features.
Have a look at this PowerPoint to help you:
Thursday, 3 October 2013
Wednesday, 2 October 2013
Lexis and Semantics: How the writer uses words to create meaning
Keywords:
Slang: Words which have meanings that do not match the dictionary definition e.g. A kid means a baby goat.
Colloquialism: Everyday spoken-style language.
High Frequency Words: Words that are used often. It is more common in the spoken mode e.g. house.
Low Frequency Words: Words that are not used that often. It is more common in the written mode e.g. accommodation.
Monosyllabic Words: Words which have only one syllable.
Polysyllabic Words: Words which have more than one syllable.
Jargon: Technical Words
Taboo: Words that are considered unusual and inappropriate for particular contexts e.g.swearing in court.
Metaphor: A figure of speech of figurative usage where an object or person is described as being something else.
Cliche: An overused expression
Simile: A figure of speech comparing two things in a more explicit way than a metaphor usually using like or as.
Collocation: A set of words-often a pair or a phrase that have become strongly associated e.g. son and heir, vast majority.
Antonym: A word with the opposite meaning to another word.
Anthropomorphism: Describing an object or human with animal characteristics
Homonyms: A play on words based on words that look the same but are not.
Synonyms:A word meaning the same or similar to another word.
Collocational Clash: Play on words where one item in a collocation is replaced by another word which sounds like the original e.g. The codfather.
Denotation:The dictionary definition of a word.
Secondary Semantic Field: A semantic field that is not directly related to the subject matter of the text.
Euphemism: A word or phrase used to avoid saying something unpleasant e.g. kick the bucket.
Figurative Language: Language used in a non-literal way e.g. metaphors and similes.
Hyperbole: A figure of speech involving exaggeration.
Connotation: The associations of a word that cannot be found in the dictionary.
Homophones:Play on words based on words that sound the same but are different.
Idiom:Metaphorical or non-literal sayings in their cultural context.
Syndecdoche: A word used as a reference to an idea or concept e.g. The crown for the monarchy.
Semantic Field: A group of words related by their meaning.
Dysphemism: Negative-euphemism, often emphasising the negative for a comic, abusive or ironic effect e.g. worm fodder
Subject Specific Lexis: Words associated with one topic
Meiosis: A figure of speech involving understatement.
Puns: Play on words.
Metonym: A part of a larger object or institution stands symbolically for the whole.
Oxymoron: Two contrasting words are used together. They don't have to be opposite, they can contrast ideas e.g. cold fire.
Personification: Giving an animal or object human characteristics.
Poetry often utilises lexical and semantic features. Can you identify them in the text below?
Can you find examples in the video below:
Can you find examples in the audio poem below:
Find your own favourite text and identify how the lexis and semantics creates meaning. Add your comments to the blog.
What you must remember, however, is that for AS Language, you focus on non-fiction texts. Have a look at this text from The Observer and identify the lexis and semantic features used: ( http://www.theguardian.com/tv-and-radio/2013/sep/28/albuquerque-breaking-bad-final-episode?guni=Keyword:news-grid main-1 Main trailblock:Editable trailblock - news:Position5)
Find as many lexis and semantic devices as possible in the above text.
Write a paragraph exploring how lexis and semantics creates meaning: how do they show the specific ideas in the text? How do they show the writer's attitudes and authority? How does the writer use lexis and semantics to shape the reader's response.
Answer these questions by commenting on this blog.
I have been emailed these comments about the text:
The text includes mainly low frequency, polysyllabic lexis, such as “embrace” and “depiction” creating a high register; however, the article still appears conversational. This generalised method of communication enables people of all ages to understand and relate to the issues discussed. The occasional use of slang and subject specific lexis, for example “junkies,” “overdoses,” and “needles” conveys the idea that not only the less fortunate are affected by drugs, and their story isn’t a simple ‘I have no will power and gave into peer pressure.’ The writer clearly believes drug use and abuse is a sensitive issue in a state with a generally high crime rate, but also wants to raise awareness that simply because someone takes drugs doesn’t make them a bad person; there are centres which need more funding and staff in order to help them. This makes the reader question their initial opinion of drug addicts and possibly influences them to help centres such as the ‘CRC Health Group.’
Keywords:
Slang: Words which have meanings that do not match the dictionary definition e.g. A kid means a baby goat.
Colloquialism: Everyday spoken-style language.
