WJEC Level 3 Advanced GCE in English Language

This unit encourages learners to engage with language use in different situations. It gives them the opportunity to apply their critical skills and their language knowledge.

analyse relevant contextual factors

explore connections between the texts.

explore how language features shape meaning

In preparation for this question, learners will need to have studied a range of examples of spoken and written texts, and to be familiar with key features of spoken and written language. Spoken texts will not always be presented as transcripts.

In this section, there will be at least two texts linked in some way, usually by theme or genre. The question will require candidates to analyse and interpret the effects created by the speakers’ or writers’ use of language, and to make connections between the texts.

organise their response effectively using clear written expression

Section A is based on the study of spoken and written texts, and covers a range of different contexts. It is designed to introduce learners to the ways in which speakers and writers use language to shape meaning in the light of different audiences, purposes and contexts.

support points with apt quotation

use appropriate terminology and methods of analysis accurately

analyse how language features shape meaning.

critically evaluate how contextual factors affect form and structure

In preparation for this section, learners should be familiar with concepts such as new channels of communication, code shifting, changes in vocabulary linked to technological, social or regional influences, and the structural patterns of twenty-first century English.

provide appropriate examples to support their argument

Section B is based on the study of the ways in which language is used distinctively in the twenty-first century. It is designed to introduce learners to the ways in which language is evolving to meet the needs of its users.

show critical understanding of concepts and issues underpinning language use

There will be a single text or a set of data with a focused question. These may be spoken or written texts. There may be a Welsh focus.

This section requires candidates to write an extended response in which they show their understanding of contemporary language concepts and issues. They must consider the effect of contextual factors (pragmatics), and analyse the way language is used to construct meaning.

critically evaluate attitudes to language and its users

explore connections informed by linguistic concepts and methods

Learners are required to conduct a language investigation independently and to develop their methods of language analysis through research, data collection and interpretation. The material they select should be culturally, personally and academically of interest to them.

Learners must select one of the following four areas for the language investigation.

show critical understanding of meaning and variation in language, informed by the appropriate use of linguistic analysis and associated terminology

synthesise insights developed through the application of linguistic knowledge to the study of speech and writing

This unit gives opportunities for language research which has a personal relevance. It is designed to engage learners with the theme of language and identity.

This unit provides key opportunities for research, investigation and independent study.

undertake independent investigations of language, selecting appropriate methods and techniques for exploring data

write insightful, accurate and well-argued responses making accurate references to texts and sources.

A study of how context affects the learner’s own language choices.

Learners are free to define their own area(s) of investigation, but possible topics could include: register; communication strategies; accommodation; politeness.

This topic would allow learners to use their knowledge of the levels of language, and of key concepts and issues, to explore and interpret their own idiolect.

A study of how gender might affect language choices.

Learners are free to define their own area(s) of investigation, but possible topics could include: representation; attitudes; gender neutral language; linguistic conventions.

This topic would allow learners to use their knowledge of the levels of language, and of key concepts and issues, to explore and interpret the relationship between language and gender.

A study of how language reflects cultural diversity.

Learners are free to define their own area(s) of investigation, but possible areas could include: the arts; sports and entertainment; education; belief systems.

This topic would allow learners to use their knowledge of the levels of language, and of key concepts and issues, to explore and interpret cultural ideologies.

A study of how a distinctive variety of English differs from Standard English.

Learners are free to define their own area(s) of investigation, but possible areas could include: geographical and social variation; African American Vernacular English (AAVE); other Englishes; occupational language.

This topic would allow learners to use their knowledge of the levels of language, and of key concepts and issues, to explore and interpret aspects of diversity.

This unit encourages learners to engage with language issues and to use language creatively.

Each question requires an extended response in which candidates show their knowledge and understanding of language issues, using associated terminology to explore how meaning is constructed.

evaluate how contextual factors and language features shape meaning

In preparation for this section, learners should study both topic areas.

organise their response effectively using clear written expression.

Part (a) is based on the study of two language topic areas: language and power, and language and situation. It is designed to introduce learners to the ways in which language affects our everyday lives.

provide appropriate examples to support the points they make

show critical understanding of concepts and issues relevant to language use

use and apply terminology accurately in analysis

In preparation for this writing, learners will need to have studied a range of literary and non-literary texts and practised producing writing in a variety of genres.

