CPD English Language November 2016Unit 4: Spoken Texts and Creative Recasting

1. Sample Exam Paper and Mark Scheme.

SECTION A

Analysing spoken language

1. The two texts printed on pages 3 and 4 are extracts from BBC television commentaries for formal state occasions.

Text A is an extract from the BBC coverage of the Thames Diamond Jubilee Pageant on 3rd June 2012. To celebrate the Queen’s 60 years on the throne, a parade of 1000 boats travelled along the Thames from Albert Bridge to Tower Bridge. The belfry (a boat carrying eight bells specially made for the occasion) led the procession and the Queen was on the Royal Barge with members of the Royal Family. The commentators are Matt Baker and Sophie Raworth, and they are joined by the historian Dr Anna Whitelock. There was a lot of criticism of the coverage with numerous complaints made to the BBC.

Text B is an extract from the State Opening of Parliament broadcast on 8 th May 2013. This ceremonial event marks the beginning of a new parliamentary year. The Queen leads the Royal Procession through the Royal Gallery to the chamber of the House of Lords. An official known as Black Rod is sent to summon the Members of Parliament from the House of Commons to come and listen to the Queen’s Speech. In a ritual which dates back to the seventeenth century, the doors to the House of Commons are shut in Black Rod’s face, symbolising the Commons’ right to be independent from the monarchy. The commentator is Huw Edwards.

1. Drawing on your knowledge of the levels of language, analyse thespoken language of these texts as examples of television commentaries. As well as addressing the key features of spoken language, you should include some consideration of the context, the tenor, and the linguistic choices of the commentators.

In your response you must also:

Consider relevant concepts and issues Explore contextual factors

(40 marks)

KEY TO TRANSCRIPTIONS(.) micropause(15) timed pause (in seconds)(.h) pause with intake of breathca. incomplete word{laughs} paralinguistic features way emphatic stressst. incomplete wordcolou:::rs stretched or prolonged speech // overlapping speech= smooth latch onRAINS increased volumeQueen’s rising intonationLords falling intonationbelfry raised pitchsimplowered pitchaccel speech that is getting faster (underlined)rall speech that is getting slower (underlined)/kaɪndə/ phonemic transcription reflecting pronunciation

Some question marks have been included to aid greater clarity.

TEXT A: Queen’s Diamond Jubilee Pageant (edited)

MB: Matt Baker SR: Sophie Raworth AW: Dr Anna Whitelock

MB we’ve been waiting for some time (2) as have this very expectant crowd just below {laughs} the studio and suddenly this wave of

accel energy approaches and (2) the belfry it it’s literally just like a floating cathedral I mean (.) the sound is just magical

SR Anna /jə nəʊ/ (.) put this in /jə nəʊ/ in his. in history terms this is this is a people ca. people’s pageant now isn’t it // I mean

AW // that’s my line (.) it’s the people’s pageant (.) it is the people’s pageant I mean it it’s it’s the Queen’s pageant of course but look at it I mean it’s the people’s pageant

accel people on the river (1) people at the sides (1) cheering (.) I mean / jə nəʊ/ the Queen the pride which she’s ˈ/gənə/ (.) / jə nəʊ/ look out over (1) the river see everybody waving I mean look at all the cameras I mean / jə nəʊ/

SR I just spotted my seventy year old dad out thereMB // have you really?AW // Sophie’s dad’s out there =SR = yay (1) he’s made it he’s // made it AW // it’s incredible (3) isn’t that wonderfulMB the colour just hits you doesn’t it?AW I mean it’s /kaɪndə/ [unclear] brought to life all the colou:::rs (3) and it’s

just so democratic (.) of course we’ve got the Queen in the middleaccel of but look at it surrounded by people

and even the RAINS now here it’s so // BritishSR // the Royal Barge will be here any

moment AW look at all this and even (.) look at all the cheering crowds and itaccel doesn’t get much better than this this is what the Queen’s reign has

been building towards I think / jə nəʊ/ MB surely this must be well one of the biggest honours if not the biggest

honour that she’s /kaɪndə/ ever witnessed to see in front // of herAW // yeah (1) absolutely I mean and ofaccel course there must be a sense of trepidation /jə nəʊ/ what’s it going to

be like? how are people going to react? // howSR // and do you know she hasn’t sat down she’s standing there

and we’re // watching her standing there she has not sat down 86 years old and // she looks like