High Frequency Words: Words that are used often. It is more common in the spoken mode e.g. house.
Low Frequency Words: Words that are not used that often. It is more common in the written mode e.g. accommodation.
Monosyllabic Words: Words which have only one syllable.
Polysyllabic Words: Words which have more than one syllable.
Jargon: Technical Words
Taboo: Words that are considered unusual and inappropriate for particular contexts e.g.swearing in court.
Metaphor: A figure of speech of figurative usage where an object or person is described as being something else.
Cliche: An overused expression
Simile: A figure of speech comparing two things in a more explicit way than a metaphor usually using like or as.
Collocation: A set of words-often a pair or a phrase that have become strongly associated e.g. son and heir, vast majority.
Antonym: A word with the opposite meaning to another word.
Anthropomorphism: Describing an object or human with animal characteristics
Homonyms: A play on words based on words that look the same but are not.
Synonyms:A word meaning the same or similar to another word.
Collocational Clash: Play on words where one item in a collocation is replaced by another word which sounds like the original e.g. The codfather.
Denotation:The dictionary definition of a word.
Secondary Semantic Field: A semantic field that is not directly related to the subject matter of the text.
Euphemism: A word or phrase used to avoid saying something unpleasant e.g. kick the bucket.
Figurative Language: Language used in a non-literal way e.g. metaphors and similes.
Hyperbole: A figure of speech involving exaggeration.
Connotation: The associations of a word that cannot be found in the dictionary.
Homophones:Play on words based on words that sound the same but are different.
Idiom:Metaphorical or non-literal sayings in their cultural context.
Syndecdoche: A word used as a reference to an idea or concept e.g. The crown for the monarchy.
Semantic Field: A group of words related by their meaning.
Dysphemism: Negative-euphemism, often emphasising the negative for a comic, abusive or ironic effect e.g. worm fodder
Subject Specific Lexis: Words associated with one topic
Meiosis: A figure of speech involving understatement.
Puns: Play on words.
Metonym: A part of a larger object or institution stands symbolically for the whole.
Oxymoron: Two contrasting words are used together. They don't have to be opposite, they can contrast ideas e.g. cold fire.
Personification: Giving an animal or object human characteristics.
Poetry often utilises lexical and semantic features. Can you identify them in the text below?
Can you find examples in the video below:
Can you find examples in the audio poem below:
Find your own favourite text and identify how the lexis and semantics creates meaning. Add your comments to the blog.
What you must remember, however, is that for AS Language, you focus on non-fiction texts. Have a look at this text from The Observer and identify the lexis and semantic features used: ( http://www.theguardian.com/tv-and-radio/2013/sep/28/albuquerque-breaking-bad-final-episode?guni=Keyword:news-grid main-1 Main trailblock:Editable trailblock - news:Position5)
Albuquerque: The good, the bad and the ugly as fans take a trip to Breaking Bad lands
The New Mexico TV drama has swept the Emmys and gripped millions. As the final episode is shown, the location is making a killing too…
Tour guide Harold Davis dressed as drugs baron Walter White in Albuquerque. Photograph: Russell Contreras/AP
It took a while for Albuquerque to embrace Breaking Bad. The depiction of a good man turning evil and unleashing drugs and violence across the city was a bleak showcase. Only after the fourth season, when the show started to win acclaim as a television masterpiece, did this sleepy corner of New Mexico begin boasting about hosting it.
"The drugs and violence were the reasons we didn't have anything to do with it at first," said Megan Ryan, tourism manager of Albuquerque's convention and visitors bureau. "Then we began to see the cult following in the US and abroad, and the awards. It turned a really dark subject into a great tool for awareness and visibility."
The final episode of the AMC show is expected to draw a huge audience today, and fans have been flocking to Albuquerque in their thousands to see where fictional chemistry teacher turned drug lord Walter White and his sidekick, Jesse Pinkman, played out the Emmy-winning drama.
Tourism authorities have set up a website to guide them, and local businesses are offering tours and merchandising spinoffs, including blue confectionery and doughnuts inspired by the ultra-pure, blue crystal meth cooked by the two lead characters.
"Breaking Bad has been amazing for the city. Film tourism is at an all-time high," said Mike Silva, co-owner of ABQ Trolley Co, a tour company whose Breaking Bad location tour is booked out months in advance.