Part (b) requires candidates to produce original writing linked to the language topic area they have considered in part (a). The tasks are designed to give them the opportunity to demonstrate their creativity and expertise in the use of English. The tasks could be literary or non-literary.

produce engaging writing in response to the language topic area they have selected in part (a)

write an accurate and controlled piece with an awareness of audience, form and purpose

analyse and evaluate contextual features

apply critical skills to their writing

articulate reasons for the language choices made

Part (c) requires candidates to produce a commentary on their writing for part (b). This task is designed to encourage candidates to analyse and evaluate the language choices they have made and to show understanding of the chosen language topic area.

show understanding of relevant concepts and issues

support points with apt quotation.

analyse and evaluate contextual factors

apply critical skills in close reading

describe and analyse key features of language change, using associated terminology accurately

explore connections between the texts

In preparation for this question, candidates should study a wide range of written texts from different periods, and understand the key features of language from the Middle English period onwards.

organise their response effectively using coherent written expression.

support points with apt quotation

There will be three texts, none earlier than 1500. There will be two questions. Question one will require candidates to answer several short questions based on archaic language features taken from the texts. Question two will require learners to write an extended response in which they explore and make connections across the texts in the light of a given focus.

This unit encourages learners to engage with language across time. It gives them the opportunity to apply their analytical skills and their knowledge of language change.

This unit is based on the study of unseen written texts from different periods, linked by genre. It is designed to introduce learners to orthography, etymology, and to lexical, semantic and grammatical changes in context.

This unit encourages learners to engage with spoken language and to produce an original piece of writing. It is designed to give them opportunities to apply their analytical skills and to communicate creatively in different ways.

apply appropriate linguistic concepts such as, but not limited to, register, genre and variation

apply critical skills in close reading

describe spoken features using associated terminology accurately

evaluate how contextual factors and language features shape meaning

In preparation for this question, candidates must study a range of examples, and should be familiar with the features of spoken language, with distinctive spoken genres and with relevant theoretical perspectives.

organise their response effectively using coherent written expression.

Section A is based on the study of spoken language and covers a range of situations and genres. It is designed to introduce learners to the ways in which speakers use language and interact.

support points made with apt quotation

The texts will be in the form of transcripts. For reference, a list of phonemic symbols will be printed on the question paper. There will be two or more transcripts. The question requires candidates to write an extended analytical response in which they explore the effects created by key language features.

apply creative skills in the production of engaging writing

In preparation for this question, learners should study a range of literary and non-literary texts, and should practise recasting stimulus texts in a variety of genres.

recognise the importance of key concepts such as audience, form and purpose

Section B will require candidates to produce a creative piece of writing linked to one or both of the transcripts in Section A. It is designed to engage candidates in the creative process, giving them the opportunity to demonstrate their expertise in presenting material in a different form and for a different audience and purpose.

show expertise in their use of English to communicate in different ways.

They will be required to produce original writing in any genre. There will be one compulsory question. The task could be literary or non-literary.

Across all units, they are introduced to concepts and methods of the disciplines of English language/linguistics in relation to a wide range of spoken and written forms of English, including electronic and multimodal forms.

As learners progress, they are given the opportunity to hone their skills of interrogating data, interpretation, analysis, evaluation, synthesis and reflection.

discourse: extended stretches of communication occurring in different genres, modes and contexts.

grammar including morphology: the structural patterns and shapes of English at sentence, clause, phrase and word level

In their studies learners will be required to engage with contemporary language use incorporating local, regional and national examples that learners may encounter on a daily basis.

Learners will be required to show knowledge and understanding of the different language levels, and to show how these can be applied to language use in a range of contexts, including how texts and discourses are shaped and interpreted.

Learners’ contextual study will be based on sound theoretical knowledge relevant to the respective units.

lexis and semantics: the vocabulary of English, including historical, geographical, social and individual varieties of English

phonetics, phonology, prosodics: how speech sounds and effects are articulated and analysed

pragmatics: the contextual aspects of language use

This specification provides a framework for learners to develop their appreciation of the interconnectedness of the different areas of language study.

This specification provides learners with the means to engage with language on a practical level and it encourages learners to investigate an area of language and identity that is of social, cultural and academic interest to them.

Throughout their study of English language, learners will also have opportunities to explore diversity and the distinctive use of language in Wales.