Questions:
Question 1 (2 marks)
Identify two social purposes of this speech.
Question 2 (4 marks)
Identify and comment on the use of two different prosodic features between lines 12 and 20. Refer to line numbers in your response.
SECTION A – continued
2017 ENGLANG EXAM
Question 3 (4 marks)
Using appropriate metalanguage, identify and explain two specific language features that reflect Tim Minchin’s identity. Refer to line numbers in your response.
SECTION A – continued
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| 2017 ENGLANG EXAM | 4 |
Question 4 (5 marks)
Using appropriate metalanguage, discuss the features and/or strategies of spoken discourse that Tim Minchin uses to manage this text. Refer to specific examples and line numbers in your response.
END OF SECTION A
017 ENGLANG EXAM
SECTION B – Analytical commentary
Instructions for Section B
Refer to the insert from the centre of this book while answering this section.
Section B requires an analytical commentary on Text 2. Question 5 refers to Text 2.
In your response, you are expected to:
- demonstrate your ability to use relevant descriptive and metalinguistic tools
- demonstrate familiarity with the topics of Unit 3, ‘Language variation and social purpose’, and the topics of Unit 4, ‘Language variation and identity’.
Section B is worth 30 marks.
Text 2
Question 5 (30 marks)
Write an analytical commentary on the language features of Text 2.
In your response, you should comment on the:
- contextual factors affecting/surrounding the text
- social purpose and register of the text
- stylistic and discourse features of the text. Refer to at least two subsystems in your analysis.
Working space
SECTION B – continued
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SECTION B – continued
2017 ENGLANG EXAMSECTION B – continued
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SECTION B – continued
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SECTION C – Essay
Instructions for Section C
Section C requires a sustained expository response to one question.
In your response, you are expected to:
- demonstrate your ability to use relevant descriptive and metalinguistic tools
- demonstrate familiarity with the topics of Unit 3, ‘Language variation and social purpose’, and the topics of Unit 4, ‘Language variation and identity’
- refer to the stimulus material provided.
Section C is worth 30 marks
SECTION C – continued
13 2017 ENGLANG EXAM
Question 6 (30 marks)
Stimulus
- ‘Michelle Guthrie has said she wants to see more diversity right across the ABC and I think that’s important. I think the ABC should look and sound like us, who we are and a full range of that,’ he said.
Stan Grant quoted in Holly Byrnes, ‘Stan Grant returns to ABC in new role as editor of Indigenous Affairs coverage and Leigh Sales fill-in’, News Limited, <www.news.com.au>, 28 October 2016
- ‘Most women, most people and online outlets use remnants of teen-speak all. THE. TIME, often to hilarious effect.
It’s called linguistic appropriation and it happens more than you think. Did you know more men are using uptalk? And that more men are also using “like” and “you know”?’
Natalie Reilly, ‘Do you talk like a girl?’, The Age, 25 August 2014
- ‘Despite what some people think, English is not the official language of Australia – there is no official language specified in the constitution. But, it is the most widely used language in the country. According to the 2011 census, 76.8% of people in Australia speak English at home. Many other people also use English, but in addition to one or more languages that they use at home. There are hundreds of other languages spoken by people in Australia – around 50,000 people speak an Indigenous language at home …’
The Linguistics Roadshow, <https://lingroadshow.com/resources/englishes-in-australia>
- ‘While Australia may still have gendered marketing in its toy stores, we do have an officially recognised gender-neutral pronoun. It’s called singular they and it is already in the Macquarie Dictionary … There are English speakers, however, who prefer to use they as their personal pronoun. As with the Swedish hen, this is usually because they do not identify as either “male” or “female”. Meanwhile, some speakers prefer other pronouns. There are lots of options in English which are not in the dictionary (yet), such as xe, ze, and thon.’
Allie Severin and Hedvig Skirgård, ‘Swedes and Australians say yes to gender neutrality’, Crikey, <https://blogs.crikey.com.au/fullysic>, 2 April 2015
‘The use of language in Australia today reflects social diversity.’
Discuss, with reference to contemporary Australian society. Refer to at least two subsystems of language in your response.