The show's grisly content – throat-cutting, acid baths, junkie overdoses – initially worried the city, but authorities and businesses are now on the bandwagon, said Silva. "Everyone is on board."
The mayor, Richard Berry, said the series highlighted Albuquerque's low-tax, sun-kissed, scenic lure to film and TV productions which have spent $416m in the past four years. The show's creator, Vince Gilligan, has said Albuquerque is a character in the show but viewers knew it did not reflect the real city, said the mayor. "I've never run into anybody that doesn't understand it's a fictional drama."
He indicated the view from his 11th-floor office: tree-lined streets giving way to desert, mountains and a big blue sky. Crime is at its lowest in decades. "There is great quality of life here."
Indeed so. Yet there is no disguising a brittle wariness, a defensiveness, behind the "proud home of Breaking Bad" spiel. For art has to some degree imitated reality. Beyond the shiny civic facade, Albuquerque and other parts of New Mexico suffer all-too-real drug trafficking, addiction, violence and corruption. Cheap, pure heroin together with prescription drugs have fuelled a statewide epidemic of overdoses twice the national average. Depending on the drug – heroin, cocaine and methamphetamine – teen drug use here is double or triple the national average. The drugs are so pure that many can be smoked, yet an estimated 25,000 addicts in the state use needles.
Henrietta, a 62-year-old former addict and convicted drug smuggler who declined to have her surname published, painted a shadowy world of crack houses, prostitution and gang warfare as frightening as anything in Breaking Bad.
"It's a scary life," she said, "because you go into the dark side. It's a cycle, the same thing over and over again. If you're an addict, you're going to take what you can get. If there's no heroin, you take meth. If there's no meth, you take crack cocaine."
Raped as a girl, she ran away from home and used alcohol, pills, crack, meth and heroin to "self-medicate". Henrietta recovered, earned a degree and worked as a social worker before succumbing to addiction again two decades later. She dealt drugs to fund her habit. "I tried meth, but it didn't taste right. I preferred crack."
She moved between the family home, doss houses and the street in a perpetual quest for the next hit, encountering squalor and prostitution. "Women go out to hook to get high and have a place to stay." A cousin who smuggled meth across the border from Mexico consumed it rather than selling it, angering his cartel-linked supplier. "They sent people across and shot him in the head to make an example." He survived, but lost an eye and suffered brain damage.
Henrietta was caught smuggling crack across the border in 2005 and sentenced to 18 years. Released in 2009 to the care of a non-profit group, Crossroads for Women, last week she "graduated" from a four-year treatment and rehabilitation course. "God was looking out for me. I've been given another chance."
Not all are so lucky. Dozens of homeless or incarcerated addicts are waiting for places at two Crossroads centres in Albuquerque. "The need far exceeds our abilities," said Amanda Douglas of Crossroads.
Breaking Bad's depiction of addiction is "sadly realistic", said Deni Carise, an expert in substance abuse treatment with CRC Health Group. "The ease with which Jesse [Pinkman] relapses is very well portrayed."
New Mexico is the second-poorest state in the US, according to census figures, and many at the bottom lack jobs, proper nutrition and healthcare. Low-income neighbourhoods like Albuquerque's Trumbull Village, popularly known as War Zone, are plagued by drug-related shootings. Unlike Walter White's homegrown meth lab, most of the state's meth, heroin and other illegal drugs come via Mexico, which continues to endure horrific violence, with an estimated 80,000 killed since 2006.
And unlike the show's honest cops, some real ones have "broken bad". Angelo Vega, a former police chief of the town of Columbus, has admitted being on the Juárez cartel payroll. Darren White, Albuquerque's public safety director, publicly warned last year that cartels sought officials willing "to go dirty".
Not just police, it turns out. Danny Burnett, a former school supervisor from the town of Carrizozo, was convicted last week of leaking information about a federal investigation into drug and gun smuggling. His wife, Paula, is an assistant US attorney. She has not been charged with any offence.
But Breaking Bad fans visit for the fiction, not the reality, and few are disappointed, according to Silva, whose trolley company does location tours. "They are so excited, they love it all."
They visit the homes of Walter and Jesse, the fast-food restaurant of Walter's nemesis Gus Fring, and the carwash where Walter's wife Skyler launders their money. They also snap up "Bathing Bad" bath salts, lotions and soaps.
