2024 AQA IAS-Level English Language (9670) Practice Paper with Answers

### Analytical Points for Text A (Written Blog Post):
- **Genre and Context:** A carefully crafted, edited travel blog post aimed at an online audience interested in travel philosophy and self-improvement.
- **Representation:** Solitude is represented as an existential and transformative tool. The writer uses the metaphor of 'dismantling the comfortable scaffolding of your daily identity' to frame travel as a process of deconstruction and rebirth.
- **Grammar and Syntax:** Uses the second-person pronoun 'you' to generalize the experience, inviting the reader to project themselves into this spiritual journey. The parallel structures ('who you *were*' vs 'who you *are*'; 'a colleague, a sibling, or a partner') create a rhythmic, authoritative, and persuasive tone.
- **Lexis:** High-register, abstract, and poetic vocabulary choices ('sacred freedom', 'acute loneliness', 'profound self-reliance') elevate the narrative from a simple vacation log to a philosophical inquiry.

### Analytical Points for Text B (Spoken Podcast Transcript):
- **Genre and Context:** A spontaneous spoken narrative from a podcast, reflecting immediate, authentic personal experience designed for listener entertainment and empathy.
- **Representation:** Solo travel is represented as a series of chaotic, real-world problems that lead to connection with others. It highlights vulnerability rather than detached 'observer' status.
- **Spoken Discourse Features:** The transcript exhibits typical spoken language features: micro-pauses (.), timed pauses (1.0), colloquial intensifiers ('literally 0%', 'absolutely wave of panic'), paralinguistic features ('(laughing)'), and run-on syntax linked by coordinating conjunctions ('and so', 'and', 'but then'). These elements emphasize the dramatic immediacy of the recollection.
- **Grammar and Syntax:** Uses first-person 'I' to root the story in personal, subjective reality, shifting briefly to 'you' at the end to state a generalized moral lesson ('you're never really as alone as you think you are').

### Key Comparative Points:
- **Solitude vs Connection:** Text A values isolation ('sacred freedom', 'true solitude') as a necessary state for inner growth. Text B values human connection as the antidote to panic, showing that solo travel ironically connects you with strangers.
- **Planned vs Spontaneous Construction:** Text A uses noun phrases and balanced clauses ('sharp, sudden pangs', 'an empty vessel waiting to be filled') showing careful linguistic planning. Text B uses loosely coordinated clauses and hedges ('sort of', 'basically') showing real-time cognitive processing.
- **Perspectives on Travel:** Text A views travel as an internal, cerebral experience (cognitive, sensory, individual). Text B views travel as an external, interactive event (transactional, social, interactive).

### Marking Scheme (Total: 25 Marks)

#### AO1: Analyze how language choices shape meanings and representations (10 Marks)
- **Level 5 (9-10 marks):** Exceptional, systematic analysis of linguistic features in both texts. Uses precise terminology (metaphor, syntax, coordination, register, spoken discourse features) to show how representation is constructed.
- **Level 4 (7-8 marks):** Secure, clear analysis of language choices. Identifying appropriate word classes, phrase structures, and spoken features with sound linkage to representation.
- **Level 3 (5-6 marks):** Warm, descriptive analysis. Identifies some linguistic patterns but may rely on general content rather than technical linguistic analysis.
- **Level 2-1 (1-4 marks):** Minimal or generalized comments on what the texts say, with little or no linguistic terminology.

#### AO2: Compare the texts, exploring connections and contrasts in language use (10 Marks)
- **Level 5 (9-10 marks):** Perceptive comparison throughout. Evaluates how different modes (written vs spoken), registers, and structural choices lead to contrasting representations of solo travel.
- **Level 4 (7-8 marks):** Clear comparison of key points (e.g., how both texts handle the theme of loneliness/solitude differently). Well-structured comparative links.
- **Level 3 (5-6 marks):** Shows some awareness of similarities and differences, but treatment may be unbalanced (focusing too much on one text) or superficial.
- **Level 2-1 (1-4 marks):** Explores texts in isolation with very few or weak comparative links.

#### AO3: Demonstrate understanding of the significance of contextual factors (5 Marks)
- **Level 5 (5 marks):** Sophisticated grasp of how audience, purpose, and mode (polished blog vs spontaneous podcast) govern the grammatical, lexical, and discourse choices of both producers.
- **Level 4 (4 marks):** Good understanding of contextual influences, explaining how the intended audiences (travel enthusiasts vs casual podcast listeners) affect tone and register.
- **Level 3 (3 marks):** General understanding of context (e.g., 'Text A is written and Text B is spoken') but limited exploration of how this dictates specific language choices.
- **Level 2-1 (1-2 marks):** Little or no reference to contextual factors, mode, or audience.

