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Focused on discourses of standard and non standard accents within broader discourses about language diversity and change
Connect texts all the way through
Recognised elements of standard language ideology and discourses
Examining Lexis and mode

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Needed to describe language features as part of their method of analysis.
Were unable to provide a clear analysis of representations.

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Evaluate the views expressed in Texts A and B using knowledge about language.

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Didn't explore different views by one of the texts
Didn't engage with how texts represented different accents
Ideas about audience, positioning, pragmatic, modality

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Recycled the language and ideas of both texts.
Written as if the readers had read text A and text B.'
Taboo language was used in an ineffective way.

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did not use methods of language analysis when examining how representations were constructed

used ideas about audience positioning, pragmatics and modality with little real understanding

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Varied sentences crafted for effect
Address reader
Thoughtful memorable witty conclusion
Includes well-judged humour
Positive and negative

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Used witty and informative headlines that hooked and summarised.

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Recycled language and ideas
Little / no reference to relevant concepts of accent and dialect
Misunderstood views and opinions in texts
Used an inappropriate informal style of expression
Included expletives and taboo language
Little good spelling punctuation and analysis
Referred to the sources

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explored the value of linguistic accommodation and code-switching (providing information about appropriate thinkers and researchers for their audience)

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Explored the advantages and disadvantages of each viewpoint.
Referred to the sources represented in text A and text B as a starting point.

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wrote only a general response to the texts, often outraged that people should not be allowed to use their regional accents

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Understood the meaning of discourse and used the term itself.
Recognised the different the different voices.