English Language AS Level
Revision Pack
Exam: Monday June 1st 2015
Name:________________________
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Section 1: Assessment Objectives
AO1: Writing clearly, using terminology
Select and apply a range of linguistic methods, to communicate
relevant knowledge using appropriate terminology and
coherent, accurate written expression
AO2: WHY they say it
pragmatics/theories/concepts
Demonstrate critical understanding of a range of concepts and issues
related to the construction and analysis of meanings in spoken and
written language, using knowledge of linguistic approaches
AO3: WHAT they are saying
grammar/lexis/discourse/graphology/phonology
Analyse and evaluate the influence of contextual factors on the
production and reception of spoken and written language, showing
knowledge of the key constituents of language.
TOP TIP:
Remember to look at each of the individual questions to see whether
you need to focus on AO2, AO3 or both.
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Section 2: Question 1
How to answer:
 You must focus on the word, phrase or clause underlined in bold font.
There are no marks awarded for comments on other parts of the example.
 Do not repeat answers – they will only come up once in Question 1.
 You may have to comment on semantics or pragmatics.
 Answer in one word phrases.
Read the sentence and label each word/phrase:
The little boy walked quickly past the delicious-looking sweet shop. He knew
he should go straight home, but decided to buy some sweets. Oh no! His
money was dropped on the floor. What could he do? Go home!
Noun phrase
Personal pronoun
Passive voice
Subject
Verb
Object
Active voice
Declarative
Interrogative
Imperative
Exclamative
Auxiliary verb
Conjunction
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Here are all the different word types. If you don’t know any: REVISE!
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Action Verbs
Agents
Auxiliary Verbs
Continuous Verbs
Copula Verbs
Dynamic Verbs
Future Perfect
Future Perfect Progressive
(Future Perfect Continuous)
Future Progressive (Future
Continuous)
Imperatives
Intransitive Verbs
Linking Verb
Past Participles
Past Perfect
Past Perfect Progressive (Past
Perfect Continuous)
Past Progressive (Past
Continuous)
Past Simple (Simple Past)
Past Simple Tense
Perfect
Present Participle
Present Perfect
Present Perfect Progressive
(Present Perfect Continuous)
Present Progressive (Present
Continuous)
Present Simple Tense
Subjunctive
Tense
Transitive Verb
Verb Group
Verb Phrase
Nouns:
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Conjunctions
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Conjuncts
Coordinating Conjunctions
Subordinating Conjunction
Questions:
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Question Tags
Tag Question
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Abstract Nouns
Appositive
Case
Collective Nouns
Concrete Nouns
Count Nouns
Countable Nouns
Mass Nouns
Adjectival noun
Noun Phrases
Proper Nouns
Subject
Substantive
Uncountable Noun
Gerunds
Infinitives
Inflexion
Genitive
Object
Idiom
Pronouns:
Pronouns
Antecedent
Demonstrative
Pronouns
Indefinite Pronoun
Interrogative Pronouns
Negative Pronouns
Personal Pronouns
Possessive Pronoun
Reciprocal Pronouns
Reflexive Pronouns
Deixis
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Voice:
Passive
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Active
Register:
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Slang
Formal
Informal
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Inflection:
Diminutive
Inflection
Prefixes
Suffix
Tmesis
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Discourse:
Discourse Marker
Phatic Speech
Adjectives:
Adjective
Adjuncts
Adverbials
Adverbs
Attributive
Adjectives
 Common
Adjective
 Comparatives
 Demonstrative
Adjectives
 Possessive
Adjective
 Predicative
Adjectives
Articles:
Spelling
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Proper
Definite Article
Adjective
Indefinite Articles
 Abbreviations
 Resultative
Zero Article
 Acronyms
Adjective
 Superlative
Sentence Types:
 Declarative
 Exclamative
 Interrogative
 Imperative
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Section 3: Question 2
How to answer:
 Think about the contextual factors (mode, field, function, tenor) of the
overall type of text presented in Section A – in this session, handwritten
notes – rather than comment on individual examples in turn.