AW // but she’s I mean I’ve never seen SR she’s just having // a WONDERFUL timeAW // yeah the Royals are just so animated they’re accel actually they’re genuinely engaged and enjoying it an. she’s not

going through the motions she’s LOVING it = SR = right well listen as the belfry (.) reaches just reaching the /eə/ Tower

Bridge there and an incredible sight isn’t H // MS Belfast (3) all that MB // MS BelfastAW some tired rowers out there

MB well now this is almost their /kaɪndə/ finish point I guess the end is in sight

SR AMAZING job (1) amazing job that they have done and the Royal Barge will be in sight hereshortly there it is (2) the manpowered

accel section (2) coming past HMS Belfast (3) and you have to remember those rowers they have been out there probably since about 10 o’clock this morning they’ve been on their boats

MB I mean it’s everything I mean it’s simp. I mean I know it sounds silly to say this but anything even like toilet breaks and stuff like // that /jə nəʊ/

AW // that’s a big // consideration (3) I mean =

MB // /jeə/ /jeə/ {laughs}SR = I don’t think we’re /gənə/ go to that one AW what do you do? {laughs} there might be indiscrete moments we

might captureMB you just row cross-legged

TEXT B: State Opening of Parliament

HE: Huw Edwards QE: Her Majesty, Queen Elizabeth II

HE let’s go back to the Royal Gallery for the Procession in State (15) the Queen and the Duke of Edinburgh followed by the Pages of Honour

rall Hugo Bertie the Honourable Charles Armstrong- Jones Viscount Aithrie and (.) Arthur Chatto (2) been chosen for this (.) honour today (2) followed by Ladies in Waiting and there we have (3) first time in seventeen years (.) Prince of Wales attending the State Opening (0.5) and for the first time ever the Duchess of Cornwall attending (.) the State Opening of Parliament (14) Sword of State1

(1) carried by Admiral the Lord Boyce (.) Cap of Maintenance2 (.) by (1) the Lord Hill (12) as they head towards the Prince’s Chamber (.)which is the ante-room if you like just before (.) they enter the

rall Chamber of the House of Lords (5) Chiefs of / eə/ (2) the Defence Forces the Vice-Chief of the Defence Staff (.) General Sir Nicholas Houghton (2) Air Chief Marshal Sir Stephen Dalton (1) Chief of the Naval Staff Admiral Sir George Zambellas an. Commander Land Forces Lieutenant General A. Adrian Bradshaw (4) into the Chamber (.) of the House of Lords (3) Queen (2) and the Duke (0.5) will take their places on the pair of thrones (2) Queen will then (1) invite everyone (2) to be seated (1) and then she will give the signal for

rall (1) Black Rod (.) to be sent (.) to the (.) House of Commons (8) QE My Lords pray be seated (15)HE signal is given (1) by the Marquis of Cholmondeley (2) Black Rod has

(.) received the signal (2) great view there right along from the

1 Sword of State: a sword carried in front of the Queen as a symbol of royal power2 Cap of Maintenance: a ceremonial cap of crimson velvet lined with ermine carried in front of the Queen as a symbol of royal power

Central Lobby right down to the (.) throne of the (.) House of Lords (5) as Black Rod makes his way (2) this (.) short (.) stretch of corridor into

rall the (.) Members’ Lobby of the House of Commons and this is where (.) he was describing to me e. earlier on (2) what the / eə/ (4) what the precise nature of the (1) duty was and what it symbolised (4) and explaining his combination of duties too the fact that (1) he takes (0.5) great pride (.) of course (.) in his role (2) in the ceremonial (.)

rall because (.) as Nick3 was explaining (.) this is a great display of (2) the authority and sovereignty of the Commons (1) but also of course in his (.) daily work which is to look after (.) very important (2) area of security in his part of the Palace of Westminster which is the (.) House of Lords (2) a a little delay because I’m told that (1) we may be sligh::tly ahead of schedule (2) this is very unusual I have to say because Black Rod normally makes his way straight down to the House of Commons but (1) I suspect it’s because (.) prayers have not quite finished or maybe (2) they (.) took a little longer than they (.) should have done in the (0.5) House of Commons but (0.5) Black Rod will not appreciate the wait (3) /əm/ (1) but there we are he’s on his way (8) so he’s on his way (2) ready to be (1) confronted with (1) closed doors at the House of Commons and he’ll knock (.) and ask to (1) gain admission

Section A: Analysing Spoken Language

AO1 AO2 AO4

20 marks 10 marks 10 marks

General Notes

In making judgements, look carefully at the separate sheet with the marking grid, and at the Overview and Notes which follow. We may expect candidates to select some of the suggested approaches, but it is equally possible that they will select entirely different approaches. Look for and reward valid, well-supported ideas which demonstrate independent thinking.

3 Nick: Nick Robinson, the BBC Political Editor

2. Drawing on your knowledge of the levels of language, analyse thespoken language of these texts as examples of television commentaries. As well as addressing the key features of spoken language, you should include some consideration of the context, the tenor, and the linguistic choices of the commentators.

In your response you must also: Consider relevant concepts and issues Explore contextual factors. (40 marks)

Overview: Aspects of particular significance for discussion:

Tenor (levels of formality and informality; terms of address)

Subject matter

Level of fluency – in particular, the non-fluency features of Text A

Normal non-fluency features (limited examples in Text B)

The use of emphatic stress (frequency; word class)

Interaction and back-channel monitoring features in Text A (affirmation;

reinforcement)

Turn-taking in Text A (length of turns; interruptions; smooth latching)

Pauses: these suggest that Text B is delivered at a slower pace

Linguistic differences (professional/expert participants)

Use of lexis: subject specific; high/low frequency; formal/informal;

colloquial (particularly Text A)

Grammatical structures: how close to the written or spoken mode

Level of complexity of the syntax

Verb phrases (tense/aspect, voice)

Ellipsis and elision

Deictic features

Examples of patterning

How far typical of formal state commentaries (e.g. content; pre-

scripting/preparation; formality of tone etc.)

Reward any other valid points: those above and below are only illustrative of what might be explored.Notes

Text A: Overview: The commentators are clearly prepared for the occasion and are able to share their official knowledge with the viewers. They provide some visual detail and description of events as they take place, but there is little explicit attempt to involve the viewers, or to pick out key elements of the scene. The tone becomes very chatty at times—the discourse often seems more like informal conversation than formal commentary (e.g. topics such as the democratic nature of the pageant; Sophie Raworth’s dad; the Queen’s age; the Queen’s reaction to events). There are also a surprising number of colloquial pronunciations, non-fluency features and grammatically incomplete utterances. When the discussion of the rowers takes a humorous turn, Sophie Raworth unsuccessfully tries to redirect the conversation. The informal tenor and the apparent lack of a reverential attitude to the monarchy formed the basis for many of the complaints to the BBC.

