Download GCSE ENGLISH LANGUAGE 2014: SCRIPT ANALYSIS and more Lecture notes English Language in PDF only on Docsity! GCSE ENGLISH LANGUAGE 2014: SCRIPT ANALYSIS Debra Myhill, Annabel Watson, Mark Brenchley WHAT DID WE DO? We analysed the writing response in a sample of 90 scripts (30 each at grades A, C and F1), looking at sentence and text level features. At sentence level, we looked at sentence and clause features, sentence openings and syntax. The analysis of text organisation looked at how the openings and closure of texts framed the piece, at how paragraphs supported the overall structure of the text, and how effective paragraph shaping was. In addition, the analysis considered whether the writing was appropriate to the purpose, audience and genre of the examination writing task. It is worth noting that a significant number (40%) of F grade examination scripts had no writing response at all. Candidates who do not attempt the writing question at all put themselves at a serious disadvantage, and it seems likely that lower ability candidates may have a particular problem managing their timing. WHAT DID WE DISCOVER ABOUT STUDENTS’ WRITING IN THE GCSE EXAMINATION? Sentence length: F grade candidates write generally longer sentences and they have the least variety in sentence length whilst A grade candidates show the greatest variety. F grade candidates also had a significant proportion of sentences where the expression was confused, whilst C and A grade writers use minor sentences effectively. These patterns relate to the effectiveness of the writing: both A and C grade writers create textual rhythm through varying the length of sentences, and use short sentences to draw attention to information. Clauses: A grade writers make different and more varied choices about how to express ideas at sentence level: they use more simple sentences; they elaborate information within the sentence more than writers at lower grades; and they express information more economically through non‐finite structures (commuters feel healthier, using alternative transport methods) than through more verbally lengthy finite structures. Sentence openings: Both F and C grade writers are more reliant on the subject to start the sentence, with F grade writers over‐using repeated personal pronouns (I, she, he), and C grade using more adverbial starts (firstly, in my opinion, clearly). A grade writers have more varied openings, including more substantive use of non‐finite clause openings (Using alternative transport methods causes…). The writing tasks encouraged candidates to voice their opinion so it is not surprising that I think is frequently repeated in the sentence start, especially at grade F, but also at grade C. Overall, A and C scripts show considerably more variety in sentence openings, reflecting their greater focus on audience and purpose. Noun phrases: F grade writers are more likely to use a noun or pronoun on its own, with no elaborating detail or information. In contrast, both A and C grade writers elaborate their nouns with pre‐ and post‐ modification, and write longer noun phrases. Outlining: The only evidence of students’ thinking about writing tasks holistically is some form of written outline or plan. However, it is striking that only eight candidates had any form of outlining evident in the 1 It is important to note that the designation of grade is based on the overall mark awarded: performance might not necessarily be consistent across all sections of a paper. examination booklet: four of these were at A grade; three at C grade; and one at F grade. These outlines took the form of spider diagrams (3), a list or linear plan (3); notes (2). Task representation: Some of the outlines showed candidates making key notes about the demands of the task, for instance, a note that the text is to persuade or express an opinion and a note that it is transactional writing. One C grade candidate used the acronym PAL (Purpose, Audience, Language) as a reminder of key writer considerations, and the writing demands of the Purpose and Audience are elaborated further. Another C grade candidate jotted down the acronym FLAP (Form, Language, Audience, Purpose) and an F grade candidate used the acronym SPAF (Subject, Purpose, Audience, Form) to think through the task. Although these examples suggest there is a limited consideration of task demand, there was no evidence of how this related to what was actually written. Openings and endings: Awareness of the need for an opening and ending is high, although there are variations in the quality of the execution: many F grade candidates did not produce a clear opening or ending to their responses whereas all C and A grade scripts had some kind of opening and ending. In general, management of openings is more secure than closures. The weakest openings were limited to an opening sentence or part of a sentence with no development of the opening idea. Stronger openings were developed as introductory paragraphs and they developed in a more sustained way the purpose of the text and an emerging core argument. Many candidates at both A and C grade, and some at F grade, shaped appropriate endings to their writing, although it is evident in the far higher number of errors in endings that time was a pressure here. There were numerous examples of omitted words, grammatical errors or awkward wordings. The weakest attempts tended to be single‐sentence final statements, tagged onto the end of the last paragraph. Other endings were a little more developed, but offered somewhat perfunctory conclusions or directly addressing the reader in a simple fashion. The phrase ‘In conclusion’ was a common occurrence. Paragraphing: It was evident that candidates understood the need to use paragraphs. At F grade, although there were a substantial proportion of single block responses, there were also a good number who did use paragraphs. Whilst there is generally secure understanding of how paragraphs organise a text thematically, there was less sense of confident use of paragraphing to build a strongly cohesive text, with ideas connected across paragraphs as well as within paragraphs. Paragraphing in F grade texts was often strongly cued by the bullet point prompts in the question. However, even at A grade, many scripts contained just three or four paragraphs, with many examples of paragraphs over a page long. The problem is organising paragraphs thematically at too high a level so that each paragraph covered a very broad range of content. Take, for example, the A grade candidate who, after a straightforward opening, begins the second paragraph with ‘There are so many great reasons to start walking or cycling…’ and then elaborates for almost a page on all the arguments in favour of cycling. The next paragraph follows with well over a page detailing risks, which rolls into a final sentence offering a simple ending. That there is limited building of argument in responses like this is evidenced by the fact that the ‘for’ and ‘against’ paragraphs in many cases could be reversed in order without any significant impact on the overall effect of the text. Some A grade scripts however showed more careful management of paragraphing to create a well‐ structured text. There were scripts where paragraph length was varied across the piece with some very short paragraphs to make an important point. There were also scripts which used adverbials or noun phrases to signal a sequencing of argument, albeit sometimes a little heavy‐handed (firstly, one of my ideas, a third idea).