Language Terms in Meaning and Representation

Euphemism: indirect language used to mask a harsh truth, e.g., "visit the bathroom" instead of "go to the toilet", or "let you go" instead of "sack you".
Dysphemism: opposite of euphemism, using blunt and often taboo language to shock or entertain, e.g., language used by a stand-up comedian.
Sound Iconicity: relationship between the sound of a word and its meaning, e.g., "splash" has a sound that imitates the action of water splashing.

Negative Face: using indirect language to be polite and give the receiver options, e.g., "I wonder if you could possibly give in your homework on Friday".
Schematic Knowledge: an individual's background knowledge about a subject, which is often assumed in texts.

Passive Voice: a sentence structure that reduces focus on the agent and emphasizes the action, e.g., "The window was smashed" instead of "Paul smashed the window".
Intertextuality: a reference to another text, e.g., "To study English or not to study English" references Hamlet's soliloquy.
Collocation: an expected combination of words, e.g., "fish and chips"; subverting collocations can be intriguing, e.g., "Home is where the hurt is".

Prosodic Features: variations in volume, pitch, and intonation in speech, which are essential to consider when analyzing transcripts.
MLU (Mean Length of Utterance): the average number of words spoken per turn in a conversation, useful for analyzing power dynamics in conversations.
Deixis: context-dependent speech that relies on shared knowledge between speaker and listener, e.g., "She put that there yesterday" assumes knowledge of the speaker, location, and time.### Language and Representation
Representation refers to the portrayal of events, people, and circumstances through language to create a way of seeing the world.
The word "re" in representation highlights the fact that the presentation of something is often mediated through someone else's view of the world.
Language is filtered through someone else's view, making it a subjective representation of reality.

The paper is 1 hour and 30 minutes long.
Students are given two texts from different modes (written, spoken, or blended).
The texts differ in terms of time period, with one being current and the other being older.
Students are expected to analyze the language features of both texts, focusing on modal differences, and how they create meanings and representations.

AO1: Knowledge of language, including terminology, linguistic methods, and written expression.
AO3: Analysis of language, including meanings, representations, and context.
AO4: Connections across texts.
To get high marks, students need to identify patterns, guide the reader, and evaluate the significance of individual words.
Wider social and cultural contexts should be considered when analyzing texts.

Integrate language levels, such as grammar, graphology, phonology, and lexis, to produce a concise and analytical response.
Link language features to meanings and representations.
Use topic sentences to guide the reader and create a clear structure.
Focus on patterns and evaluate the significance of individual words.

Euphemism: indirect language used to mask a harsh truth, e.g., "visit the bathroom" instead of "go to the toilet".
Dysphemism: opposite of euphemism, using blunt and often taboo language to shock or entertain, e.g., language used by a stand-up comedian.
Sound Iconicity: relationship between the sound of a word and its meaning, e.g., "splash" has a sound that imitates the action of water splashing.

Negative Face: using indirect language to be polite and give the receiver options, e.g., "I wonder if you could possibly give in your homework on Friday".
Schematic Knowledge: an individual's background knowledge about a subject, which is often assumed in texts.

Passive Voice: a sentence structure that reduces focus on the agent and emphasizes the action, e.g., "The window was smashed" instead of "Paul smashed the window".
Intertextuality: a reference to another text, e.g., "To study English or not to study English" references Hamlet's soliloquy.
Collocation: an expected combination of words, e.g., "fish and chips"; subverting collocations can be intriguing, e.g., "Home is where the hurt is".

Prosodic Features: variations in volume, pitch, and intonation in speech, which are essential to consider when analyzing transcripts.
MLU (Mean Length of Utterance): the average number of words spoken per turn in a conversation, useful for analyzing power dynamics in conversations.
Deixis: context-dependent speech that relies on shared knowledge between speaker and listener, e.g., "She put that there yesterday" assumes knowledge of the speaker, location, and time.

Representation refers to the portrayal of events, people, and circumstances through language to create a way of seeing the world.
Language is filtered through someone else's view, making it a subjective representation of reality.

The paper is 1 hour and 30 minutes long.
Students are given two texts from different modes (written, spoken, or blended) and time periods.
Students are expected to analyze the language features of both texts, focusing on modal differences, and how they create meanings and representations.

AO1: Knowledge of language, including terminology, linguistic methods, and written expression.
AO3: Analysis of language, including meanings, representations, and context.
AO4: Connections across texts.
To get high marks, students need to identify patterns, guide the reader, and evaluate the significance of individual words.
Wider social and cultural contexts should be considered when analyzing texts.

Integrate language levels, such as grammar, graphology, phonology, and lexis, to produce a concise and analytical response.
Link language features to meanings and representations.
Use topic sentences to guide the reader and create a clear structure.
Focus on patterns and evaluate the significance of individual words.