(“snazzy brand spanking new”), all combine to lower the level of formality to draw upon blended-
mode conversational features.
Range of language levels:
- Grammar to phonology to graphology to lexis/grammar.
Don’t feature spot.
Example of WHAT NOT TO DO! - as doesn't link to meanings of the context!!!
The thread begins with an imperative to “share your worst learner driving experiences”. (which
represents the thread as inclusive and intrigued to see responses?) The post by “the Phelps”,
starts with a declarative and follows this with an interrogative (what does this therefore
represent?). In the second paragraph an exclamative is uses. (To show what? Then link to the
text).
Example of WHAT TO DO! (ALWAYS LINK LANGUAGE FEATURES TO MEANINGS AND
REPRESENTATIONS)
A range of different sentence features help represent the voices of the text as humorous and keen
to interact. TOPIC SENTENCE. The direct imperative, “share your worst learner driving experience”,
serves a request for interaction, implying that the site offers a community of “listeners” who will
not judge others’ driving mistakes negatively. The interrogatives “I wondered if you...” and “so
what are your experiences” establish adjacency exchanges to encourage reader participation.
Important patterns to look out for in paper 1 and in paper 2 - discourse.
Level 5 A01 top bands answer
Identify Patterns and complexities
Apply different levels in an integrated way
Guide the reader = simple comprehensible topic sentences.
13 patterns :
1. Adjectival phrases
Group of words grouped around an adjective
Nov 2020 – Meghan and Harry marriage (mock)
“All in all, the television coverage of the royal family was exactly how you’d expect it to be inane
and sycophantic. But at the same time, it was occasionally (Adverb of frequency) touching (base
adjective) ...”
Queen Victoria text (mock) - The ceremony was very (Adverb of degree) impressive and fine, yet
simple and i think ought to make an imperishable impression.
, Words in blue are adverbs or adjectives = adjectival phrases
Adjectives can be base (smart), as well as comparative (smarter) and superlative (smartest). They
can also be pre-modifying or post-modifying.
Adverb is a single word, and an adverbial is a group of words:
Adverbials of manner: quietly, slowly
Adverbials of time: yesterday, tomorrow
Adverbials of place: over there, over here
Adverbials of frequency: every morning, most days
Adverbial of degree: quite
Adverbial of duration: for three weeks, for 5 years
Adjectival phrases help position the readers responses often positively or negatively.
2. Sentence types
Minor sentences – “Bristol”. Often delivers informality.
Simple sentences –” We love Bristol.” Short emphatic simplified message. For Immediate
situations or urgency.
Compound sentences -” We love Bristol, and (coordinating connective) we want to live here
forever.” To show equally weighted ideas, possibly persuasive to people reading as this is
portraying a positive outlook on Bristol.
Complex sentences – “Although it smells, we love Bristol, and we want to live here forever”. Can
balance main ideas against subordinating ideas. Readers must have patience to read all through.
Main ideas but creates a complex overall conclusion to reader
2018 text
We’ve all been there. Subject and main verb – urgency. (Simple sentence) It’s Monday morning
and you’re on a busy train to work (compound sentence) This is trying to depress the reader.
Complex sentence – In the article, “The Rudeness of Women to Women”, Miss Katherine Cox has
not exaggerated but has voiced a trouble with which women of gentle breeding have to contend
every day.
3. Implied meanings (pragmatics)
2019 text:
mode conversational features.
Range of language levels:
- Grammar to phonology to graphology to lexis/grammar.
Don’t feature spot.
Example of WHAT NOT TO DO! - as doesn't link to meanings of the context!!!
The thread begins with an imperative to “share your worst learner driving experiences”. (which
represents the thread as inclusive and intrigued to see responses?) The post by “the Phelps”,
starts with a declarative and follows this with an interrogative (what does this therefore
represent?). In the second paragraph an exclamative is uses. (To show what? Then link to the
text).
Example of WHAT TO DO! (ALWAYS LINK LANGUAGE FEATURES TO MEANINGS AND
REPRESENTATIONS)
A range of different sentence features help represent the voices of the text as humorous and keen
to interact. TOPIC SENTENCE. The direct imperative, “share your worst learner driving experience”,
serves a request for interaction, implying that the site offers a community of “listeners” who will
not judge others’ driving mistakes negatively. The interrogatives “I wondered if you...” and “so
what are your experiences” establish adjacency exchanges to encourage reader participation.
Important patterns to look out for in paper 1 and in paper 2 - discourse.
Level 5 A01 top bands answer
Identify Patterns and complexities
Apply different levels in an integrated way
Guide the reader = simple comprehensible topic sentences.
13 patterns :
1. Adjectival phrases
Group of words grouped around an adjective
Nov 2020 – Meghan and Harry marriage (mock)
“All in all, the television coverage of the royal family was exactly how you’d expect it to be inane
and sycophantic. But at the same time, it was occasionally (Adverb of frequency) touching (base
adjective) ...”
Queen Victoria text (mock) - The ceremony was very (Adverb of degree) impressive and fine, yet
simple and i think ought to make an imperishable impression.
, Words in blue are adverbs or adjectives = adjectival phrases
Adjectives can be base (smart), as well as comparative (smarter) and superlative (smartest). They
can also be pre-modifying or post-modifying.
Adverb is a single word, and an adverbial is a group of words:
Adverbials of manner: quietly, slowly
Adverbials of time: yesterday, tomorrow
Adverbials of place: over there, over here
Adverbials of frequency: every morning, most days
Adverbial of degree: quite
Adverbial of duration: for three weeks, for 5 years
Adjectival phrases help position the readers responses often positively or negatively.
2. Sentence types
Minor sentences – “Bristol”. Often delivers informality.
Simple sentences –” We love Bristol.” Short emphatic simplified message. For Immediate
situations or urgency.
Compound sentences -” We love Bristol, and (coordinating connective) we want to live here
forever.” To show equally weighted ideas, possibly persuasive to people reading as this is
portraying a positive outlook on Bristol.
Complex sentences – “Although it smells, we love Bristol, and we want to live here forever”. Can
balance main ideas against subordinating ideas. Readers must have patience to read all through.
Main ideas but creates a complex overall conclusion to reader
2018 text
We’ve all been there. Subject and main verb – urgency. (Simple sentence) It’s Monday morning
and you’re on a busy train to work (compound sentence) This is trying to depress the reader.
Complex sentence – In the article, “The Rudeness of Women to Women”, Miss Katherine Cox has
not exaggerated but has voiced a trouble with which women of gentle breeding have to contend
every day.
3. Implied meanings (pragmatics)
2019 text:
