Unit 1: Language: Context and Identity

Overview:

Unit 1 introduces students to how language functions across various contexts and how individuals
craft their identities through language. The core focus is on understanding how the context of
production and reception impacts linguistic choices. Students will engage with texts from the 20th
and 21st centuries to analyze how writers and speakers present themselves and how factors such as
audience, purpose, and medium shape their language use.

The key aim of this unit is to help students critically examine how language constructs identity,
allowing them to analyze real-world examples while drawing connections between linguistic choices
and social factors. This unit builds on prior knowledge from GCSE/International GCSE and helps
students develop a more nuanced understanding of language variation.

Key Concepts:

1. Context of Production and Reception:

The context in which a text is produced and received plays a crucial role in shaping its
language. Students will explore how language is adapted depending on whether the mode is
spoken, written, or multimodal, and how purpose (informing, persuading, entertaining) and
audience (formal vs. informal) guide these choices.

o Case Study: Analyze speeches delivered by Barack Obama in different settings.

Compare his formal inaugural address, which was directed to both national and
international audiences, with a more casual interview on a podcast or late-night talk
show. This case study reveals how sentence structure, tone, and even vocabulary
shift dramatically depending on the situation. In the inaugural speech, Obama's use
of inclusive language and formal tone reflects his role as a global leader, while in a
casual interview, he may adopt a more conversational tone to appear relatable.

2. Language and Identity:

This concept centers on how individuals use language to construct and convey their identity.
Factors like gender, ethnicity, social class, and age influence linguistic choices, reflecting and
shaping identity in various contexts.

o Case Study: Examine advertising targeted at different gender groups. Compare

beauty product advertisements aimed at men (e.g., Gillette) with those aimed at
women (e.g., Maybelline). Male-targeted ads often use direct, action-oriented
language with short sentences, while female-targeted ads may employ emotive,
descriptive language focusing on appearance and emotions. This highlights how
gender norms are reinforced through language, and how companies shape their
marketing to fit these identities.

3. Social and Geographical Variation:

Language varies significantly across regions and social groups. Dialects, accents, and regional
language use can be markers of a person’s geographical and social identity. Understanding
these variations helps students see the broader social implications of linguistic choices.
 o Case Study: Study the use of Scottish dialect in Trainspotting by Irvine Welsh. The
characters’ language is deeply reflective of their working-class backgrounds, with the
use of non-standard English, slang, and regional dialect highlighting their social
identity. This case can be expanded by comparing how dialects like Cockney or
Scouse (Liverpool) are used in literature and media to signify social standing or
attitudes.

4. Pragmatics and Discourse:

Pragmatics refers to how meaning is shaped by context, beyond the literal meaning of
words. Discourse analysis involves examining how language is used in longer texts and how
structure and coherence contribute to the overall message.

o Case Study: Analyze how pragmatics works in political communication. For example,
in political debates, candidates may use indirect speech (such as hedging or evasion)
to avoid answering sensitive questions directly. By studying the transcripts of these
debates, students can explore how context shapes the strategic use of language to
navigate difficult topics.

Learning Outcomes:

1. Understanding Contextual Language Variation:

o Students will learn to apply linguistic theories to real-world texts, identifying how
language varies depending on factors such as audience, purpose, and medium.

o Example: Analyze how celebrities like Taylor Swift or Elon Musk communicate with
their audiences on Twitter. Students will explore how these figures adjust their tone,
register, and sentence structure based on the informality of the platform and the
immediacy of their audience.

2. Exploring Identity Through Language:

o Students will investigate how language reflects social identities, analyzing how
people shift their linguistic styles depending on their relationships and context.

o Example: Study interviews of politicians like Boris Johnson, where his informal and
sometimes jocular use of language contrasts sharply with his more formal speeches.
This switch in language style may reflect his attempt to appeal to both working-class
voters and more educated audiences, showing how identity is adjusted according to
context.

3. Applying Language Frameworks:

o Pragmatics: How does the meaning of a message change based on the context in
which it is delivered?

o Discourse: How does the structure of a text (whether written or spoken) influence
its meaning and impact?
 o Graphology: In written texts, how do visual aspects (like font size or formatting)
impact the meaning of the message?

o Syntax and Semantics: How does sentence structure and word choice contribute to
the construction of identity?

o Case Study: Explore how media outlets like The New York Times versus The Daily
Mail present the same news stories. Students will analyze how the layout, headline
choices, sentence structure, and language differ, reflecting the distinct identities and
biases of these publications.

Assessment Overview:

1. Section A: Comparative Analysis:

o Students will compare two unseen texts (written or spoken) to examine how identity
is constructed through language. They will be required to focus on how different
factors (context of production, audience, and purpose) influence the language
choices.

o Example Task: “Compare how identity is constructed in the following two texts.
Consider how language choices reflect the differing purposes and contexts in which
the texts were created.”

2. Section B: Creative Writing:

o Students will create their own text aimed at a specific audience and for a specific
purpose, drawing inspiration from the unseen texts in Section A. They must
demonstrate their ability to use language creatively and effectively for
communication.

o Example Task: Write a blog post for a university website, reflecting on how language
shapes personal identity. Use examples from one of the unseen texts to support
your ideas.

Quotes & Key Resources:

 “Language choices reflect and construct identity.” This quote underscores the unit's central
idea: linguistic choices are not just functional but also shape our identities, whether
consciously or unconsciously.

