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- theorists relevant to the content
- clearly structured and concise
- analysed patterns across the data
- relevant information provided ( too many people waffle)
- lack of evaluation e.g Nature VS Nurture debate but don’t link back to the question

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use the transcript and relate it to the context of the question (60%)

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some students did not engage with the data in the light of the question about grammar teaching and this was evidently a missed opportunity
some students still used exclusively spoken language theory when answering this question, without relating it specifically to literacy.

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some students used a number of theories to simply agree with the statement offered. It is important for students to also consider whether there are alternative viewpoints to incorporate into the response.

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Some students writing sort of scripted answers that have been pre planned and are not actually associated with the question

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need more comments about cohesive devices and textual struxture within the repsonses for q2 as opposed to q1

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*students still occasionally repeated language comments from questions 1 and 2. The level of detail could be excessive, particularly given that there is no AO1 mark available for this question
*comments were occasionally still being made about each text in isolation, becoming distracted by the detail around a particular text and forgetting to then compare them
*those responses with no exemplification to support language comparisons remained somewhat unconvincing. More effective responses provided brief examples to support points made.

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- Considered a range of representation
- audience was positioned to share the writers negative perspective
- considering wider social contexts and evaluate the impact of these on the language used
- insightful points of the potential interactivity of the blog
- text- image cohesion etc.
- good use of terminology throughout the essay
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One way forward is to try and include alternative viewpoints and not just use theorists that agree with the statement

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addressed differeing reprsentations in the 2 texts and used these as a spring board to discussing wider contextual differences. more successful answers compared the 2 texts in terms of their age, genre, technological factors and social changes in relation to the discourses about food

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students still occasionally repeated language comments from questions 1 and 2

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More successful responses compared the two texts in terms of their age, genre, technological factors and social changes

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Made reference to relevant case studies without undue focus and less relevant details

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Students often demonstrated the capacity to move from more literal connections to language comparison to then more synthesised comparison of language in the light of context and representation.

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It was more unusual to see students performing at level 5 for this question, since a more evaluative element was less evident. There were still a fair number of students who struggled to move beyond more literal comments about content, genre, purpose and audience. I

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challenge in terms of time available

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Analysed patterns across the data (e.g. identifying language features that are present throughout the data)

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needed to have considered the word in the context of the sentence. For example, the words 'irritating', operated as pre-modifying adjectives within the text but a fair number of students labelled them as verbs

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Students were able to demonstrated a pragmatic awareness tied in to how the audience was being positioned. For example, some students identified the nuances of the question ‘Which food trends irk you?’ which presupposes reader agreement that food trends are in fact annoying.

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Traditionally this question seems to have proved particularly challenging to students, both in terms of time available for response and challenge of comparing two texts and synthesising comments about language, context and representations across the two texts.

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mislabelling of more complicated grammatical structures often occurring at the detriment of the meaningful language comment which might have been made elsewhere.

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Students analysed how humour was constructed, with a particular focus on representation of the Paleo diet and the sarcastic nature of the noun phrase ‘grand old age of 30

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Students analysed how humour was constructed, with a particular focus on representation of the Paleo diet and the sarcastic nature of the noun phrase ‘grand old age of 30

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Discuss grammatical rules accurately (e.g. past tense formation, irregular verb patterns, use of inflections)

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demonstrate a pragmatic awareness tied into how the audience was being positioned

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More successful students made connections between language use and this interactivity. Associated with this was a keen awareness from many students about how the graphology worked alongside text to create cohesion and reinforce meanings

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Students were able to explore and evaluate the wider social context of the competitive nature of the food industry in the light of social media. Often this was developed further by exploring how London emulated America as part of a wider global trend

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Students were able to discuss with confidence the way in which the food trends were negatively presented. Many students also moved on to discuss how the audience was positioned to share the writer’s negative perspective. The most effective responses saw students considering the wider social contexts from which the text had emerged and evaluating the impact of these on the language used.

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Chose theorists which would be the most relevant to the question and applied the theory to the relevant parts of the data

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Strongest question across the whole paper- students attained either a level 4/5 mark across both assessment objectives