OR
SECTION C – continued
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Question 7 (30 marks)
Stimulus
- ‘“Political correctness” might be a tired old debate, yet the concept is still being used to paint common sense ideas about health, equality and basic decency as silly and hysterical. As an easy way of dismissing issues that are tough or inconvenient.
And it’s not true to say that people don’t have the “right” to say or do what they think anymore.
They just don’t have the right to say and do whatever they want without consequences.’
Judith Ireland, ‘Political correctness – a great term to dismiss issues that become too hard or inconvenient’, Sydney Morning Herald, 26 January 2016
b.
Fiona Katauskas, ‘Spot the difference’, Eureka Street, <www.eurekastreet.com.au>, 21 February 2017
c.
Due to copyright restrictions,
this material is not supplied.
Dr Louisa Willoughby, ‘Referring to people with disabilities: A how-to guide’, Crikey, <https://blogs.crikey.com.au/fullysic>, 23 July 2015
- ‘Member for Stuart [Northern Territory Parliament] Bess Price wants to change the standing orders so that members may speak in any language other than English as long as they then immediately translate their comments in English …
“We are belittled, ignored, harassed and patronised in English all of our lives … if we are to be able to properly represent ourselves in the parliaments of our country then our languages need to be recognised in some way, we need to be able to use our own voices.”’
‘NT MP wants to speak Walpiri language’, Sky News, <www.skynews.com.au>, 16 March 2016
‘Language is a powerful tool for influencing social attitudes within contemporary Australian society.’ Discuss, referring to at least two subsystems of language in your response.
OR
SECTION C – continued
15 2017 ENGLANG EXAM
Question 8 (30 marks)
Stimulus
- ‘Few areas of our experience are closer to us or more continuously with us than our language. We spend a large part of our waking life speaking, listening, reading and writing. The central part of a language … is its grammar, and this should be of vital interest to any intelligent educated person. If it has not been of such interest, then the fault must be in the way in which it has been presented, or in the failure to recognize its importance within this essentially human activity, language.’
Frank Palmer, Grammar, Penguin Books, Harmondsworth, 1973
- ‘There has been a noticeable upsurge in the use of Australian slang in politics from the 1970s. When Gough Whitlam became prime minister in 1972, Australia’s highest office took on a distinctly Australian voice. This was the case in terms of accent … but also in the use of a distinctly Aussie idiom …
Yet, it’s important to note that pollies don’t use Australianisms the same way and some are better at doing it than others.’
Howard Manns and Kate Burridge, ‘Slanguage and “dinky di” Aussie talk in elections’, The Conversation, <http://theconversation.com/au>, 30 June 2016
- ‘Some may think this generation of Millennials is destroying the English language with every word that comes out of their mouth, but Melbourne University linguist Rosey Billington says it’s quite the opposite.
“When you are able to use language in a creative way, you show you are linguistically savvy because you know the language rules well enough to use words in a different way,” she said.’
‘Millennial lingo is getting a lot more complicated’, News Limited, <www.news.com.au>, 31 December 2015
- ‘Although many young texters like to be different, and enjoy breaking the rules, they also know they need to be understood. There is no point in paying for a message if it breaks so many rules of a language that it ceases to be intelligible.’
David Crystal, Txtng: The Gr8 Db8, Oxford University Press, New York, 2008, p. 36 (electronic resource)
An understanding of Standard Australian English is needed to be able to communicate in all contexts in contemporary Australian society.’
To what extent is this statement true? Refer to at least two subsystems of language in your response.
SECTION C – continued
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| 2017 ENGLANG EXAM | 16 |
Working space
Question no.
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| 2017 ENGLANG EXAM | 18 |
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19 2017 ENGLANG EXAM
SECTION C – continued
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| 2017 ENGLANG EXAM | 20 |
SECTION C – continued
21 2017 ENGLANG EXAM
Examination responses will be assessed on the extent to which they demonstrate the ability to:
- use metalanguage to describe and analyse structures, features and functions of language in a range of contexts
- explain and analyse linguistic features of written and spoken English in a range of registers
- understand and analyse relationships between language and identities in society
- identify and analyse differing attitudes to varieties of Australian English
- draw on contemporary discussions and debate about language
- write clearly organised responses with controlled and effective use of language appropriate to the task.END OF QUESTION AND ANSWER BOOK
1 2017 ENGLANG INSERT
Insert for Sections A and B
Please remove from the centre of this book during reading time.
