AS English Language: Unit 1 CPD WALKING-TALKING MOCK Unit 1: Exploring Language 1¾ hours (80 marks) Section A: Analysing Language - 60 minutes (55 marks) Section B: Contemporary English - 45 minutes (25 marks) Paper Overview Question
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AS English Language: Unit 1 CPD
WALKING-TALKING MOCK<br>
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Unit 1: Exploring Language – 1¾ hours (80 marks)
Section A: Analysing Language - 60 minutes (55 marks)
Section B: Contemporary English - 45 minutes (25 marks) Paper Overview
Question Weightings and Recommended Timings<br>
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Section A: Analysing Language
AO1: 20 marks AO3: 15 marks AO4:20 marks<br>
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Section A: Analysing Language
Approaching the question: reading the contextual information<br>
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Section A: Analysing Language
Dissecting the question: reading the ‘umbrella’ question<br>
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Section A: Analysing Language
Dissecting the question: unpicking the bullet points<br>
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Section A: Analysing Language
Further contextual information<br>
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Section A: Analysing Language
Purposeful selection of evidence: presentation of future events Text A Text B Text C<br>
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Section A: Analysing Language
What a good one looks like (AO1: 20 marks; AO3: 15 marks; AO4: 20 marks) In Text A Dickens uses modal auxiliary verbs “may” and “will” to highlight Scrooge’s anxiety about what the future holds for him; in addition, the parallel pattern of conditional clauses (“if persevered with…” and “if the actions…”) reinforces Scrooge’s uncertainty and anxiety, but perhaps also points to the prevalent nineteenth century idea that one’s fate is contingent upon the goodness of present actions.
Similarly, Text B appears to recognise that it is futile to attempt to alter past events, or to harp upon what has already passed. As with Dickens in Text A, the writer here uses modality (“shoulda, coulda, woulda…”), but here the emphasis is on an injunction to embrace the future rather than fear it, as Scrooge does. The adopted colloquialism reflects the contemporary nature of the text, but also a device used to gently mock the urge to dwell on the past.
Finally, Text C adopts the present simple (“The Future Is…” and “...what’s on the horizon…”) to indicate that in this contemporary scientific context the modality and conditionality of Text A or Text B are not necessary, because we are already living in the future, in scientific and technological terms.<br>
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Section B: Contemporary English
AO2: 15 marks AO3: 10 marks<br>
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Section B: Contemporary English
Approaching the question: reading the contextual information<br>
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Section B: Contemporary English
Dissecting the question: reading the ‘umbrella’ question<br>
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Section A: Analysing Language
Purposeful selection of evidence: the language and attitudes of earnest and philosophical contributors Text 5 Text 8<br>
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Section B: Contemporary English
What a good one looks like (AO2: 15 marks; AO3: 10 marks) Both the parent (Text 5) and the academic (Text 8) indicate that they feel the rocket launch is a significant event in human endeavour; in Text 5, the premodified noun phrase “our children’s future” implies that the rocket launch will benefit future generations, whilst the abstract noun “lives” and the adjective “insignificant” in Text 8 signal the contributor’s view that such endeavours inevitably prove that man is ultimately dwarfed by the sheer size and scale of the universe.
The contributors display linguistic features typical of twenty first century English, such as the deixis “this”. However, while the parent in Text 5 adopts non-standard features typical of digital communication, such as lack of capitalisation (“christi simpson”) and lack of apostrophe (“childrens”), the academic retains his more formal standard English use, perhaps as a device to assert his professional status.<br>
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