English Language
HOLIDAY HOMEWORK 2015
Teacher Contact:
Holiday
Homework
Required:
Recommended
Work:
Resources
Required for
Subject:
Key Links:
Additional
Resources:
Meiki Apted (2015) apted.meiki.m@edumail.vic.gov.au
Mark Parkes (2016) TBC
1. Record and transcribe a spontaneous informal spoken conversation (3 pages)
2. Upload ONE recent article or youtube clip to the class Facebook group, outlining
why you chose it. (100-200 words)
3. Print and paste FIVE contemporary articles on language use into your folios.
4. Read the THORNE article in this booklet and work through the questions.
1. Read and learn key terms in your metalanguage bibles.
2. Observe examples of informal and formal language in the world around you.
3. Think about Australian values and identity, and how they are shaped by our
language choices (eg. accents, unique words, swearing).
 Living Lingo Units 3-4 (2015 edition preferred)
 Fox, Kirsin. VCE English Language Exam Guide (2nd Edition preferred)
 Lined A4 notebook (or folder with looseleaf paper), pens, highlighters, scissors, glue
 A3 or A4 blank scrapbook (for pasting articles)
 Photocopy/printer credit
FACEBOOK GROUP “English Language SSSC Yr 12 2016”:
https://www.facebook.com/groups/656935647744909/
PAST EXAMS, SAMPLE SOLUTIONS AND EXAMINER COMMENTS:
http://www.vcaa.vic.edu.au/Pages/vce/studies/englishlanguage/exams.aspx
STUDY DESIGN:
http://www.vcaa.vic.edu.au/Documents/vce/englishlanguage/EnglishLanguageSD_2016.pdf
 Heinemann English Language VCE Units 3 & 4 (2015 edition preferred)
 ONLINE ARCHIVE OF ENGLISH LANGUAGE RELATED ARTICLES
http://www.scoop.it/t/english-language-by-louise-leong
COURSE OVERVIEW
Unit 3: Language variation and social purpose
In this unit we will investigate English language in the Australian social setting, along a continuum of informal and
formal registers.
Outcomes
Concepts Involved
Marks
Outcome 1 – Identify and analyse
distinctive features of informal language
in written and spoken texts.

Understanding the role of Standard and non-Standard English in
creating formal and informal texts
Understanding the differences in the nature and functions of
formal and informal texts
Examination of a range of stylistic features in informal speech and
writing and the importance of context
Examination of major discourse strategies used by speakers and
the ways in which cooperation is achieved
Understanding of the use of informal language in
– encouraging intimacy, solidarity and equality
– maintaining positive face needs
– promoting linguistic innovation
– supporting in-group membership
Examination of a range of text types (including conversations,
narratives, monologues, interviews, commentaries, narratives,
ads, journals, notes and chat)
Use of appropriate metalanguage terms as well as demonstration
of the conventions for the transcription of spoken English texts.
50
Discussion of the distinguishing features and functions of formal
texts, considering relationship with context
Examination of a range of discourse features and lexical choice in
creating textual cohesion and coherence
Examination of a range of stylistic features in formal speech and
writing
Understanding the use of formal language in
– reinforcing social distance and authority
– establishing expertise
– promoting social harmony and negotiating social taboos
– clarifying, manipulating or obfuscating
Examination of a range of text types (including legal documents,
bureaucratic policies, official documents, informational prose,
literature, speeches, lectures, oaths, liturgies, performances and
monologues)
Use of appropriate metalanguage terms.
50
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Outcome 2 – Identify and analyse
distinctive features of formal language in
written and spoken texts.
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*This material has been adapted from the VCAA English Language Study Design (2012-16). You are encouraged to
access it from the VCAA website for more information.
Unit 4: Language variation and identity
The focus of this unit is on the role of language in establishing and challenging different identities.
Outcomes
Areas covered
Marks
Outcome 1 – Investigate and analyse
varieties of Australian
English and attitudes towards them.


