3.4.1

Writing About Accent & Dialect

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Writing About Accent and Dialect in Your Exam

Your knowledge of accent and dialect 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 accent and dialect, 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 about/feature people speaking with accents or a text written in eye-dialect.
  • You should not bring in your theories into these questions at all.
  • In Paper 2, Section B, question 3, the texts may be about accent and dialect – you must NOT bring theory into this question.
Jump to other topics
1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives
1.2

Lexis

1.2.1Introduction1.2.2Common, Proper, Abstract & Concrete Nouns1.2.3Collective Nouns1.2.4Adjectives1.2.5Main, Auxiliary & Copular Verbs1.2.6Dynamic & Stative Verbs1.2.7Transitive, Intransitive, Active & Passive Verbs1.2.8Mood of Verbs1.2.9Adverbs1.2.10Personal, Possessive & Reflexive Pronouns1.2.11Relative & Demonstrative Pronouns1.2.12Determiners1.2.13Conjunctions1.2.14Synonyms, Antonyms & Phonological Features1.2.15End of Topic Test - Lexis
1.3

Grammar

1.3.1Morphology1.3.2Clauses1.3.3Phrases1.3.4Present Tense1.3.5Past Tense1.3.6Future Tense1.3.7End of Topic Test - Grammar
1.4

Semantics & Pragmatics

1.4.1Semantics1.4.2Pragmatics
1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure1.5.2Graphology & Orthography1.5.3End of Topic Test - Semantics, Graphology etc.
2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam2.1.2Phonemes, Vocal Tract & Articulation2.1.3Writing About Phonemes2.1.4Phonological Simplification2.1.5A Child's First Year & Consonant Acquisition2.1.6Beginning Stages of Language2.1.7Lexical Development2.1.8Stages of Development2.1.9End of Topic Test - Child Language Development
2.2

Children's Language Development - Theories

2.2.1Behaviourism2.2.2Interactionism2.2.3Challenging Interactionism2.2.4Nativism2.2.5Nativism - Exam Answer2.2.6Cognitivism2.2.7Social Constructionism2.2.8Writing About Spoken Acquisition2.2.9End of Topic Test - Development Theories
2.3

Literacy Development: Reading

2.3.1Introduction2.3.2Phonics vs Whole Word2.3.3Debates in Reading2.3.4Modelling Reading Acquisition2.3.5Other Reading Theories2.3.6End of Topic Test - Reading
2.4

Literacy Development: Writing

2.4.1Orthography2.4.2Kroll's Theory2.4.3Barclay's Theory2.4.4Creativity vs Accuracy2.4.5Other Writing Theories2.4.6The Exam2.4.7End of Topic Test - Writing
3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender3.1.2Dominance Theory3.1.3Interruptions - Zimmerman & West3.1.4Deficit Theory3.1.5Difference Model3.1.6Difference Model - Men3.1.7Diversity Model3.1.8End of Topic Test - Gendered Language
3.2

Social Groups

3.2.1Writing About Social Groups3.2.2Social Class3.2.3Social Class 23.2.4Age3.2.5Age - Teen Speak3.2.6Milroy’s Belfast Study3.2.7Labov’s Martha’s Vineyard Study3.2.8End of Topic Test - Social Groups
3.3

Occupational Groups

3.3.1Writing About Occupational Groups3.3.2Jargon3.3.3Conversations3.3.4Hierarchy & Power3.3.5End of Topic Test - Occupational Groups
3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect3.4.2Introduction to Accents & Dialects3.4.3Accents - Matched Guide Experiment3.4.4Accents - Received Pronunciation & Brummie3.4.5Dialects - Dialectal Variations3.4.6Accent & Dialect Case Study - London3.4.7End of Topic Test - Accents & Dialects
3.5

Language Change

3.5.1Writing About Language Change3.5.2Modelling Change3.5.3Modelling Change 23.5.4Lexical Change3.5.5Semantic Change3.5.6End of Topic Test - Language Change
3.6

History of English

3.6.1Old English3.6.2Old English 23.6.3Middle English3.6.4Middle English 23.6.5Early Modern English3.6.6Late Modern English3.6.7Present Day English3.6.8Global English3.6.9American English3.6.10Modelling Global English3.6.11End of Topic Test - History of English

Practice questions on Writing About Accent & Dialect

Can you answer these? Test yourself with free interactive practice on Seneca — used by over 10 million students.

  1. 1
    Which questions should you NOT bring theories about accent and dialect into?Fill in the list
  2. 2
    How many marks is Paper 2, Section A, Question 1 (Evaluate the idea that...) worth?Fill in the list
  3. 3
    How many marks is Paper 2, Section B, Question 4 (Write a/an…) worth?True / false
  4. 4
    Features of Paper 2, Section B, Question 4 (Write a/an…):Fill in the list
  5. 5
    Which exam questions should you bring in your knowledge of accent and dialect?Fill in the list
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End of Topic Test - Occupational Groups

Introduction to Accents & Dialects