Features of interest that could be analysed and discussed:Terms of address: the Queen, the Royals (formal); Anna (vocative), dad, Sophie’s dad (informal)Proper nouns: the Royal Barge, H.M. Belfast (boats); Tower Bridge (landmark on the river marking the end of the pageant’s journey down the Thames)Field specific lexis: belfry; Barge; manpowered section (rowing boats)Colloquial language/informal idioms: y’know, yay, kinda, yeah, it doesn’t get much better than this, going through the motions, loving it, and stuffTautology: witnessed to seeFigurative language: this wave of energy (metaphor); like a floating cathedral (simile – poetic in contrast to other language use)Concrete nouns: crowds, people (spectators); river, rowers, boats (pageant); cameras (press) Abstract nouns: energy (figurative); reign (focus of celebration); pride, honour, trepidation (Queen’s potential response to events)Adjectives: very expectant, indiscreet, tired (descriptive); seventy year old (defining); biggest (superlative); wonderful, incredible, amazing (evaluative)Adverbs: suddenly, shortly, now; literally (informal – used for emphasis when something is not actually true); really, surely, absolutely (for emphasis); cross-legged (adjectival form used); repeated use of just (l.1 proximity; time; emphasis; intensification)First person pronouns: we – commentators (plural, inclusive); I – Sophie Raworth (singular, self-reference)Second person pronouns: you (general references/direct reference)Third person pronouns: she - the Queen (singular); they – the Royals; the rowers (plural)Noun phrases (head in bold): some simple (the sound, the cameras), but often modified e.g. this very expectant crowd just below the studio, the people’s pageant, a sense of trepidation, one of the biggest honours, tired rowers, amazing job that they have done, indiscreet moments we might capturePredicative adjective phrases: magical (descriptive); so democratic, so British (defining); incredible, wonderful (evaluative); silly to say this (personal judgement)

Prepositional phrases functioning as adverbials: just below the studio, on the river, at the sides (place); since about 10 o’clock this morning (time)Verb phrases: have, approaches, ’s, sounds (present = most common, describing/commenting on events as they happen); ’ve been waiting, ’s … having, they’re … enjoying (progressive for on-going actions); gonna … look out over (implied future action); spotted (simple past tense for completed actions); ’s made, ’ve got, have done (perfective for actions in past with on-going relevance); don’t … think (negative)Modal: might be (hypothetical - possibility); will be (future time); must be (certainty) Deixis: below the studio, there, here (locational); this (the pageant)Syntax: some utterances are simple (Sophie’s dad’s out there; she’s just having a wonderful time); others are very loosely structured with strings of coordinated clauses Subordination: many of the subordinate clauses function as post-modifiers, adding extra detail (people …cheering, the pride which she’s gonna … look out, the biggest honour that she’s … witnessed, silly to say …)Grammatical mood: put, look (imperatives – seem to be addressed to each other rather than to the wider audience); have you really?, what’s it going to be like? What do you do? (interrogatives)Comment clauses: typical of informal conversation (y’know, I mean, I think, I guess)Incomplete structures: we’ve got the Queen in the middle of; but she’sPatterning: parallel phrases (people on the river (1) people at the sides; one of the biggest honours if not the biggest honour); parallel clauses for emphasis (she hasn’t sat down she’s standing there); repeated phrases for emphasis (amazing job (1) amazing job) Listing: what’s it going to be like? how are people going to react? (asyndetic)Emphatic stress: thematic nouns (people’s, pride, colour, rain, toilet breaks); modifiers indicating mood (expectant, magical); modifiers reflecting attitude (wonderful, amazing, silly); adverbs (suddenly, literally, shortly); verbs (witnessed, remember)Pauses: grammatical function e.g. marking the end of a grammatical structure some mark hesitation, some create emphasis (and (2) the belfry (.); some give time for the viewers to see a specific feature of the pageantAbsence of micropauses at the end of grammatical unit (often communicating a sense of excitement) Intonation: people’s pageant (raised intonation emphasises presenter’s point)Pitch: belfry (raised pitch indicating awe); yay (raised pitch indicating delight) lowered pitchIncreased volume: WONDERFUL (suggesting enjoyment)Accelerated speech: look out over the river see everybody waving (implies excitement)Pronounciation: kaɪndə/ jə nəʊ (adds to informal chatty tone of delivery) Features of co-operative discourse: tag questions to engage participants); affirmation; complete adjacency pairElision: we’ve, it’s, y’know, dad’s, an.Ellipsis: look out over the river see everybody waving …, some tired rowers out there …

