3.3.1
Writing About Occupational Groups
Writing About Occupation in Your Exam
Writing About Occupation in Your Exam
Your knowledge of occupation can be assessed in a couple of ways:
Paper 2, Section A, Question 1
Paper 2, Section A, Question 1
- Question type: Evaluate the idea that…
- This question is asking you for a discussion of your knowledge of sociolect.
- It is worth 30 marks – 10 are for your argument and terminology, 20 are for your knowledge of theories and concepts.
- You should write formally and in an academic style.
Paper 2, Section B, Question 4
Paper 2, Section B, Question 4
- Question type: Write a/an…
- This question is worth 30 marks and assesses your ability to write creatively (10 marks) and your knowledge of theories and concepts (20 marks).
- It will ask you to write an opinion-based piece based on two articles you will have analysed in the previous question.
- You MUST bring in your knowledge of occupation, and it must be relevant to the topic the articles are about. You should also try to bring in these articles to your piece.
When to NOT bring in knowledge
When to NOT bring in knowledge
- In Paper 1, Section A, Questions 1,2 and 3, you may get texts which are feature occupation/the workplace. You should NOT bring in your theories into these questions at all.
- In Paper 2, Section B, Question 3, the texts may be about occupational language – you MUST NOT bring theory into this question.
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
Jump to other topics
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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