SECTION A
Text 1
In a pre-recorded video, Australian actor and comedian Tim Minchin gives his acceptance speech for the Most Outstanding Supporting Actor Logie at the 2016 Logie Awards. The award is for his role in ‘The Secret River’, a television drama dealing with British colonisation and the dispossession of Indigenous Australians. The Logie Awards celebrate Australian television, in front of both a live and a television audience.
| The following symbols are used in the transcript: | |||
| <L L> | lento – slow-paced utterance | / | rising pitch |
| <A A> | allegro – fast-paced utterance | \ | falling pitch |
| (.) | very short pause | __ | emphatic stress |
| (H) | intake of breath | = | lengthening of a sound |
- continuing intonation
.final intonation
- Hello Logies/
- thank you so= much,
- I hope you’re all having an excellent night/
- (H) I wanna thank Daina Reid for having faith in me,
- (.) a=nd <A Stephen Luby and the ABC A> for having such passion for this project\
- The story of Secret River was (.) often very upsetting to (.) tell,
- (.) a=nd <A if it was upsetting for me,
- I can only imagine what it was like for Trevor Jamieson and Angus Pilakui,
- and the rest of the Indigenous cast A>
- I particularly want to acknowledge Natasha Wanganeen,
- who spent our (H) <L sickeningly violent scene L> reassuring me that everything was cool\
- (.) I- I- I think it’s incredibly important that we keep telling the story of the true history of Australia\
- It’s extremely (.) complicated and painful\
- (H) and (.) it’s hard to know how to tell the story respectfully/
- and how to make sure we amplify the right voices\
- but I do know that (.) “let’s get over it and move on” [spoken in a Broad Australian accent]
- doesn’t cut it\
- and never has\
- in any culture\
- in the history of the world.
- (H) Ah David (.) Dan (.) and Ryan/
- it’s an honour to be nominated alongside you/
- you handsome bastards/
- (.) a=nd,
- <A I’m moving back to Australia next year/ A>
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| 2017 ENGLANG INSERT | 2 |
- So (.) if you’re a casting agent,
- and you need <L passable performances from weird looking people L>
- and you can’t get Toby Truslove [clicks tongue, points to himself, smiles]
- (.) give us a ca=ll\
- Thank you so much, [waves to the camera]
- it’s a massive honour,
- thank you.
Source: Tim Minchin, <www.youtube.com/watch?v=BeYFSFKSbeM>
END OF SECTION A
3 2017 ENGLANG INSERT
SECTION B
Text 2
This article, ‘House of the Week’, written by Lou Sweeney, appeared in the real estate section (Domain) of The Age newspaper.
Due to copyright restrictions,
this material is not supplied.
SECTION B – continued
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| 2017 ENGLANG INSERT | 4 |
Due to copyright restrictions,
this material is not supplied.
Source: adapted from Lou Sweeney, ‘House of the Week’, Domain, The Age, 7–8 October 2016
Answers:
| Name: Topic: English Language Lesson No:
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| Subject: School: Duration: 24 weeks
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| Date: Year level:
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| Introduction: (SAC question)
. The students will be assessed upon the successful completion of the unit. Throughout the unit, the students will develop communication abilities mainly the academic language which will enable them to express themselves. |
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| Learning Purpose/Learning Intention/Rationale:
The study will be immensely helpful for the students in order to develop the analytical skills in understanding range of texts and along with that the student will be able to discuss the usage of the contemporary language. 1. Throughout the unit, the student will be able to understand the functionality of the language in providing strong basis in the field of science, education, law, politics, arts and trades.
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| Victorian Curriculum- F-10 or VCE focus (if VCE applicable)
English Language Study Design and Annotated English Language Study Design Accreditation Period: 2016-2020 |
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| Success Criteria / Learning outcomes:
Interpersonal development LO1: The student will be able to evaluate the structure, functional and features of the spoken and written format of the English language by means of the application of the suitable metalanguage. LO2: The student will be able to gather information on the language usage, language variation, and the change of language over the time. Speaking and listening LO3: The student will be able to evaluate the interchange between the convention and the creativity of the usage of the language. LO4: The student will be able to portray the effective and significant usage of the Standard Australian English to satisfy their own interest and needs. Application of the learnt words
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| Assessment: The satisfactory completion of the lessons will be assessed by the ability of the students in meeting the desired outcomes of the lesson plan. The assessment has to be a part of the learning and teaching program.