Normal non-fluency: despite the informal tenor, there are surprisingly few examples - kinda, y’know (fillers); the Queen the pride … , it’s simp. I mean I know it sounds … (false start); this is this is, it’s it’s (unintentional repetition); they’re actually they’re genuinely …; reaches just reaching … (self-correction); in his. in history terms (hesitation)Colloquial pronunciation: y’know, gonna, yay, kinda, yeahDiscourse markers: well, right well listen

Text B: Overview: This interaction is more formal with only one commentator interacting directly with the viewers. The focus is on explaining a rather arcane process through the formal naming of participants, ceremonial items and key locations, and through a description of what is taking place. Much of the lexis is subject specific and the formal occasion influences the syntax—despite the fact that the spoken interaction is live rather than pre-recorded, utterances tend to be long, grammatically complete and compound-complex. The tone is reverential and the text is mostly very fluent with pauses marking time for viewers to watch the ritual. Non-fluency features are minimal, but we have a clear sense of the speaker’s voice in places – particularly when the unexpected delay occurs at the end of the extract.

Features of interest that could be analysed and discussed:Terms of address: very formal with title + full name (the Honourable Charles Armstrong-Jones, Viscount Aithrie); military titles (Admiral the Lord Boyce, Air Chief Marshal Sir Stephen Dalton); royal titles (Prince of Wales, Duchess of Cornwall); parliamentary title (Black Rod); informal first name for a colleague (Nick)Vocative: My Lords (first person possessive determiner marking the Queen’s position of authority)Field specific lexis: occasion (Procession in State, State Opening of Parliament); locations (Royal Gallery, Prince’s Chamber); iconic items (Sword of State, Cap of Maintenance)Abstract nouns: honour, duties, ceremonial, authority, sovereignty, security, prideInformal idiomatic expressions: if you like, of course, I have to say, there we areAdjectives (most are high frequency): undeveloped use of modification - first (emphasizing uniqueness of occasion); great (repeated evaluative comment); very important (emphasizing status); little (reducing significance of problem); closed (key to symbolic value of occasion)Adverbs: today, ever, then (time); right (intensifier); slightly, quite (mitigating hedge); normally (emphasis on routine of ceremony)First person pronouns: ‘s (‘us’), we (inclusive references drawing viewers in); me (reference to earlier interaction); comment clauses (I have to say); I’m told (suggestion that the commentator has a live feed of information throughout the broadcast)Second person pronouns: you = in the idiom if you like i.e. creating analogy for viewers Third person pronouns: they (plural – general reference to participants in ceremony); he (referring to Black Rod)

