Stage 2 English Pathways
Assessment Type 3: Language Study
Focus of Language Study – Use of Language in Facebook
I have based my language study on my ‘Facebook’ interactions; I have had a Facebook
account for about a year. I usually check my Facebook as often as I can; recently I got
a new mobile which allows me to access my account from pretty much anywhere. I
decided to use Facebook for my language study because I use it to keep in contact
Communication
Evidence clearly
identifies focus,
context and method
of investigation for
the study.
with my friends all the time. Also I am interested to discover the different way language
techniques are used in a range of Facebook pages. I will be reflecting on my personal
pages and I will research some of ways language is used by some of my Facebook
friends.
In my study I will be looking at the ways that I use language in Facebook. To make it
easier to organise my study I decided to answer a number of questions:
 How
do my friends use language on their Facebook page?
 What
 Why
are the non-written language features used on Facebook?
is Facebook so popular?
Application
Shows some use of
the features and
conventions of report
structure which is
carried on throughout
the study (features of
a report for a familiar
audience).
There is a clearly
defined focus with
specific questions
and evidence of
structure.
How is Language Used on Facebook?
When I put together my Facebook pages/profile I was faced with quite a few choices. I
wanted my page to reflect something of my personality; for this reason I combined
pictures of me with a few of my friends who I play netball with. When I put together my
profile I listened to the advice of some of my older friends who warned me about the
Application
Clear evidence given
of what student has
learnt.
dangers of displaying too much information so I was careful with the language I used so
that I did not to give away personal information about where I live and my mobile
number.
So I put the following picture with some visual elements:
Page 1 of 6
Communication
The writing is
generally clear and
accurate. The
structure is
appropriate but the
style is at times
colloquial.
Predominately written
format which includes
images as
appropriate to
illustrate important
points (C1 and C2).
Stage 2 English Pathways annotated response for use in 2011
Ref: A99559 (February 2016)
© SACE Board of South Australia 2011
Some of the features of Facebook which I think encourage my friends to keep checking
are the updates that I have provided and the photographs I include of the activities I am
involved in. Because a lot of my friends are in the photos, or know people who are in the
photos, they are interested in viewing the photographs. A thing I have noticed about a lot
of my photos is that they were taken by one of the people actually in the photo. The
mobile or digital camera is held out at arm’s length. This makes it look quite different
from other photos. There is an opportunity for people to comment on the photographs
Knowledge and
Understanding
Displays knowledge
and understanding of
the ways in which
familiar texts are
composed.
Uses short phrases
and photographs
suitable for a familiar
audience (KU3).
and most of my friends do not write long comments; most just write down that they ‘Like
this’.
When I write on my Facebook pages I know that most of my friends have similar
interests to me and are young so I am very relaxed in how I use words – and there are
Analysis
Some analysis of the
social and cultural
roles of language.
some ways of communicating which are the same as SMS – for example, I use
abbreviations such as:
Application
Identification and
occasional analysis of
knowledge (Ap2).
lol (laugh out loud)
pos (parents over shoulder)
TMI (too much information).
I use these abbreviations because I it saves time when I am communicating with my
friends – they know what I mean so it saves effort and time. I know not to use these
Knowledge and
Understanding
Understanding of the
needs of different
audiences shown
(KU3).
abbreviations when I am communicating with people like employers. I have learned from
doing this subject that I have to keep the audience in mind when I select my language.
So if I was writing to find out about a job vacancy I would not use these abbreviations
because the person reading them would not know what I meant.
When I use Facebook, unlike SMS, I can use as many words as I like and also combine
pictures and emoticons with the words. I think that the use of pictures make the
Facebook page more interesting to look at because they are often colourful and funny to
look at. The emoticon below is one of my favourites but I don’t use it a lot because it
may give the idea that I am an angry person – which I am not.
Page 2 of 6
Analysis
Descriptive analysis
of a number of ways
authors use language
techniques to
influence opinions
(combining pictures
and words and the
use of the emoticon)
(An2)
Stage 2 English Pathways annotated response for use in 2011
Ref: A99559 (February 2016)
© SACE Board of South Australia 2011
To get a picture of how my friends and I use language and language techniques on
Facebook I reviewed my Facebook page over a four week period. Most of the time the
language used was very relaxed – we used slang terms such as the ones I listed earlier.
It was noticeable that most people did not really care when they made a typo. When I
talked this over with my Facebook friends one person said:
Application
Evidence has again
made clear how
sources of
information were
resourced and
evaluated.
Sources of
information are
validated.