1. A detailed interactive discussion with precise engagement of the students will be significantly helpful in the evaluation of the existing knowledge and will for availing the lesson. 2. It will be significantly important to use the essay case studies for the assessment of the evolution of the knowledge in the students. Apart from that the assignments of short questions or the analysis of the data will be significantly helpful in the evaluation of the student’s capability and skills in the writing and understanding the language. In case of the evaluation of the students’ capability of speaking the language, evaluation will be carried out by the application of assignments in which student will be subjected to read written text? Along with this the analytical commentary of the real time events will also be significantly helpful in the evaluation of the students’ capability of speaking the language. . 3. The judgment of the performances will be completely based on the level of perfection achieved by the students during execution of the tasks like the essay, analytical report, investigation of the data, answering of the case study questions, short answer questions. Apart from this the performances of the students in the tasks like the analytical commentary or reading the written text will also be used in the judgment.
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| Procedure:
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| Time for
each step |
Teacher activities: | Learner activities: |
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11:30am/10 minutes
20 minutes
12:00 pm/15 minutes
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Engagement:
An introductory session will be arranged in order to brief the activities or the topics which will be discussed in the lesson. Apart from that an interactive session will be used in order to get the idea of the student’s knowledge in the particular topic so that the identification of the gaps and the providing detailed information in order to meet those gaps become significant to the students. This will be significantly important in triggering the students so that they get engaged into the lessons. A detailed discussion on the key skills that can be achieved after the completion of the activity will be significant in providing a reason to the students in participating to the activity. There will be four units and each of units will have different skills. The key skills which are to be described are mentioned below: Unit 1: The achievement of the unique characteristics which will be instrumental in differentiating human communications. The ability to compare the written texts with the transcripts of the spoken English in order to gain the quality of evaluation of the variation. The ability to analyse the usage of the language in an objective and systematic way. The definition of the key linguistic concepts in relation to the nature and the functions of the language. Unit 2: The definition of the key linguistic concepts in relation to the acquisition of the language. The ability to use the fundamental concepts in order to analyse the language in an objective and systematic way. The ability to read the phonetic transcription of the Australian English using the International Phonetic Alphabet. Unit 3: The definition of the key linguistic concepts in relation to the informal language in texts. The ability to analyse impact of the informal contexts and choices of language. The ability to evaluate the feature, function and the nature of the informal written texts along with the transcripts of informal spoken English. Unit 4: The ability to use the linguistic concepts in order to discuss the variation of the language and the identity of the language in Australia in a systematic and objective way. The ability to use the fundamental concepts in order to evaluate the attitudes to varieties of Australian English in a systematic and objective way.
Procedural steps: With specific focus on the learning outcomes like language variation or the language communication and change, the identification of the gaps will be carried out against the different aspects of the language mentioned in the learning outcomes. Step 1: The introduction of the students along with the briefing of teacher’s identity. Step 2: The introductory session with the students regarding their competencies in the language. Step 3: The identification of the gaps of the students. Step 4: Formation of the groups of the students with same nature of gaps Step 6: Production of the detailed information with precise focus on the gaps of students in the language. Step 7: Production of additional information regarding the language. Step 8: The gathering of the feedback from the students. Step 9: Analysis of the performance of the students in the activity. Step 10: Identification of the need of repeating the activity. The possiblequestions are as follows in order to assure the positive learningoutcome of the unit: Unit 1: What is the concept of bilingualism or multi-lingualism? What are the ways language encodes social and cultural understandings? What is the impact of metalanguage in acquiring the language? Unit 2: What is the relationship between the English and Indo-European Languages? What are the factors influencing the historical development of English from Old English to present day Australian English? What is the concept of linguistic relativism and determinism? Unit 3: What are the usages of the language in social purposes? What is the relationship between the context and features of language in formal texts? What are the features of the spoken discourse? Unit 4: How the Australian English varies depending on the geography including the variation in the regional and national context? How the Australian English varies depending on the culture including the concept of the aboriginal English and ethnolects? What is the role of the language in constructing the national identity?