 Write about each contextual factor in some detail, going beyond the
initial comment, eg. 'spoken' to explain further factors: 'spontaneous',
seeing that there may be some differences in the amount of planning.
General reference to the impact on language use is sufficient, eg. 'this
results in fillers'.
 Try to use judgement in the way you 'select and apply' relevant
concepts. They should consider, for example, which of the four
contextual factors has the most impact. It may be better in some cases
to begin by consideration of function or tenor.
Write a paragraph on the mode of handwritten notes:
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Section 4: Question 3
How to answer:
 In Question 3, the focus moves to particular sub-groups of texts for
more detailed comment.
 Remember, it is possible to use the highlighted features of Question 1 as
a guide or plan for Questions 3 and 4.
 You should try to refer to concepts and theories such as ‘politeness’,
‘convergence’, and ‘face’.
 It is not necessary in a short answer to use more than one of the
concepts mentioned, nor to refer to theorists by name.
 Marks for AO3 are awarded for the use of appropriate supporting
linguistic evidence.
 You must attempt to refer to features of grammar or discourse as well
as a lexical item.
Write a paragraph on the function and tenor of handwritten notes,
referring to theories or concepts in your analysis (remember: WHAT and
WHY):
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Section 5: Question 4
How to answer:
 In Question 4, the focus is on one or more individual texts, which
should be analysed in detail according to the wording in the question.
 This question is synoptic of Section A. You should note what you have
learned in your responses to previous questions and apply this
knowledge to the new texts you have been given.
 Remember, there are more marks awarded for this question (15, as
opposed to 10) so allocate your time accordingly.
 Read the question carefully and make sure you ONLY refer to the texts
you are told to.
 Marks are not awarded for a correct answer, but for the quality of the
reasoning provided in support of the decision.
 Look beyond the obvious, surface interpretation of any language text, as
this allows more probing analysis.
 The 10 marks at AO3 require some detailed analysis of the two chosen
texts. You should attempt to support your decision with textual
evidence from a range of key constituents. It is important to move
beyond reference to a lexical item, such as individual words, to
comment on features of grammar and/or discourse.
 REMEMBER: you need to engage in discussion about grammar and
discourse.
Write a paragraph on what the language of the note suggests:
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Section 6: Question 5 – PRESENTATION OF SELF
How to answer:
 This question involves more than a comparison between the expected
features of spoken v written language.
 The wording ‘presentation of self’ means you need to focus on the
writer’s (or speaker’s) aims and their interaction with the target
audience.
 It recognises that every language user can adopt a variety of registers,
depending on the particular situation: a more business-like or a more
humorous persona, for example.
 You must explicitly refer to presentation of self in EVERY paragraph.
 For the higher bands, you must show awareness of appropriate concepts
and theories.
 Reference to one theoretical framework or concept generally tends to
be more effective than the attempt to mention a number of theories.
You cannot make every possible point, but must attempt to
demonstrate your ability to analyse language beyond the levels of lexis
and graphology, including some analysis of features of grammar and
discourse
 Use the phrase 'the writer (or speaker) presents themself as ...' regularly
to ensure you stay focussed on the question. Then refer to language
features that help to create this effect.
 Also consider how this style / register fits in with other contextual
aspects, such as function or rapport with audience.
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Write a comparative paragraph about the way the two texts present
themselves:
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Concepts and Theories – the WHY
Speech Act Theory
Austin and Searle - Speech Act Theory- from the 1970s
A “speech act” is an utterance that has a function in communication.
Key point: the outward, grammatical form of an utterance does not
correspond to its function.
• Form vs function
• Sentence vs utterance
• Sense vs force
• It looks a bit like rain today (what is the function?)
• What time do you call this? (interrogative? What is the function?)
How connected is culture to the meaning of utterances?