Third person possessive determiners: his daily work, his part of the Palace of Westminster – anaphoric reference to Black Rod, but potential ambiguity caused by the parenthesis (as Nick was explaining) since the proper noun is the closest noun referenceDeixis: there; this (demonstrative determiner); this (demonstrative pronoun) Noun phrases (head in bold): many are proper noun phrases; some are simple (the ante-room, his way); some are modified: the pair of thrones, the signal for Black Rod, the Prince’s Chamber which is the ante-room … just before, a great display of the authority and sovereignty of the Commons Predicative adjective phrase: very unusual (drawing attention to unexpected)Prepositional phrases functioning as adverbials: in seventeen years (time); right along from the Central Lobby, in his part of the Palace of Westminster (place)Verb phrases: head, makes, takes, is (present for statement of fact); was … describing (progressive for on-going actions in the past); has received (perfective for actions in the past with on-going relevance); will take, ‘ll knock (expression of future action)Modal verb phrases: may be (possibility); should have done (indicating advisability/prudence)Passive verb phrases: typical of the formal style - been chosen, to be sent, is given (subject unimportant); carried by (foregrounding object i.e. iconic symbols); to be confronted with closed doors (subject given extra weight in the end position)Syntax: there are a few simple utterances (let’s go back to …’ Black Rod has received the signal), but most are long and loosely coordinated; lots of subordination e.g. because, as (ACl), which (RelCl), the fact that … (NCl); interrupted structures (e.g. because (.) as Nick was explaining (.) this is …)Ellipsis: omissions of grammatical function words e.g. auxiliary verbs (been chosen), determiners (Queen), subject + verb (great view - throws emphasis onto the object); sequences of noun phrases naming people as they appear in shot e.g. the Queen and the Duke of Edinburgh followed by … Parenthesis providing additional information: often separated from the rest of the utterance by pauses e.g. (3) first time in seventeen years (.); (.) as Nick was explaining (.); (.) of course (.) – but no pauses Word order: fronted adverbial (for the first time ever); vocative (My Lords); there we are (idiom)Grammatical mood: let’s go back … (polite imperative – engaging viewers); pray be seated (archaic polite imperative – typical of ceremonial tradition) Comment clauses: I have to say, I suspectPatterning (indicative of the formality of the context): Chiefs of er the Defence Forces the Vice-Chief of the Defence Staff General Sir Nicholas Houghton … (listing of names); first time … first time ever (repetition to highlight significance of occasion); signal (repetition – focus of ceremony); right along … right down (parallelism – directing viewers’ attention to the physical location)Interactive features: let’s, weEmphatic stress: names and titles; adjectives (great, little, closed); key verbs (received, symbolised, confronted); abstract nouns (State, Maintenance, pride, authority)

Pauses: reflect the slow pace of the ceremony and the reverential tone; many are long marking significant moments in the procession, sometimes in unexpected places – perhaps a feature of the commentator’s formal spoken style Intonation: Bertie (rising intonation emphasising listing); way (drawing audience’s attention to what is happening)Pitch: great(implying enjoyment); which is the ante-room if you like(adding extra, non essential information)Slowed speech: General Sir Nicholas Houghton Air Chief Marshal (suggests reverence)Pronunciation: eə/əm (standard pronunciation)Elision: let’s, an., I’m, it’s, he’s (all typical of speech, but many forms are not contracted e.g. she will, have not)Normal non-fluency: few examples – er, um (fillers); a a, what the er what the (unintentional repetition); A. Adrian, e.earlier (hesitation)

3. List of prosodic features included in Unit 4.

KEY TO TRANSCRIPTIONS(.) micropause(15) timed pause (in seconds)(.h) pause with intake of breathca. incomplete word{laughs} paralinguistic features way emphatic stressst. incomplete wordcolou:::rs stretched or prolonged speech // overlapping speech= smooth latch onRAINS increased volumeQueen’s rising intonationLords falling intonationbelfry raised pitchsimplowered pitchaccel speech that is getting faster (underlined)rall speech that is getting slower (underlined)/kaɪndə/ phonemic transcription reflecting pronunciation

4.Photos from starter activity

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5. Annotation: observational vs interpretative approach

7. Below are extracts from student responses to the paper provided. They are all responses to Text A. Put them in order from best to worst, judging how well they use all three AOs.

a) Excitement is created in Text A with the metaphor (employed by MB) ‘wave of energy’ to accentuate the highly ecstatic nature of the crowd, and the nation, as they want to see their queen. The raised intonation on the concrete noun ‘wave’ implies MB’s amazement at the number of spectators. MB also employs a hyperbolic simile- ‘it’s just like a floating cathedral I mean’- to express the grandeur of the scene. The concrete noun ‘cathedral’ has connotations of a massive structure, whereas the dynamic verb ‘floating’ suggests enchantment, implying the fairy tale nature of the scene. The comment clause ‘I mean’ conveys MB’s bewilderment at the scene, emphasised by the micropause, and paves the way for the next declarative utterance- ‘the sound is just magical’- in which the evaluative adjective once again conveys the grandeur and a highly complementary attitude towards the event’s organisation.