With the show due for wider syndication and repeats, Silva expects his Breaking Bad tour to continue for several years. He is crossing his fingers and hoping that a mooted spinoff show featuring Walter's crooked lawyer, Saul Goodman, will go ahead. "That would be awesome for us."
Staff at the Dog House, a greasy spoon featured in several episodes, shrug and smile when fans cluster into the tiny restaurant. "They travel from all over," marvelled Lucille Martinez, an assistant manager. The owner of the house where Jesse lived, a mile up the road, was less enthused by the gawkers. "Most are pretty respectful, but it has become a hassle."
Albuquerque is awash with speculation over how the show will climax today. In bars, cafes and offices, people debate whether Walter will rescue Jesse and kill the neo-Nazis, and whether Jesse will then kill Walter. Asked if he had inside information, Berry, the mayor, shook his head: "Sadly, no."
Despite the nightmare of her own addiction, Henrietta confessed a soft spot for Walter, the tormented, ruthless meth manufacturer played by Bryan Cranston. "He, too, knows suffering."
"The drugs and violence were the reasons we didn't have anything to do with it at first," said Megan Ryan, tourism manager of Albuquerque's convention and visitors bureau. "Then we began to see the cult following in the US and abroad, and the awards. It turned a really dark subject into a great tool for awareness and visibility."
The final episode of the AMC show is expected to draw a huge audience today, and fans have been flocking to Albuquerque in their thousands to see where fictional chemistry teacher turned drug lord Walter White and his sidekick, Jesse Pinkman, played out the Emmy-winning drama.
Tourism authorities have set up a website to guide them, and local businesses are offering tours and merchandising spinoffs, including blue confectionery and doughnuts inspired by the ultra-pure, blue crystal meth cooked by the two lead characters.
"Breaking Bad has been amazing for the city. Film tourism is at an all-time high," said Mike Silva, co-owner of ABQ Trolley Co, a tour company whose Breaking Bad location tour is booked out months in advance.
The show's grisly content – throat-cutting, acid baths, junkie overdoses – initially worried the city, but authorities and businesses are now on the bandwagon, said Silva. "Everyone is on board."
The mayor, Richard Berry, said the series highlighted Albuquerque's low-tax, sun-kissed, scenic lure to film and TV productions which have spent $416m in the past four years. The show's creator, Vince Gilligan, has said Albuquerque is a character in the show but viewers knew it did not reflect the real city, said the mayor. "I've never run into anybody that doesn't understand it's a fictional drama."
He indicated the view from his 11th-floor office: tree-lined streets giving way to desert, mountains and a big blue sky. Crime is at its lowest in decades. "There is great quality of life here."
Indeed so. Yet there is no disguising a brittle wariness, a defensiveness, behind the "proud home of Breaking Bad" spiel. For art has to some degree imitated reality. Beyond the shiny civic facade, Albuquerque and other parts of New Mexico suffer all-too-real drug trafficking, addiction, violence and corruption. Cheap, pure heroin together with prescription drugs have fuelled a statewide epidemic of overdoses twice the national average. Depending on the drug – heroin, cocaine and methamphetamine – teen drug use here is double or triple the national average. The drugs are so pure that many can be smoked, yet an estimated 25,000 addicts in the state use needles.
Henrietta, a 62-year-old former addict and convicted drug smuggler who declined to have her surname published, painted a shadowy world of crack houses, prostitution and gang warfare as frightening as anything in Breaking Bad.
"It's a scary life," she said, "because you go into the dark side. It's a cycle, the same thing over and over again. If you're an addict, you're going to take what you can get. If there's no heroin, you take meth. If there's no meth, you take crack cocaine."
Raped as a girl, she ran away from home and used alcohol, pills, crack, meth and heroin to "self-medicate". Henrietta recovered, earned a degree and worked as a social worker before succumbing to addiction again two decades later. She dealt drugs to fund her habit. "I tried meth, but it didn't taste right. I preferred crack."
She moved between the family home, doss houses and the street in a perpetual quest for the next hit, encountering squalor and prostitution. "Women go out to hook to get high and have a place to stay." A cousin who smuggled meth across the border from Mexico consumed it rather than selling it, angering his cartel-linked supplier. "They sent people across and shot him in the head to make an example." He survived, but lost an eye and suffered brain damage.
Henrietta was caught smuggling crack across the border in 2005 and sentenced to 18 years. Released in 2009 to the care of a non-profit group, Crossroads for Women, last week she "graduated" from a four-year treatment and rehabilitation course. "God was looking out for me. I've been given another chance."
