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Summary Eduqas Component 2 Section A Q2 A Level English Language Planning Sheet $9.98
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Summary Eduqas Component 2 Section A Q2 A Level English Language Planning Sheet
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  • Unit 3 - Language over Time
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  • WJEC

A4 sheet to assist essay planning for A Level English Language Eduqas Component 2 Section A Q2. Suggests features for each assessment objective allowing students to maximise marks for each AO. More available on my page

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  • June 25, 2024
  • 1
  • 2023/2024
  • Summary

Subjects

  • eduqas
  • a level english language
  • eduqas a level english
  • component 2
  • comp 2
  • wjec

Written for

  • A/AS Level
  • WJEC
  • English Language
  • Unit 3 - Language over Time
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Comp 2 Section A Q2 Plan

Question:
Analyse and evaluate Texts A, B and C as examples of _____ (changes every year e.g.
speeches, fiction, prefaces) written at different times.

▪ ALWAYS use contextual information (AO3)
▪ Build up comparison (AO4) and evaluation (AO2+AO3) as going along
▪ 60 marks – AO2 (20), AO3 (20), AO4 (20) – no AO1 marks but language levels MUST
be referenced throughout
▪ 70 minutes – 20/15 min planning 50/55 mins to write

AO2 AO3 AO4
Prescriptivism and Contextual info provided Connect texts between
descriptivism – attitudes before texts genre and purpose
to language - Identify period of lang - Text type
- Aitchison’s change – EME, LME, - Who are the
metaphors PDE writers/speakers
- Crystal’s metaphor - Identify text type(s) - Link this to time
- Identify its purpose period
and genre
Purpose and genre Link context to deixis (if Connect the attitudes of the
- How this is shown relevant) writers
– use lang. - Language features – - How it affects
examples etc pronouns/determiners audience
- Engaging - Identify word classes - How it was perceived
audience? etc at the time
- What is the text’s
topic?
Type of language used Cultural references Connect language features
with evidence of features - Are there features and how they shape the
to support someone during EME meaning in each text
- Informative? wouldn’t understand – - Analyse the purpose
- Expressive? vice versa of using these
- Emotive? language features
- What is its effect? Historical and social context Connect contexts and how
- Can connect to - Ideas around gender they are similar or different
purpose, genre - Different industries – - Context of the time
and industrial revolution e.g. less/more
historical/social etc religious etc
factors - Religious status

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