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A Level English Language Guide to Language Investigation

Theresa Sowerby | Thursday April 03, 2014

Categories: Archived Resources, KS5 Archive, AQA A Level, AQA A Level Pre-2015 Resources, AQA A Level English Language B, ENGB4, EDEXCEL A Level, Edexcel A Level Pre-2015 Resources, EDEXCEL A Level English Language, 6EN04, OCR A Level, OCR A Level Pre-2015 Resources, OCR A Level English Language, F654, WJEC A Level, WJEC A Level Pre-2015 Resources, WJEC A Level English Language, LG3, Writing, Analytical Writing, Comparative Analysis, Comparing & Contrasting, Language Investigations, Textual Analysis

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How to introduce the AQA English Language B A2 Investigation to enable students to handle their own chosen material with confidence.

  • This guide focuses on the second section of the AQA A2 English Language unit ENGB4. Teachers of other examination board units will, however, hopefully find the guide easily adaptable to their own requirements, for example the Language Investigation parts of WJEC Unit LG3, Edexcel Unit 4, and OCR Unit F654.

Most students need support and guidance in setting up their investigations so that they will produce the best analysis and results of which they are capable. Whatever their level of ability and enthusiasm, they can find the challenges posed by this unit daunting. Although this Unit is examined at A2, it is helpful to introduce the concept at the beginning of the course and adapt teaching of material for Unit 1 to teach key skills and prepare them for the A2 coursework element.

Stage 1

Introducing the skills necessary – The Text Varieties section of Categorizing Texts section Unit 1 is ideal for this as the activity of grouping 2 or more texts under a given heading is a vital skill for the ENGB4 Investigation. This can be done initially in groups or “musical chairs? carousel style where similar texts (e.g. advertisements or different types of conversation) are laid out on tables with paper for comments. The point of comparison is stated, e.g. persuasive purpose or specific audience. In pairs or small groups the students spend two or three minute on each set of texts writing down points of comparison before moving on. Each group aims to add something to what has already been noticed. These activities give practice in recognising grammatical, lexical, structural and semantic features of spoken and written data while grouping them meaningfully so as to assess the purpose and intended audience of given texts.

The AQA mark scheme for question 1 Text Varieties is generic...


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