### Sample Band 5 (High-Quality) Response:

**To Pen or to Type? Why Your Scribbles Still Matter in a Digital World**

Let’s be honest: when was the last time you picked up a pen to write something longer than a grocery list? In a world dominated by thumbs fly-typing on glass and keycaps clacking at lightning speed, handwriting feels like a relic from the history books—right up there with dial-up internet and floppy disks. Some schools are already phasing out cursive, prompting the question: is handwriting actually dead, or are we throwing away a superpower?

It’s easy to see why typing wins the convenience race. It’s fast, neat, and comes with a magical safety net called autocorrect. But speed isn't everything. Research shows that when you physically write letters on paper, your brain lights up like a pinball machine. Unlike the uniform motion of tapping a key, the intricate strokes of handwriting build unique neural pathways. It turns out that scribbling notes by hand actually helps you process, synthesize, and remember information far better than mindlessly transcribing a lecture on a laptop.

Beyond cognitive science, handwriting is deeply personal. Think about it: a typed text message is cold, sterile, and looks identical whether it's from your dentist or your best friend. A handwritten letter, however, carries the unique DNA of the writer’s mood, personality, and effort. It’s an intimate footprint of human presence. In our hyper-digitized lives, there is a growing yearning for the tactile and authentic. Analog is making a comeback—just look at the vinyl revival.

This isn't an appeal to ditch your laptops and return to the quill and inkwell. It’s about balance. We need digital literacy to navigate the modern workplace, but we shouldn’t abandon the organic connection that handwriting offers. By preserving handwriting, we keep a vital link to our cultural past, our cognitive health, and our personal individuality.

So, before you completely migrate your life to the cloud, grab a pen. Your brain—and your soul—will thank you for it.

### Marking Grid (Total 25 Marks)

The task is assessed using two main assessment objectives:
* **AO2 (15 marks)**: Demonstrate critical understanding of texts and manipulate language forms and registers for different audiences, purposes, and contexts.
* **AO5 (10 marks)**: Write clearly, creatively, and effectively, using a range of vocabulary and sentence structures.

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#### **AO2: Audience, Purpose, Register & Content (15 Marks)**

* **Level 5 (13–15 marks):**
* Perceptive and highly purposeful adaptation of the article format.
* Consistently engages the young, tech-savvy target audience using a highly appropriate informal yet sophisticated register.
* Thorough, balanced, and persuasive exploration of cognitive, cultural, and digital arguments.
* **Level 4 (10–12 marks):**
* Clear and effective adaptation of the article format.
* Register is mostly appropriate for a youth website, with clear attempts to engage the reader.
* Offers a well-structured argument addresssing several key prompts.
* **Level 3 (7–9 marks):**
* Straightforward adaptation of the article format.
* Register is reasonably appropriate but may lapse into overly formal or simplistic language.
* Addresses the prompts but with less depth or balance.
* **Level 2 (4–6 marks):**
* Limited awareness of format or audience.
* Structure is disorganized, and the tone may be inconsistent.
* **Level 1 (1–3 marks):**
* Minimal response; fails to adapt to the persona or target audience.

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#### **AO5: Style, Accuracy & Technical Skill (10 Marks)**

* **Level 5 (9–10 marks):**
* Highly expressive, creative, and varied vocabulary.
* Diverse sentence structures used for deliberate stylistic effect (e.g., rhetorical questions, parallel structures).
* Virtually no errors in spelling, punctuation, and grammar.
* **Level 4 (7–8 marks):**
* Clear, fluent writing with a solid range of vocabulary.
* Good variety of sentence structures, maintaining reader interest.
* Minor technical errors that do not impede communication.
* **Level 3 (5–6 marks):**
* Generally clear writing, but relies on more basic vocabulary and repetitive structures.
* Occasional errors in grammar, punctuation, or spelling.
* **Level 2 (3–4 marks):**
* Writing lacks flow; limited vocabulary and frequent simple sentences.
* Frequent errors that distract the reader.
* **Level 1 (1–2 marks):**
* Seriously flawed expression with pervasive technical errors.

### Analysis of Text A:

1. **Lexical choices and Jargon:**
* **In-group terminology ('Nexian', 'sprint', 'push code', 'bug in the system'):** This establishes a distinct occupational and social identity. It signals that membership requires adopting a shared, specialized linguistic register.
* **Colloquial and informal phrasing ('Hey', 'level up', 'play hard', 'suits'):** Rejects traditional, corporate institutional registers to foster solidarity. Calling traditional structures 'suits' or 'corporate stifling' creates an external out-group, strengthening in-group cohesion.
* **High-intensity adjectives and verbs ('disrupt', 'high-octane', 'break', 'iterate'):** These choices represent the start-up's core value of hyper-productivity, framing labor as exciting and dynamic.

