AS Level English Language Unit 1

Read through the seven transcripts attached here.

Analysing spoken texts

In the first task in the exam you are asked to discuss how a given collection of texts (spoken, written and some which seem to be both!) could be grouped. Implicit in this instruction is the need to recognise and explore how contexts and language frameworks can be used to categorise texts how similarities and differences emerge from the process of grouping In doing so you should be showing your knowledge of how language is working. Because we have been working on spoken texts, all of the texts here are spoken. Attempt this with the transcripts here. ou should try to include all of the texts in at least one group. hink of fairly specific group headings, based upon contexts or language frameworks. In the real exam it is best to show that you can use both! !roup headings which are too general are "uite often not all that helpful. #o $ exts that inform% is too general & after all can you think of any text, spoken or written, that does not involve the exchange of information' (n the other hand recognising that some of the texts you have in front of you seem to be informative texts but in fact are trying to persuade is indicative of more subtle understanding. !roup headings can be generated by contexts, and you will always be given some contextual information about the text. )lways read it carefully and think about it! )gain, try to connect texts subtly and linguistically by context. #o, a group heading $ exts in school% might not be all that helpful whereas $ exts relying heavily on the context of school% could well be* you could discuss how your chosen texts show features of being bound to the context (e.g. use of specialist lexis, pragmatic reference to shared knowledge, clear power and control issues shown by directives and acceptance of them etc.). ) good way to think about this first task would be to apply the contexts approach to each text, discussing how and where each text might be positioned on the continuums (e.g. spoken+written, unplanned+unplanned, social+transactional etc. etc.), and what notes you might make against the different headings. )s you do this, try to begin to see links and connections between the texts and begin to explore the !grey areas". ext categorisation and grouping should not be a matter of black and white distinctions! Instead cultivate and appropriately tentative, though informed approach. he chief examiner "uite likes the modal $could% and awareness of multiple readings. !roup headings can be generated by language frameworks or by specific features of text types or by reference to language ideas. #o you could have a group heading like $ exts which feature a lot of imperative sentences% or $ exts which feature specialist lexis%, or $ exts which rely on ad-acency pairs to transact the purpose% or $ exts which show a lot of non+fluency features%, or $ exts which show politeness theory at work% or $ exts which show exclusion of some participants% #hen$ write up your !discussion" as you would in the exam$ in a series of paragraphs.