Not all are so lucky. Dozens of homeless or incarcerated addicts are waiting for places at two Crossroads centres in Albuquerque. "The need far exceeds our abilities," said Amanda Douglas of Crossroads.
Breaking Bad's depiction of addiction is "sadly realistic", said Deni Carise, an expert in substance abuse treatment with CRC Health Group. "The ease with which Jesse [Pinkman] relapses is very well portrayed."
New Mexico is the second-poorest state in the US, according to census figures, and many at the bottom lack jobs, proper nutrition and healthcare. Low-income neighbourhoods like Albuquerque's Trumbull Village, popularly known as War Zone, are plagued by drug-related shootings. Unlike Walter White's homegrown meth lab, most of the state's meth, heroin and other illegal drugs come via Mexico, which continues to endure horrific violence, with an estimated 80,000 killed since 2006.
And unlike the show's honest cops, some real ones have "broken bad". Angelo Vega, a former police chief of the town of Columbus, has admitted being on the Juárez cartel payroll. Darren White, Albuquerque's public safety director, publicly warned last year that cartels sought officials willing "to go dirty".
Not just police, it turns out. Danny Burnett, a former school supervisor from the town of Carrizozo, was convicted last week of leaking information about a federal investigation into drug and gun smuggling. His wife, Paula, is an assistant US attorney. She has not been charged with any offence.
But Breaking Bad fans visit for the fiction, not the reality, and few are disappointed, according to Silva, whose trolley company does location tours. "They are so excited, they love it all."
They visit the homes of Walter and Jesse, the fast-food restaurant of Walter's nemesis Gus Fring, and the carwash where Walter's wife Skyler launders their money. They also snap up "Bathing Bad" bath salts, lotions and soaps.
With the show due for wider syndication and repeats, Silva expects his Breaking Bad tour to continue for several years. He is crossing his fingers and hoping that a mooted spinoff show featuring Walter's crooked lawyer, Saul Goodman, will go ahead. "That would be awesome for us."
Staff at the Dog House, a greasy spoon featured in several episodes, shrug and smile when fans cluster into the tiny restaurant. "They travel from all over," marvelled Lucille Martinez, an assistant manager. The owner of the house where Jesse lived, a mile up the road, was less enthused by the gawkers. "Most are pretty respectful, but it has become a hassle."
Albuquerque is awash with speculation over how the show will climax today. In bars, cafes and offices, people debate whether Walter will rescue Jesse and kill the neo-Nazis, and whether Jesse will then kill Walter. Asked if he had inside information, Berry, the mayor, shook his head: "Sadly, no."
Despite the nightmare of her own addiction, Henrietta confessed a soft spot for Walter, the tormented, ruthless meth manufacturer played by Bryan Cranston. "He, too, knows suffering."
Find as many lexis and semantic devices as possible in the above text.
Write a paragraph exploring how lexis and semantics creates meaning: how do they show the specific ideas in the text? How do they show the writer's attitudes and authority? How does the writer use lexis and semantics to shape the reader's response.
Answer these questions by commenting on this blog.
I have been emailed these comments about the text:
The text includes mainly low frequency, polysyllabic lexis, such as “embrace” and “depiction” creating a high register; however, the article still appears conversational. This generalised method of communication enables people of all ages to understand and relate to the issues discussed. The occasional use of slang and subject specific lexis, for example “junkies,” “overdoses,” and “needles” conveys the idea that not only the less fortunate are affected by drugs, and their story isn’t a simple ‘I have no will power and gave into peer pressure.’ The writer clearly believes drug use and abuse is a sensitive issue in a state with a generally high crime rate, but also wants to raise awareness that simply because someone takes drugs doesn’t make them a bad person; there are centres which need more funding and staff in order to help them. This makes the reader question their initial opinion of drug addicts and possibly influences them to help centres such as the ‘CRC Health Group.’
The writer creates the text to show they are
knowledgeable not only about the Breaking
Bad series (shown by the continuous references to the plot), but also about
the drugs trade and drugs use. The interview with a former drug addict makes
the article have a greater emotional impact on the reader, as the issues are
personified and made that much more real – the author uses the reader’s
emotions to build their knowledge on the impacts of drugs and how the
repercussions of involvement in the drugs trade can be fatal. The semantic
field of drugs is emphasised throughout the article and encourages the reader
to not only help those affected by drugs, but also to raise awareness of the
implications.