 Resources: A wide range of texts, including speeches, letters, advertisements, social media
posts, and essays, will be used to help students understand how language is adapted to suit
different purposes and audiences.
Unit 3: Crafting Language (Writing)

Overview:

Unit 3 is a highly practical unit focused on developing students’ writing skills across multiple genres.
It challenges students to create their own texts for different purposes and audiences, while also
engaging in reflective practice. Students must demonstrate creativity and an ability to shape
language effectively, while critically evaluating their choices in an accompanying commentary. This
unit enhances students' understanding of the process of writing and allows them to explore how
different writing techniques can be adapted to meet specific communicative goals.

Key Concepts:

1. Writing for Different Genres:

o Students will explore a variety of genres, such as:

 Feature Articles: These articles, often found in magazines or newspapers,

aim to engage readers through a mix of informative and entertaining
content. They frequently use a conversational tone while maintaining clarity
and structure.

 Speeches: These texts rely heavily on rhetorical strategies like repetition,

emotional appeal, and direct address. The aim is often to persuade,
motivate, or inform listeners.

 Travel Writing: This genre uses rich, descriptive language to evoke a sense
of place and personal experience. It combines narrative and informational
elements to transport the reader to a new location.

o Case Study: Examine the structure and language of The Lonely Planet travel articles,
focusing on how the tone and vocabulary shift depending on whether the article
targets budget-conscious backpackers or luxury travelers. For instance, more
informal language and personal anecdotes may be used in articles for young,
adventurous readers, while formal, sophisticated language might be reserved for
articles targeting an older, wealthier demographic.

2. Audience and Purpose:

o Understanding how audience expectations influence language choices is crucial.

Writers must carefully consider who they are writing for and what they are trying to
achieve.

o Case Study: Compare the speeches of political leaders at domestic versus

international events. For example, analyze how a CEO addresses employees at an
internal company meeting compared to how they address shareholders at a public
conference. The audience's expectations will significantly alter the CEO's language,
tone, and rhetorical strategies. Internal speeches may focus on motivation and
 inclusivity, while external speeches may focus on performance metrics and
corporate strategy.

3. Adapting Source Texts:

o Students will be tasked with adapting unseen source texts to suit new genres and
audiences. This requires critical thinking and creativity, as they must reshape the
original content while maintaining its core message.

o Case Study: Rewrite a 19th-century letter from a historical figure into a modern blog
post. For instance, students could take a letter from Charles Dickens to his publisher
and turn it into an engaging blog for a literary website. The task would involve
maintaining the essence of Dickens' original tone but reshaping it with modern,
informal language to suit a contemporary audience.

Learning Outcomes:

1. Crafting Texts for Specific Audiences:

o Students will create original texts based on unseen source materials, demonstrating
their ability to adapt language to fit the genre, purpose, and audience.

o Example: Write a speech to high school students about the importance of voting,
drawing on the language of historical speeches about democracy. The task requires
students to balance informative content with rhetorical strategies designed to
engage and inspire younger audiences.

2. Reflective Commentary:

o After crafting their texts, students will produce a commentary reflecting on their
language choices, examining how the text was shaped by the genre, audience, and
purpose.

o Example: Reflect on how you adapted a formal 19th-century letter into a feature
article for a modern lifestyle magazine. Explain how you adjusted the tone,
language, and structure to suit the new context, while maintaining the essence of
the original message.

3. Linguistic Analysis of Writing:

o Students will critically analyze their own writing, focusing on stylistic features,
rhetorical techniques, and linguistic choices. They will evaluate how effectively their
text meets its communicative goals.

o Case Study: Analyze how different rhetorical devices, such as anaphora, pathos, and
ethos, are employed in famous speeches by figures like Winston Churchill or Malala
Yousafzai. This analysis will inform students’ own use of similar devices in their
written texts.

Assessment Overview:
 1. Section A: Creating Text:

o Students will create a text based on unseen source materials. The genre will be
prescribed, but students will select the audience and purpose, allowing them to
demonstrate their creativity in adapting language to fit different contexts.

o Example Task: Write a feature article for a lifestyle magazine about the benefits of
mindfulness, drawing on scientific research and personal anecdotes from source
materials.

2. Section B: Commentary:

o In this reflective section, students will write a commentary that analyzes their
linguistic choices, evaluating how effectively they adapted the source material to fit
their chosen genre, audience, and purpose.

o Example Task: Explain how you reshaped a historical speech into a modern-day
motivational talk, focusing on how language and rhetorical strategies were adapted
to engage a younger audience.

Genres to Explore:

 Feature Articles: Focus on how journalists craft engaging, informative content using a mix of
narrative and expository techniques.

 Speeches: Analyze how public speakers use repetition, rhetorical questions, emotional
appeal, and direct address to captivate their audiences.

 Travel Writing: Explore the balance between descriptive language and personal storytelling
to create an immersive experience for readers.

Case Studies and Practical Application:

1. Political Speeches:

o Task: Study speeches by Nelson Mandela, focusing on how he uses language to unite
people. After analyzing, students could write their own unifying speech for a modern
cause, such as climate change or equality. This task would require them to employ
rhetorical strategies like appeals to emotion (pathos), logic (logos), and authority
(ethos).

2. Travel Writing:

o Task: Write a blog post about a visit to a significant historical site, like the Colosseum
in Rome. The task would involve using rich, sensory language to bring the location to
life for readers, creating a narrative that blends factual information with personal
reflection.

Reflective Practice:
 Students will reflect on the following in their commentaries:

o How their linguistic choices were influenced by the genre, audience, and purpose.

o How they reshaped the source material to fit a new context.

o How effectively they communicated their intended message to their target

audience.