The role of ‘standard language’ in Australian society
Identification of the ways in which contemporary and historical
texts can reflect a variety of Australian identities
Examination of some of the characteristics of Australian English in
contrast to Englishes from other continents
Be able to discuss the features and varieties of language used in
Australia
Understanding how and why Australian English varies according to
geography and culture
Discussion of attitudes within society to different varieties of
English
The role of language in constructing national identity
Accurate use of metalanguage terms.
50
Consideration of social and personal variation in language
according to a range of factors
Examination of some of the features of language that contribute to
a sense of individual identity and group membership
Understanding of how language use is shaped by social
expectations and community attitudes
The employment of overt and covert speech norms and how their
exploitation enables users to gain power and prestige
How language can function as a source of social disadvantage
Representations of individual and group identities in a range of
historical and contemporary texts
Accurate use of metalanguage terms
50
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Outcome 2 – Analyse how people’s
choice of language reflects and
constructs their identities.
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Teacher Contact:
Meiki Apted (2015) apted.meiki.m@edumail.vic.gov.au
Mark Parkes (2016) Contact details available next year.
Your teacher during 2015 is Meiki Apted. You can contact Meiki via email or Facebook – try to get started on your
homework as soon as possible, so you can ask all the important questions before December 18th (while teachers are
still checking their emails every day).
You must join the class Facebook group (English Language SSSC Yr 12 2016… see “Key Links”). This is a great contact
point and a place to ask questions and share ideas, articles and memes. If you are new to English Language at
Swinburne, your fellow classmates will be able to answer a lot of your questions, and you can also share ideas.
Holiday Homework
1. Record and transcribe a spontaneous informal spoken conversation (3 pages)
This task requires you to record a few minutes of a spontaneous (not scripted or rehearsed) informal spoken
conversation and transcribe three pages of it. The conversation could be between you and a friend, or you could ask
permission to record a parent or other adult speaking to you or to one or two of their friends. Your transcription
CAN NOT be the same as any other person’s in the class – if you wish to record a conversation between yourself and
some classmates, by all means do, but each one of you must record a separate conversation.
AT LEAST TWO PEOPLE AND NO MORE THAN THREE PEOPLE can be involved in the conversation. Participants should
be anonymous (give them fake names). Once you have your data you will be transcribing it, and identifying the
features of spontaneous informal spoken language that you can find.
Suggested topics for conversation:
It’s probably best to record people talking about a safe, neutral topics: deciding what to eat over the holidays, public
transport plans, Christmas gift ideas (shhhh), explaining something that happened to you that day. People can get
self conscious, so keep recording until everyone is relaxed and speaking naturally – then chose your best section.
Use a phone or laptop to record the conversation, and then write it down in as much detail as possible. The goal of
this task is to become familiar with the typical features of informal spontaneous spoken language.
WHAT YOU ARE LOOKING FOR
- False starts and repairs
- Laughter (@@@), backchanneling (mmm, uhuh, aaah), and minimal responses (yep, okay, sure)
- Reduplication (repetition)
- Overlapping speech
- Topic management (who changes the topic? How? Who keeps the topic going? How?)
- Informal vocabulary (colloquial lexemes such as “gday mate”, slang such as swearing)
- Discourse markers (like, well, so, anyway…)
- Adjacency pairs (question and answer, greeting and greeting, request and acceptance/decline)
- Hesitations (eg. Pauses, elongated words)
- Intonation patterns (rising pitch, falling pitch) and other prosodic features (pitch, tempo etc.)
- Cooperation (eg. people completing each others sentences, offering up ideas)
- Anything that shows that this is informal speech
Later in the year you may return to this transcripton to look at:
- Language related to identity (age, gender, generation, ethnicity, sexuality, nationality , profession etc.)
- Eg. Teenagers use teenspeak, and women are said to use more formal language than men.
ON THE NEXT PAGE IS A SAMPLE, FOLLOWED BY A CONSENT LETTER AND THREE CONSENT FORMS. YOU MAY
PHOTOCOPY THESE IF YOU REQUIRE ADDITIONAL COPIES.
PLEASE USE THE TRASCRIPTION KEY AND TRANSCRIPTION CONVENTIONS SHOWN IN THE SAMPLE.
November 2015
To whom it may concern,
____________________ is a student currently studying Year 12 at Swinburne Senior Secondary College. As
part of his/her VCE, he/she is studying English Language. This is a Linguistics-based subject which involves
the close examination of language features and structures such as vocabulary, syntax, semantics and
accent.
She/he is currently collecting data in the form of a recorded conversation between two or more people. If
you are able to participate in this recording, the school and the student would be extremely grateful. The
purpose of this recording is completely educational and the participants will remain anonymous. The
recorded material is only for study by the student and will not be published.
If you would like further details, please feel free to contact either Meiki Apted (2015) or Mark Parkes
(2016), the Year 12 English Language teachers at the school:
Best Regards,
Meiki Apted
Consent Form #1
Title: VCE English Language Unit 3
Spontaneous Language Analysis
I agree to take part in the Swinburne Senior Secondary College research project specified above. I have
had the project explained to me, and I have read the explanatory letter provided by the student
researcher. I have had an opportunity to have any questions addressed by the student him/herself or the
student’s English Language teacher, Meiki Apted.
I understand that agreeing to take part means that I am willing to:

Participate in a spontaneous (unplanned) conversation and allow that interview to be audio-taped
Yes
No
I understand that my participation is voluntary. I can choose not to answer some or all questions and I can
stop the recording at any time.
I understand that any information that the researcher extracts from the recording for use in a class
assignment will not, under any circumstances, contain names or other identifying characteristics.
I understand that the information I provide is for the educational development and assessment of the
participating student and will not be published.
I understand that I can contact the student researcher to see a copy of the final research report if I wish to
do so.
Participant’s name
Signature
Date
Consent Form #2
Title: VCE English Language Unit 3
Spontaneous Language Analysis
I agree to take part in the Swinburne Senior Secondary College research project specified above. I have
had the project explained to me, and I have read the explanatory letter provided by the student
researcher. I have had an opportunity to have any questions addressed by the student him/herself or the
student’s English Language teacher, Meiki Apted.
I understand that agreeing to take part means that I am willing to:

Participate in a spontaneous (unplanned) conversation and allow that interview to be audio-taped
Yes
No
I understand that my participation is voluntary. I can choose not to answer some or all questions and I can
stop the recording at any time.
I understand that any information that the researcher extracts from the recording for use in a class
assignment will not, under any circumstances, contain names or other identifying characteristics.
I understand that the information I provide is for the educational development and assessment of the
participating student and will not be published.
I understand that I can contact the student researcher to see a copy of the final research report if I wish to
do so.
Participant’s name
Signature
Date
Consent Form #3
Title: VCE English Language Unit 3
Spontaneous Language Analysis
I agree to take part in the Swinburne Senior Secondary College research project specified above. I have
had the project explained to me, and I have read the explanatory letter provided by the student
researcher. I have had an opportunity to have any questions addressed by the student him/herself or the
student’s English Language teacher, Meiki Apted.
I understand that agreeing to take part means that I am willing to:

Participate in a spontaneous (unplanned) conversation and allow that interview to be audio-taped
Yes
No
I understand that my participation is voluntary. I can choose not to answer some or all questions and I can
stop the recording at any time.
I understand that any information that the researcher extracts from the recording for use in a class
assignment will not, under any circumstances, contain names or other identifying characteristics.
I understand that the information I provide is for the educational development and assessment of the
participating student and will not be published.
I understand that I can contact the student researcher to see a copy of the final research report if I wish to
do so.
Participant’s name
Signature
Date

2. Upload ONE recent article or youtube clip to the class Facebook group,
outlining why you chose it. (100-200 words)

FACEBOOK GROUP
“English Language SSSC Yr 12 2016”:
https://www.facebook.com/groups/656935647744909/
Okay so this one can be as easy or hard as you want it to be.
Basically just chose one article or youtube clip and post it.
What’s the catch??
It needs to be relevant, it needs to be interesting, and you need to write 100-200 words
about why it’s relevant and/or interesting!!
IDEAS!!
-
Differences/similarities between spoken and written modes of language eg. When people text
message each other, what characteristics of spoken language can be seen?
Acceptable/unacceptable uses of informal language in the workplace (eg. Swearing at work – did
someone lose their job? Not lose their job????)
Articles about Australian identity and culture (are we city dwellers? Bogans? Nationalistic? Do we
have a class system?)
Articles about Australian accents or words
Articles comparing language in different parts of Australian (is there an “Adelaide accent??”)
New words in 2015-2016
Politically correct language
Taboos and how they are changing (eg. From religion to bodily function to oppression/minorities)
Gender and language, including pronouns for people identifying as transgender, differences
between mens language and womens language
Teen speak
“Meiki English” has pasted a clip on “mansplaining” that you can use as an example.
3. Print and paste FIVE contemporary articles on language use into your folios.
Sometimes its really important to step away from the internet and make something your own.
Your English Language folios are a place to collect all of your articles (newspaper articles, magazine articles, and
blogs/online articles printed out) in one place.
You should have space around each article to make annotations

ANNOTATIONS 
⏎ HEY, I think this neologism is an acronym!! 
↵ Woah!! This is an example of a passive sentence used to avoid accepting any responsibility for what went on.
⏎ WFT this article is assuming that women use more hedges because they are female!!
 This definition is really clear. I need to memorise some of these quotes. Particularly this one!!!
♫♫♫♫♫♫♫♫♫♫ High rising intonation is popular in Australia. I need to look  Why.
Oh!! The word “god” is no longer a taboo but the word “racist” is!!
 Great example of gratuitous specification 
4. Read Thorne Chapter 1 (the PDF that has been uploaded onto Facebook) and try your best to answer the
questions. Some questions might be difficult – there are solutions that you are welcome to look at. Some
of these concepts may take you a few terms to really understand, but the sooner and better you
understand them the easier you will find it to analyse language to a high level. Don’t panic about this,
but do try your hardest.