Tuesday, 1 October 2013
Phonology and Mode
Framework 3: This identifies how the writer has used language to create sound effects.
The terms and definitions are presented below. You can copy and print these terms and cut across the dotted lines and get someone to test you.
Test yourself
Print this document. Match the terms to the definitions and see how many you can remember!
Other phonological features
Have a look at this lesson which explores the differences between fricatives and plosives, homonyms and homophones.
Often comedians use sound effects to create jokes. Watch this video to find out how...
Can you identify if he uses homophones or homonyms or a mixture?
Also type into youtube OMG that's punny: it's a youtube channel with 576 pun videos.
Linking Phonology to AO3
Print this document. Match the terms to the definitions and see how many you can remember!
Other phonological features
Have a look at this lesson which explores the differences between fricatives and plosives, homonyms and homophones.
Often comedians use sound effects to create jokes. Watch this video to find out how...
Can you identify if he uses homophones or homonyms or a mixture?
Also type into youtube OMG that's punny: it's a youtube channel with 576 pun videos.
Linking Phonology to AO3
You must link phonology to AO3. How has the writer used phonology to show specific ideas in the text? How has the writer used phonology to establish their authority and to show their specific opinions, attitudes and views? How has the writer used phonology to shape the audience's response i.e. to challenge or support the audience's opinions?
To begin with collect slogans of products. Consider how sound is used to represent the products.
Here are some to help you start:
Better buy Bold.
To begin with collect slogans of products. Consider how sound is used to represent the products.
Here are some to help you start:
| 1. Alka Seltzer |
Plop, plop, fizz, fizz, oh what a relief it is.
| 2. Bold |
| 3. Budweiser |
4. Stena Sea Link Ferry Affordable
5. The Mail on Sunday A Newspaper not a Snoozepaper.
Exploring the Phonology in an exam text
Have a look at the Glastonbury text. Use this PowerPoint to help you explore how phonology is used in an exam text.
Applying phonology from kparuk
Framework 2: An introduction to graphology
Lesson 2
Graphology refers to the layout on the page. Features you could comment on include:
a) Images
b) Font-bold/italics/underlines/size-has the font been centralised.
c) Use of colour
d) Captions
e) Logos
f) Columns
g) Hyperlinks and Tabs
h) Deviant Spelling
i) Headlines
It's important that you don't simply list the features of the layout but you comment on what the graphology reveals about meaning.
Key questions are:
1. How has the writer used graphology to represent the ideas in the text?
2. How has the writer used graphology to represent themselves as knowledgeable and to show themselves as an expert e.g. logo, bold, font and font to represent the company etc?
3.How has the writer used graphology to shape the readers' response? Is there an image that supports the readers' ideas or an image to challenge the readers' ideas?
4.What does graphology reveal about the mode of the text? Does the graphology encourage interactivity? The use of graphology shows the text is highly planned and is distant i.e. it has been created away from the audience. Does the graphology show that the writer is aiming to be personal? Is the target audience represented in the picture?
5.How has the writer used graphology to create cohesion i.e. guide the reader through the text and to link different parts of the text together?
Remember don't spend the whole essay on graphology but it is worth mentioning. You are expected to comment on the layout. But if you answer questions 3-5 you will be hitting the top part in the mark scheme. In other words, it is low for AO1 but provides high marks for AO3.
Graphology refers to the layout on the page. Features you could comment on include:
a) Images
b) Font-bold/italics/underlines/size-has the font been centralised.
c) Use of colour
d) Captions
e) Logos
f) Columns
g) Hyperlinks and Tabs
h) Deviant Spelling
i) Headlines
It's important that you don't simply list the features of the layout but you comment on what the graphology reveals about meaning.
Key questions are:
1. How has the writer used graphology to represent the ideas in the text?
2. How has the writer used graphology to represent themselves as knowledgeable and to show themselves as an expert e.g. logo, bold, font and font to represent the company etc?
3.How has the writer used graphology to shape the readers' response? Is there an image that supports the readers' ideas or an image to challenge the readers' ideas?
4.What does graphology reveal about the mode of the text? Does the graphology encourage interactivity? The use of graphology shows the text is highly planned and is distant i.e. it has been created away from the audience. Does the graphology show that the writer is aiming to be personal? Is the target audience represented in the picture?