Austin and Searle came up with 3 terms for analysing the ways meanings can be
implied:
Presupposition:
• What is already known or assumed
Inference:
• What the reader/listener understands or guesses
Implicature:
• What is implied by the reader/listener
Politeness Theory - Face
This could involve:
• Presenting a persona
• Trying to be accepted/liked
• Being polite/friendly to others
• Managing to get what we want
Brown and Levinson – developed the concept of Face.
Positive face
Our need to be liked
shared dialect, informal lexis, informal grammar, direct requests with
friends
– show solidarity.
Negative face
Our right not to be imposed on
formal lexis and grammar, indirect requests – show social distance.
Politeness involves speakers showing an awareness of others’ needs – they also
use it to achieve their own.
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Erving Goffman – Footing
Refers to participants’ stance towards each other in a conversation.
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“On the back foot.”
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“Caught off-guard.”
• Like Face, Footing can change during an interaction.
• Changes in relationship (becoming relaxed, finding out you have
something in common) can be linked to changes in language used.)
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Grice’s Cooperative Principles of Conversation
• Grice uses the terms ‘flout’ and ‘violate’ to refer to occasions when a
speaker does not adhere to the ideal cooperative principles, either
accidentally or deliberately.
• He suggests that the manner of speaking conveys meanings as much as
the actual content.
It is helpful to think of each ‘maxim’ as a question.
• Quantity
• If someone says more or less than we would expect, what do we infer?
• Quality
• If someone says something factually untrue, what did they mean to
convey?
• Manner
• If someone communicates in an obscure manner, what do we infer?
• Relation
• If someone changes the subject, what do we infer?
Howard Giles, Accommodation Theory
Convergence:
• An individual adjusts his speech pattern to match those of a social group
to express unity and shared identity.
Divergence:
• An individual adjusts his speech patterns to be distinct from of a social
group – to express a feeling of separation and withdrawal.
Otto Jesperson, 1922
• “The vocabulary of a woman as a rule is much less extensive than that of
a man”
• Women tend to use certain adjectives such as pretty and nice with a
higher frequency than men.
• Women… shrink from coarse and gross expressions.
• Women have a preference for refined, veiled, indirect expressions.
• “Would you mind awfully…”
• “I must pop to the powder room…”
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Zimmerman and West, 1975
 In mixed-gender conversations, men interrupt more than women.
Robin Lakoff, 1975
Women:
• Hedge: using phrases like “sort of”, “kind of”
• Use (super)polite forms: “Would you mind...”,“I'd appreciate it if
• Use tag questions: “You're going to dinner, aren't you?”
• Speak in italics: intonational emphasis - so, very, quite.
• Use empty adjectives: divine, lovely, adorable
• Use hypercorrect grammar and pronunciation: English prestige grammar
and clear enunciation.
• Use direct quotation: men paraphrase more often.
• Have a special lexicon: women use more words for things like colours,
men for sports.
• Use question intonation in declarative statements: women make
declarative statements into questions by raising the pitch of their voice
at the end of a statement, expressing uncertainty. For example, “What
school do you attend? Eton College?”
• Use “wh-” imperatives: (such as, “Why don't you open the door?”)
• Speak less frequently
• Overuse qualifiers: (for example, “I Think that...”)
• Apologise more: (for instance, “I'm sorry, but I think that...”)
• Use modal constructions: (such as can, would, should, ought
• Avoid coarse language or expletives
• Use indirect commands and requests: (for example, “My, isn't it cold in
here?” - really a request to turn the heat on or close a window)
• Use more intensifiers: especially so and very
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Section 7: Exam advice and revision links
1. Before beginning to answer the questions in Section A, read all
the texts, and also read through the four questions. This will
help to avoid any overlap or confusion between Questions 2
and 3.
Revision Materials: Refer to these websites AND your text book
 http://www.universalteacher.org.uk/lang/revision.htm
 http://www.theenglishzone.org.uk/alevellang.html
 http://englishlangsfx.blogspot.co.uk/
 http://www.putlearningfirst.com/language/index.html
 http://www.cybergrammar.co.uk/index.php
 http://www.usingenglish.com/glossary/
 http://www.oxforddictionaries.com/words/grammar-a-z
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