‘… It doesn’t matter if I make a spelling mistake the only people who are reading it are
my friends and they can understand what I mean even when I make a mistake. It’s more
important to get my update completed than getting completely correct.’
Most of my friends don’t think accuracy is important so they don’t check before they
post. I guess if the group was different then people would take more care. Facebook is
more ‘relaxed’ than school where my teachers would pick up my poor spelling – but my
Facebook is a teacher free area. I don’t think that poor accuracy in using language is
always a feature of Facebook because when I spoke to my Mum who has a Facebook
page she said that when she sends a message she always checks her spelling because
her friends are mostly her age or older. When she reads my posts, she is one my friends
Analysis
Displays competent
analysis of some
aspects of social and
technical roles of
language. Also shows
knowledge of the
audience
requirements
(KU3).
who is able to view some of my posts, she always comments that she has spent a
fortune on my education yet I am not able to use the English language. It is clear that the
audience really controls how accurate we are. Facebook itself does not automatically
mean poor use of language; I think the standard of the language used is controlled by
the group of Facebook friends.
The next things I looked at were the length and the subject of the posts on my Facebook
page. Over the month I found that most of the posts were less than one hundred words
– some were only one or two lines when there were responses to posts that other
people were making. I did notice that the posts of my friends on Facebook were mostly
longer and more detailed than those that they made using text. A lot of the Facebook
Knowledge and
Understanding
Displays knowledge
and understanding of
the ideas, values and
experiences evident
in this familiar text.
posts used similar language and abbreviations as they used in texts.
What subjects did my friends’ Facebook posts deal with? As I said before most of the
posts were about things which were happening now, people wishing me a happy
birthday or sending me good wishes when I was feeling ill. I could follow my friends’ lives
through their posts. If they went out to a party they would post and upload a picture – if
they were at home and bored they would still post to let people they were bored. How
my friends are feeling is interesting to me especially when I am having a good time it
Communication
Competent analysis
of social roles of
language that support
effective interactions.
makes me feel good, I know this sounds mean but it is good to know that not everybody
is having a great time all of the time.
Page 3 of 6
Stage 2 English Pathways annotated response for use in 2011
Ref: A99559 (February 2016)
© SACE Board of South Australia 2011
When I think about it there is a definitely a role with Facebook in allowing my friends to
feel as if they are part of a close group of friends. If we choose our friends well we can
be honest. The private area of Facebook allows me to select from all my friends those
who will receive special posts. In these posts I can be more relaxed and casual in how I
use language – sometimes I will use words here that I would not use on my open
Facebook page because I can control who will get these messages.
What also makes Facebook really interesting is the ability to put a link to a You Tube clip
or to a website which my friends might be interested in looking at. I really like the
opportunity to have other people share some of their interests.
There are some risks which I know I have to be careful about, at times some of the links
which friends place on their pages are offensive- they may think it is amusing or O.K. but
I can find them offensive. An example of this is when a friend who was somebody I
worked with placed a link to a racist American website which had pictures and writing
Knowledge and
Understanding
Displays knowledge
and understanding of
the ideas, values and
beliefs evident in
texts.
In addition, displays
understanding that
this page is not
appropriate for all
audiences (KU3).
which was really offensive to me as a Christian. In this case I removed this person as a
friend – but because I don’t work with him any longer it did not cause any issues.
Why is Facebook so popular?
All the language techniques used help me to keep in contact with my friends when I
cannot be with them. In fact, when I cannot update or read my Facebook page I feel
frustrated and a bit ‘edgy’. When I spoke with my friends about their Facebook pages
they all agreed that Facebook was a really important part of their daily lives. Facebook
allows me to share photographs with others and it is really interesting to see my friends’
photographs especially when I am tagged in them! Because Facebook allows me to
share my ideas and life with my friends I want to read the pages all the time because it is
constantly changing – with my friends constantly posting new messages and
Analysis
Displays competent
analysis of cultural,
social and technical
roles of language
(An3).
Knowledge and
Understanding
Shows understanding
of the ways in which
these texts have
been composed for a
particular audience
and purpose.
photographs the page is always new. The most important feature of Facebook for me is
that I am able to create the content as well as read what others say. I think the speed of
receiving feedback is the most important feature – for example I can give my opinion
about a TV program or issue on the news and almost instantly other people let me know
what they think.