5.How has the writer used graphology to create cohesion i.e. guide the reader through the text and to link different parts of the text together?
Remember don't spend the whole essay on graphology but it is worth mentioning. You are expected to comment on the layout. But if you answer questions 3-5 you will be hitting the top part in the mark scheme. In other words, it is low for AO1 but provides high marks for AO3.
An introduction to mode and mode features.
Lesson One
Introduction to Mode and Mode Features.
In this lesson you will be introduced to the types of mode and mode features.
You will explore register and how register links to mode and the types of lexis or words.
As well as identifying whether the text is received visually or aurally, you must consider to what extent a text is:
I have attached the first lesson which explores this in greater detail.
Introduction to Mode and Mode Features.
In this lesson you will be introduced to the types of mode and mode features.
You will explore register and how register links to mode and the types of lexis or words.
As well as identifying whether the text is received visually or aurally, you must consider to what extent a text is:
a. Spontaneous/Planned
b. Permanent/Ephemeral
c. Impersonal/Personal
d. Distant/Immediate
e. Interactive
f. Synchronous/asynchronous
2. Register: the formality of a text
A high register text is likely to be highly planned, impersonal, distant, permanent, asynchronous and not very interactive. The lexis is likely to be polysyllabic and low frequency.
A low register text is likely to be spontaneous, ephemeral, personal, immediate, highly interactive and synchronous. The lexis is likely to be monosyllabic and high frequency.
I have attached the first lesson which explores this in greater detail.
Assessment Objectives
AS English Language Assessment Objectives (AQA Specification A)
A01: Use of frameworks and clarity of expression:
This is worth 15 marks and assesses you for your use of frameworks and terminology. The frameworks can be used as a guide for writing your essay. The suggested order is:
1) Introduction-GMAP your task. What is the genre, mode, audience(s) and purposes. Always identify the main purpose/audience and a secondary purpose/audience.
2) The register of the text. Link this to the type of lexis i.e. polysyllabic/monosyllabic lexis, high frequency and low frequency lexis.
3) Graphology-The layout of the text. Don't just state the obvious e.g. bold font and bullet points, consider the smaller font/captions and logos.
4)Phonology-Sound effects e.g. alliteration, elision, collocational clash.
5) Lexis-Semantics- how the writer creates meaning and the types of lexis used. Semantics include:Use of metaphors, similes, personification, semantic fields, connotation. Lexis includes: high/low frequency words, jargon, taboo, subject specific lexis.
6) Spoken Features-Features of spoken texts from spontaneous speech to interviews. Comment on fillers, adjacency pairs, false starts etc. Also identify if the speech theories apply: Grice's Maxims and Politeness theory.
7) Word Classes and word class types: How are nouns, verbs, adjectives, adverbs, prepositions, conjunctions used to meet the writer's purposes. Identify the types of nouns, verbs and adjectives.
8) Sentence types and clause elements: How are minor, simple, compound and complex sentences used to meet the writer's purposes? How are types of clauses used to meet the writer's purposes? Consider embedded clauses, relative clauses, subordinate clauses, independent clauses and adverbial clauses used?
A03: How context influences the language.
1) A03(i)-Explores your understanding of mode features and formality. The marks are out of 15. You don't just list the mode features i.e. permanent, planned, ephemeral, personal, spontaneous etc. You are expected to show you understand that texts are not categorized as purely spoken or purely written but show that texts are a mixture of both modes.Link this assessment objective to a quotation in the text. A useful sentence is The text is mainly written mode but contains features of the spoken mode..... Give evidence e.g. the use of 'you' in a written text shows that the text is aiming to be personal. Discuss how far a text is planned, permanent, ephemeral. Using words like "highly" or "semi" shows you understand that texts are a mixture of both modes.
2) A03(ii)- Explores your understanding of the purposes and effects of the language devices i.e. the frameworks explored in A01. Remember identify specific purposes and effects of the text. There are three levels:
the text's general meaning and how language illustrates the main purpose;
identifying specific topics and attitudes in a text and how the writer shows authority and particular opinions;
how the writer aims to shape the reader's response therefore what assumptions does the writer make about the audience and how does he support or challenge these assumptions;
how the writer creates cohesion which means how does the writer ensure different parts of a text link together to give an overview of the topic and how does the writer guide the audience through the text.