Conclusion: A brief recap of all the key points discussed in the lesson will be stated by the teacher so that the students find it easy to remember. It will also be helpful for the students in staying engaged to the lessons.The success of the unit of work will be determined through the assessment over the students. The more students will be successful or passed, the more success rate of the unit will be assured. The whole unit will be aimed to make the students confident in terms of communication in order to excel in their professional career. |
Learner activities:
After the completion of the teachers’ briefing on each unit, the students will be asked to tell their queries so that they do not have to take that baggage into the next unit. After the query session, the student will be asked for a written test on the entire unit. This will be done with the intention to document the understandings of the students in that particular unit.
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Teacher’s resources: Journal and research articles on the language. http://journals.sagepub.com/toc/ltja/current Online resources on the historical development of the language. https://www.bl.uk/learning/online-resources PDF files on the contemporary English. https://www.cambridge.org/core/books/change-in-contemporary-english/2CCC7F23CDFD98D21E02EE7CFBA59A24 http://people.rwj.harvard.edu/gnpcnheqmrf9/28-amely-breitenberg/9787880806397-longman-dictionary-of-contemporary-english-tutor-2-CU0qm1ZfI.pdf Books on the transformation of English language. Teaching English Language Learners https://books.google.co.in/books?id=-QjlbJD-geEC&pg=PA42&lpg=PA42&dq=Books+on+the+transformation+of+English+language&source=bl&ots=WOXphcbzJr&sig=6nWsILobGBaL-pw__63wEvO98zM&hl=en&sa=X&ved=2ahUKEwjH5bn30fvdAhWcgUsFHSoLCe8Q6AEwDnoECAIQAQ#v=onepage&q=Books%20on%20the%20transformation%20of%20English%20language&f=false Catering for inclusion: These resources will be significant for the teachers in delivering speeches on the contemporary English, the transformation from the old English to the present day Australian English and the other concepts like the English language and communication, language change, language variation and social purpose along with the identity. These resources will be used in the classroom presentations and for the reading purpose of the students.
Students’ resources: Teacher’s notes on the contemporary English. PPT files on the historical development of the English language. Teacher’s notes on the transformation of the English language. |
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Extension activities: The early finishers of the task will be subjected to the below mentioned follow-up activities where they will investigate the below mentioned questions. What are the conventions for the transcription of the spoken English texts? What are the usages of the informal language in the social purposes? What are the processes of language maintenance, reclamation and language shift? Along with the introduction of the follow-up activities, the early finishers will also get the rewards for their improved performances.
Learning space set-up: The infrastructure of PowerPoint presentation and attached microphone system with each seats for the students will be a much needed. Along with that, the students will be delivered a brochure on the list of activity that will be executed ion the lesson plan.
Self-evaluation: In this section the students will be able to write the positives and negatives of the teaching process and they will also sum up their evolved excellence in different fields as a result of the lessons. Along with this, the students will write down about their weaknesses or misunderstanding generated from the lessons as well. This will be significantly helpful for the teachers in order to restructure their course plan.
Key questions: · How the sense of identity grows in relation to the situations and experiences? · How the language can differentiate between the terms “us” and “them”? · What is the role of the discourse features and lexical choice in the creation of the textual cohesion and coherence in the informal written texts? · What are the ways in which language encodes cultural and social understanding? The evidences that the learning occurred can be achieved from the written documentation of the understanding of the lessons by the students after the query session for each unit. It can be improved with a wider range of learning resources along with the allocation of more time for the lessons. The teaching session will improve the individual quality of teacher as the questions which will be taking considerable time for research by the teacher at the first try will become known to the teacher and in the future lessons, the teacher will find the answers with significantly less amount of time. Hence the pace of the teaching will improve. Apart from that the teachers will have the knowledge of the specific answers of the frequently asked questions in the future teachings and that will significantly help the teacher in not getting deviated from the actual course study while answering the questions of the students. Hence the direction of the teaching, with the proper knowledge of the student’s incapability, will get improved.
Supervising teacher’s comments: The supervising teacher will design the blue print of the implementation plan of the lessons and will document important information regarding the unit topics like the language and communication, language change, language variation and identity And application of language in social purposes in comments. This will significantly help the subordinate teachers to remodel their lesson plans. |
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