2. **Grammar and Syntax:**
* **Pronouns and Syntactic Solidarity:** Frequent use of the collective 'we' ('We are', 'We operate', 'We play') constructs a unified institutional voice representing the 'Culture Crew' and the company as a whole. The direct address 'you' ('you own your space') interpellates the new employee, immediately assigning them agency—and responsibility.
* **Syntactic Parallelism and Tricolon:** 'No suits, no silos, no rigid nine-to-fives' emphasizes the rejection of traditional constraints through structured negation.
* **Juxtaposition and Maxim:** 'We play hard, but we ship harder' functions as an institutional maxim. The contrast highlights that while the culture claims to be casual ('play'), the demand for productivity ('ship') is the ultimate priority.

3. **Pragmatics and Power Dynamics:**
* **Illusion of Flat Hierarchy:** Phrases like 'ideas win, not titles' and 'radical transparency' are designed to mask traditional power hierarchies. Power is decentered from individuals (managers) and placed onto the abstract concept of 'culture'.
* **Implicit Commands and Conditional Demands:** 'If you see a bug... call it out' and 'high freedom equals high accountability' act as directives disguised as empowerment. The 'Culture Crew' functions as an anonymous but authoritative body that enforces these cultural scripts.

### Mark Scheme (25 Marks Total)

#### AO1: Analyze and compare how text producers use linguistic, synthetic, and structural features to create meaning (10 Marks)
* **9-10 Marks:** Insightful analysis of a wide range of linguistic features (lexis, syntax, grammar, pragmatics). Highly precise use of terminology and close textual reference.
* **6-8 Marks:** Clear and detailed analysis of several linguistic features. Accurate terminology and consistent, relevant textual support.
* **3-5 Marks:** General description of linguistic features with some appropriate terminology, though analysis may be uneven or descriptive.
* **1-2 Marks:** Minimal linguistic awareness; limited terminology; heavily reliant on paraphrasing.

#### AO2: Demonstrate critical understanding of concepts and issues relevant to language use (10 Marks)
* **9-10 Marks:** Sophisticated understanding of language and social groups/power (e.g., Drew and Heritage's institutional talk, Fairclough, Althusser's interpellation, Goffman). Concepts are seamlessly integrated into the analysis.
* **6-8 Marks:** Good understanding of language and power/identity concepts. Appropriate theories are introduced and linked logically to the text.
* **3-5 Marks:** Basic awareness of social group dynamics or power structures, but concepts are treated superficially.
* **1-2 Marks:** Little or no awareness of relevant language theories or sociolinguistic concepts.

#### AO5: Demonstrate expertise and creativity in the use of English to communicate in a clear, fluent, and accurate manner (5 Marks)
* **5 Marks:** Exceptionally fluent, well-structured, and sophisticated academic writing style with precise vocabulary.
* **3-4 Marks:** Clear, coherent, and organized essay structure with minor errors in expression.
* **1-2 Marks:** Weak structure, disjointed argument, or frequent errors that obscure meaning.

Indicative Content: Candidates are expected to explore the tension between in-group solidarity (cohesion, identity construction) and out-group exclusion (gatekeeping, divergence) in social group language. Strong essays will argue that these functions are not mutually exclusive but are often two sides of the same communicative coin. Key theoretical frameworks to explore include: 1. Giles' Communication Accommodation Theory: Divergence is used to distance a group from outsiders, while convergence fosters internal belonging. 2. Wenger's Communities of Practice: Shared linguistic repertoires develop naturally through mutual engagement, serving primarily as a tool for collaboration rather than deliberate exclusion. 3. Eckert's Jocks and Burnouts study: Linguistic variation serves to signal alignment with specific social values and peer groups, demonstrating that language is a resource for identity construction rather than active hostility to outsiders. 4. Penelope Eckert's views on slang: Slang is used to establish a connection with youth culture and set boundaries against the adult world. 5. Halliday's concept of Anti-languages: Used by marginalized groups to construct an alternative reality, which deliberately excludes the dominant group. Candidates should conclude by evaluating whether exclusion is an intentional goal or merely a byproduct of internal solidarity.

Assessment Objectives: AO1 (10 marks) - Demonstrate authoritative, systematic knowledge of linguistic concepts and methods, using appropriate terminology and coherent academic expression. AO2 (15 marks) - Critically evaluate linguistic theories, concepts, and research regarding the language of social groups, formulating a sustained, cohesive argument. Mark Scheme breakdown: Level 5 (21-25 marks): Insightful, systematic analysis with sophisticated evaluation of the dual functions of social group language. Consistent use of precise terminology and diverse, relevant linguistic theories. Level 4 (16-20 marks): Clear and detailed discussion, showing a sound understanding of how language reflects and shapes social identity. Consistent application of theories with a structured argument. Level 3 (11-15 marks): Explains relevant concepts (slang, jargon, sociolects) with some reference to theories (e.g., Giles, Eckert). Argument is clear but may be more descriptive than evaluative. Level 2 (6-10 marks): Limited or generalized discussion of social groups, with basic examples and minimal theoretical engagement. Level 1 (1-5 marks): Minimal awareness of linguistic issues, writing in a highly generalized or non-academic manner.