A04: Explores your ability to use language creatively as part of coursework. It is your opportunity to show your skills with the English Language. You create a text, a newspaper article or magazine article, where you challenge the representation of a particular celebrity/institution or topic. You write a commentary analyzing your text.
A02: For the AS course, this refers to the child language acquisition topic. You are expected to understand how children acquire language specifically the stages children reach when learning the phonology, lexis-semantics, grammar and pragmatics. You will also explore the theories of language acquisition i.e. behaviourism, nativism, interaction theory and cognitive theory. The key to attaining in this assessment objective is evaluation. You will have two questions in child language. One where you identify and list features of children's speech. The second question is an essay question asking you how children acquire a specific area of language e.g. grammar or how children generally acquire language. You are expected to evaluate the theories and link them back to the question with evidence.
A01: Use of frameworks and clarity of expression:
This is worth 15 marks and assesses you for your use of frameworks and terminology. The frameworks can be used as a guide for writing your essay. The suggested order is:
1) Introduction-GMAP your task. What is the genre, mode, audience(s) and purposes. Always identify the main purpose/audience and a secondary purpose/audience.
2) The register of the text. Link this to the type of lexis i.e. polysyllabic/monosyllabic lexis, high frequency and low frequency lexis.
3) Graphology-The layout of the text. Don't just state the obvious e.g. bold font and bullet points, consider the smaller font/captions and logos.
4)Phonology-Sound effects e.g. alliteration, elision, collocational clash.
5) Lexis-Semantics- how the writer creates meaning and the types of lexis used. Semantics include:Use of metaphors, similes, personification, semantic fields, connotation. Lexis includes: high/low frequency words, jargon, taboo, subject specific lexis.
6) Spoken Features-Features of spoken texts from spontaneous speech to interviews. Comment on fillers, adjacency pairs, false starts etc. Also identify if the speech theories apply: Grice's Maxims and Politeness theory.
7) Word Classes and word class types: How are nouns, verbs, adjectives, adverbs, prepositions, conjunctions used to meet the writer's purposes. Identify the types of nouns, verbs and adjectives.
8) Sentence types and clause elements: How are minor, simple, compound and complex sentences used to meet the writer's purposes? How are types of clauses used to meet the writer's purposes? Consider embedded clauses, relative clauses, subordinate clauses, independent clauses and adverbial clauses used?
A03: How context influences the language.
1) A03(i)-Explores your understanding of mode features and formality. The marks are out of 15. You don't just list the mode features i.e. permanent, planned, ephemeral, personal, spontaneous etc. You are expected to show you understand that texts are not categorized as purely spoken or purely written but show that texts are a mixture of both modes.Link this assessment objective to a quotation in the text. A useful sentence is The text is mainly written mode but contains features of the spoken mode..... Give evidence e.g. the use of 'you' in a written text shows that the text is aiming to be personal. Discuss how far a text is planned, permanent, ephemeral. Using words like "highly" or "semi" shows you understand that texts are a mixture of both modes.
2) A03(ii)- Explores your understanding of the purposes and effects of the language devices i.e. the frameworks explored in A01. Remember identify specific purposes and effects of the text. There are three levels:
the text's general meaning and how language illustrates the main purpose;
identifying specific topics and attitudes in a text and how the writer shows authority and particular opinions;
how the writer aims to shape the reader's response therefore what assumptions does the writer make about the audience and how does he support or challenge these assumptions;
how the writer creates cohesion which means how does the writer ensure different parts of a text link together to give an overview of the topic and how does the writer guide the audience through the text.
A04: Explores your ability to use language creatively as part of coursework. It is your opportunity to show your skills with the English Language. You create a text, a newspaper article or magazine article, where you challenge the representation of a particular celebrity/institution or topic. You write a commentary analyzing your text.
A02: For the AS course, this refers to the child language acquisition topic. You are expected to understand how children acquire language specifically the stages children reach when learning the phonology, lexis-semantics, grammar and pragmatics. You will also explore the theories of language acquisition i.e. behaviourism, nativism, interaction theory and cognitive theory. The key to attaining in this assessment objective is evaluation. You will have two questions in child language. One where you identify and list features of children's speech. The second question is an essay question asking you how children acquire a specific area of language e.g. grammar or how children generally acquire language. You are expected to evaluate the theories and link them back to the question with evidence.
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