English Language A Level Revising Meanings and Representations Paul Heselton

Summary

In this English Language A-Level video, May Paul Hazelson, Curriculum Leader at Queen Elizabeth Sixth Form College, Darlington, guides students on how to answer the 'Meanings and Representations' section of Paper 1 effectively. She emphasizes the importance of understanding key terms like euphemism, dysphemism, and sound iconosity, and how they contribute to the portrayal of reality in texts. Hazelson advises students to annotate texts with linguistic features and link them to context and meanings for high marks. The video also covers how to avoid common pitfalls in exam responses and the significance of analyzing language patterns for top grades.

Takeaways

• 😀 The video is an educational resource for English Language A-Level students, focusing on how to answer 'Meanings and Representations' in Paper 1 Section A.
• 📜 Students are advised to review and categorize key terms from the A01 and A03 sections, identifying those they can confidently define and use, those they're uncertain about, and those they're unfamiliar with.
• 🗣️ The instructor emphasizes the importance of understanding and exemplifying terms like 'euphemism', 'sound iconicity', and 'negative face', which are crucial for analyzing language in texts.
• 📚 The video references the AQA textbook for detailed explanations of key terms, suggesting that students should use this resource to deepen their understanding.
• 🔍 The discussion of 'euphemism' and 'dysphemism' highlights how language can be manipulated to soften or emphasize the impact of a message.
• 🎭 The concept of 'negative face' is introduced as a pragmatic strategy used to maintain politeness and avoid imposing on the listener.
• 🧠 'Schematic knowledge' is explained as the background knowledge a reader brings to a text, which can influence how they interpret its meaning.
• 🔄 The use of 'passive voice' is discussed as a grammatical tool that can shift focus away from the subject, often used in formal or official contexts to depersonalize statements.
• 🔗 'Intertextuality' is defined as references to other texts, which can assume shared cultural knowledge and create layers of meaning.
• ✏️ The video provides guidance on how to approach the analysis of language in texts, focusing on patterns, guiding the reader, and linking language features to context and meaning.

Q & A

What is the main focus of the video by May Paul Hazelson?

The main focus of the video is to guide students on how to answer the 'Meanings and Representations' section of the Paper 1 for English Language A Level, specifically Section A.

What is the first activity May suggests students do with the key terms sheet?

May suggests students go through the list of key terms, ticking ones they can define and use confidently, putting a question mark next to those they recognize but might struggle with, and a cross next to terms they are unfamiliar with.

What is an example of a euphemism provided in the video?

An example of a euphemism provided is saying 'Excuse me, can I just visit the bathroom' or 'Can I just powder my nose' instead of directly saying 'Can I go to the toilet'.

What is the opposite of a euphemism according to the video?

The opposite of a euphemism is a dysphemism, which involves using very blunt, direct, and often taboo language.

Can you explain the term 'sound iconosity' as discussed in the video?

Sound iconosity refers to the relationship between the sound of a word or group of words and their meanings, such as onomatopoeia, where the sound of the word mimics the sound it represents.

What does 'negative face' mean in the context of the video?

In the context of the video, 'negative face' is a pragmatic concept introduced by Goffman, referring to using indirect, ultra-polite language to give the receiver options and not making them feel cornered, which is a form of politeness.

What is 'schematic knowledge' as mentioned in the video?

Schematic knowledge is a bundle of knowledge about a subject. The video explains that texts may make big assumptions about the reader's schematic knowledge, especially in 'Meanings and Representations' texts.

How does the use of the passive voice contribute to the meaning in texts, according to the video?

The use of the passive voice in texts contributes to the meaning by reducing the focus on the agent and putting more emphasis on the action or the object affected, which can depersonalize and formalize the language.

What is 'intertextuality' and how does it relate to 'Meanings and Representations'?

Intertextuality is making an overt reference to another text. In 'Meanings and Representations', it can involve cultural references and assumptions about the audience's knowledge, indicating a connection to other texts.

Why is the term 'representation' significant in the context of analyzing texts?

The term 'representation' is significant because it highlights that the portrayal of events, people, and circumstances through language is often mediated and not neutral, aiming to position the audience to think and feel in a certain way.

What are the three tasks students need to address in Paper 1 Section A of English Language A Level?

The three tasks are: analyzing one text, analyzing another text, and then comparing the two texts, focusing on how language creates meanings and representations.

What does 'AO1' stand for in the context of the video, and what does it assess?

In the context of the video, 'AO1' stands for 'Assessment Objective 1', which assesses the application of key terms, labeling of features relevantly, and the use of clear topic sentences in the written response.

What is the advice given in the video to avoid when writing an analytical response for 'Meanings and Representations'?

The advice given to avoid includes writing a long, rambling, and generic introduction; focusing on only one language level instead of integrating different levels; and feature spotting without linking to meanings and representations.