After speaking with my friends and discussing Facebook with my teacher I realise there
are some possible problems in using Facebook. When I first got a Facebook page I
really had to try hard to get friends – after about a month I only had 10 friends but now I
have almost 100. I do know some people at my school have “cancelled” their Facebook
Analysis
Evidence displays
understanding of the
social roles of
language (An3 and
An1).
because they feel embarrassed that they have so few friends. Through this study I have
come to realise that Facebook can make people feel that they are not part of the popular
crowd.
Page 4 of 6
Stage 2 English Pathways annotated response for use in 2011
Ref: A99559 (February 2016)
© SACE Board of South Australia 2011
I found it interesting to think about the use of the word ‘friend’ – before Facebook I
thought that the word described people I felt close to and could share secrets with. In
Facebook friends are not all really friends and I realise I need to be careful about what I
write and the pictures I post. I now set my profile security so that only my real friends are
able to read all my posts.
Conclusion
It has been really interesting to complete this language study on Facebook. Before I did
the study I did not think about the ways I used language to suit the audience, who are
my friends. The use of language features such as abbreviations, photographs and
emoticons allow me to feel that my Facebook page tells people something about me as
a person. I must admit that perhaps I depend too much on Facebook to maintain
Application
Conclusion does
draw together
evidence of ideas
formulated during the
study (Ap3).
Displays ‘skills in
reproducing structural
and textual features
of a report for a
familiar context,
audience and
purpose’.
contact with my friends.
Additional Comments
This Language Study is in the C range.
Competent analysis of some aspects of cultural, social and technical roles of language.
C
KU1
The evidence displays knowledge and understanding of the ideas, values, beliefs and
experiences evident in the very familiar Facebook texts analysed.
C
KU3
The evidence displays appropriate knowledge and understanding of the familiar
purposes of Facebook communication and also that there are different ways to
communicate with a range of different audiences such as employers, older people and
friends/peers
C
An2
The evidence displays a descriptive analysis of a number of ways that Facebook
authors use techniques such as pictures, abbreviations and emoticons to influence
decisions
C+
An3
The evidence displays competent analysis of the social, cultural and (to a lesser degree)
technical roles of language that support effective communication
C
Ap2
The evidence displays a reasonable amount of information has been located and
recorded. However, much more specific evidence could have been provided. There is
occasional analysis of knowledge.
C+
Ap3
The evidence displays skills in reproducing the report format to provide evidence of the
study
C
C1
The writing is generally clear and accurate. The use of report structure is appropriate but
the style is a little too informal, colloquial and relaxed for a more unfamiliar audience.
C
C2
The evidence displays language is used appropriately to convey simple meaning in this
very familiar context.
Page 5 of 6
Stage 2 English Pathways annotated response for use in 2011
Ref: A99559 (February 2016)
© SACE Board of South Australia 2011
Performance Standards for Stage 2 English Pathways
A
Knowledge and
Understanding
Analysis
Application
Communication
Detailed knowledge and
understanding of the ideas, values,
and beliefs in familiar and unfamiliar
texts.
Detailed analysis of complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in familiar
and unfamiliar texts.
Use of a comprehensive range of
language skills to interact effectively
in different contexts, and to analyse
and solve simple and complex
problems.
Perceptive analysis of a range of ways
in which authors use language
techniques to influence opinions and
decisions in familiar and unfamiliar
texts.
Location, recording, analysis, and
synthesis of knowledge relevant to
familiar and unfamiliar contexts.
Fluent and precise writing
and speaking, using an
appropriate style and
structure for a range of
mainly unfamiliar
audiences and contexts.
Knowledge and understanding of the
ways in which the creators and
readers of familiar and unfamiliar
texts use a range of language
techniques to make meaning.
Comprehensive knowledge and
understanding of the ways in which
familiar and unfamiliar texts are
composed for a range of purposes
and audiences.
B
Sound knowledge and understanding
of some ideas, values, and beliefs in
familiar, and some unfamiliar, texts.
Knowledge and understanding of the
ways in which the creators and
readers of mainly familiar texts use
some language techniques to make
meaning.
Sound knowledge and understanding
of the ways in which mainly familiar
texts are composed for some
purposes and audiences.
C
Knowledge and understanding of
some ideas, values, or beliefs in
familiar texts.
Knowledge and understanding of the
ways in which the creators and
readers of a narrow range of familiar
texts use some language techniques
to make meaning.
D
Analysis of some complex connections
between personal experiences, ideas,
values, and beliefs, and those
explored in familiar, and some
unfamiliar, texts.
Well-considered analysis of a range of
ways in which authors use language
techniques to influence opinions and
decisions in familiar, and some
unfamiliar, texts.
Well-considered analysis of aspects of
mainly familiar, and some unfamiliar,
cultural, social, or technical roles of
language that support effective
interactions in different contexts.
Location, recording, and occasional
analysis of knowledge relevant to a
familiar context.
Reference to simple connections
between uncomplicated personal
experiences, ideas, values, or beliefs,
and those explored in familiar texts.
Some knowledge and emerging
understanding of the way in which a
creator or reader of a highly familiar
text uses a language technique to
make factual meaning.
Some knowledge of the ways in
which highly familiar texts are
composed for personally relevant
purposes and highly familiar
audiences.
Page 6 of 6
Sound skills in reproducing some of
the structural, conventional, and
textual features of text types for a
range of mainly familiar, and some
unfamiliar, contexts, audiences, and
purposes.
Descriptive analysis of a number of
ways in which authors use language
techniques to influence opinions and
decisions in familiar texts.
Identification of some simple ideas,
values, or beliefs in some familiar
texts.
Identification of a simple idea, value,
or belief in a familiar text.
Location, recording, analysis, and
occasional synthesis of knowledge
relevant to mostly familiar contexts.
Use of competent language skills to
interact effectively in different
contexts, and to solve routine
problems in familiar contexts.
Competent analysis of some aspects
of mainly familiar cultural, social, or
technical roles of language that
support effective interactions in
different contexts.
Knowledge of the ways in which
familiar texts are composed for
personally relevant purposes and
familiar audiences.
Use of a sound range of language
skills to interact effectively in different
contexts, and to solve simple and
complex problems.
Competent analysis of simple
connections between personal
experiences, ideas, values, or beliefs,
and those explored in familiar texts.
Knowledge and understanding of the
ways in which familiar texts are
composed for familiar purposes and
audiences.
Knowledge and understanding of the
ways in which the creators and
readers of a narrow range of familiar
texts use a restricted range of
language techniques to make simple
or factual meaning.
E
Perceptive analysis of aspects of
familiar and unfamiliar cultural, social,
and technical roles of language that
support effective interactions in
different contexts.
Sophisticated skills in reproducing
the structural, conventional, and
textual features of text types for a
range of familiar and unfamiliar
contexts, audiences, and purposes.
Reference to some ways in which
authors use language techniques to
influence opinions and decisions in
familiar texts.
Skills in reproducing some of the
structural, conventional, and textual
features of some text types for
familiar contexts, audiences, and
purposes.
Use of a restricted range of language
skills to interact in familiar contexts,
and to solve simple problems.
Location and recording of factual
knowledge relevant to a familiar
context.
Appropriate use of
language to convey mostly
complex meaning in a
range of familiar and
unfamiliar contexts.
Mostly fluent and precise
writing and speaking, using
an appropriate style and
structure for a range of
mostly familiar audiences
and contexts.
Appropriate use of
language to convey
complex and simple
meaning in a range of
familiar, and some
unfamiliar, contexts.
Generally clear and
accurate writing and
speaking, using an
appropriate style and
structure for familiar
audiences and contexts.
Appropriate use of
language to convey simple
meaning in a narrow range
of familiar and unfamiliar
contexts.
A level of fluency in writing
and speaking in personally
relevant situations, using
an appropriate style and
structure for a narrow
range of familiar audiences
and contexts.
Limited skills in reproducing some of
the structural, conventional, or
textual features of a text type for a
familiar context, audience, or
purpose.
Occasionally appropriate
use of language to convey
simple meaning in familiar
contexts.
Recognition of a simple connection
between a straightforward personal
experience, idea, value, or belief, and
that explored in a highly familiar text.
Use of a restricted range of language
skills to interact in highly familiar
contexts, and to solve simple
problems.
Reference to the way in which an
author uses language techniques to
influence opinions and decisions in a
highly familiar text.
Location or recording of factual
knowledge relevant to a highly
familiar context.
Emerging development of
fluency in writing and
speaking in personally
relevant situations, using
an appropriate style and
structure for a narrow
range of highly familiar
audiences and contexts.
Reference to some simple aspects of
familiar cultural, social, or technical
roles of language that support effective
interactions in one or more contexts.
Recognition of some simple aspects of
highly familiar cultural, social, or
technical roles of language that
support effective interactions in one or
more contexts.
Restricted skills in reproducing a
limited number of structural,
conventional, or textual features of a
text type for a highly familiar context,
audience, or purpose.
Occasionally appropriate
use of language to convey
literal meaning in highly
familiar contexts.
Stage 2 English Pathways annotated response for use in 2011
Ref: A99559 (February 2016)
© SACE Board of South Australia 2011