b) Text A is spontaneous speech as evidenced by many non fluency features, Back channelling is used throughout. The stative verb and personal pronoun which has been shortened- ‘y’know’ -shows elision to make sure the listener is still paying attention. However this can be viewed as unprofessional. They are not having a conversation with just each other as this implies but the audience as well. The line ‘people ca. people’s pageant’ shows repetition of the collective common noun ‘people’ and the common concrete noun ‘pageant’ and creates a false start carrying the point and further evidencing non scripted speech.

c) Although Text A is based on reporting a very formal event, the lexicalchoices of the speaker seem to suggest otherwise, with there being many examples of colloquial/informal speech. For example, evidence of colloquial pronunciation with elision ‘gənə.’ There are also frequent usages ofanother colloquialism ‘jə nəʊ’ reflecting the accent and dialectical choices of the speakers. As well as this, informal interjection ‘yay’ and contractions such as ‘it’s’ and ‘doesn’t’ again reflect the informality of the speaker. Usually this would be seen as appropriate for a TV show as it adds a lighter informal tone which could be a source of entertainment for viewers. However this particular extract was reporting on a formal event, possibly indicating more formal lexis would have been appropriate, possibly why it received a lot of criticism.

d) Text A starts with Matt Baker stating the declarative, ‘we’ve been waiting for some time.’ The inclusive pronoun ‘we’ve’ suggests Matt is speaking on behalf of everyone who is waiting rather than just himself. This linguistic choice is common for a commentator as it makes the audience feel more included and a part of the community….The colloquial lexis ‘yay! He’s made it’ by Sophie conveys her excitement for the audience. The colloquial ‘yay’ is a way of someone suggesting celebration, therefore this linguistic choice has been used as the commentator is excited.

e) Text A uses features common in spoken T.V. reports. This can be seen in the prepositional phrase in the declarative ‘We’ve got the Queen in the middle.’ This is used due to the setting of the speech being broadcast on live T.V. and so the commentator is informing the wider audience of the Queen’s location in case they were unsure. This also shows the purpose of informing as the commentator is informing the audience. The use of the 2nd person pronoun ‘we’ in the utterance creates a sense of teamwork and pride for the event, creating the idea that everyone in the UK has a say in the matter.

8. Section B Creative Recasting tasks.

a) Using the transcripts presented in Section A as stimulus, answer the following question.

The Mirror Online recently reported that Princess Charlotte, aged 16 months, is to have a nursery specially built for her eight week royal tour of Canada with her parents, The Duke and Duchess of Cambridge and her brother, Prince George. Canadian media is excitedly referring to Charlotte as a ‘superstar,’ and global public interest in the British royal family has risen since the birth of Prince George in 2013 and Princess Charlotte in 2015.

You are a scriptwriter working for Channel 4, and have been asked to write the voiceover for the opening of a Channel 4 documentary about the modern royal family.

Write the voiceover. Aim to write approximately 400 words.

(40 marks)

b) Using the transcripts presented in Section A as stimulus, answer the following question.

In May 2016, Queen Elizabeth II took part in the State Opening of Parliament for the 62nd time. The tradition was originally put in place in the 17th century. Some argue that this antiquated ceremony is out-dated and has no place in the modern world.

You are a journalist working for the Guardian newspaper and have been asked to write an opinion piece criticising the ceremony.

Write the article. Aim to write approximately 400 words.

(40 marks)

c) Using the transcripts presented in Section A as stimulus, answer the following question.

The Guardian recently reported that in 2015, London attracted a record-breaking numbers of tourists, with 31.5 million visitors. London is one of the most popular tourist destinations in the UK. Among the most popular sightseer spots is the ancient Houses of Parliament, or Palace of Westminster as it is also known.

You are a tour guide working for a company that specializes in taking visitors from abroad around sites of interest in London. You have been asked to write

part of the script for a tour of the Palace of Westminster, which has been the home of parliament since Medieval times.

Write the script. Aim to write approximately 400 words.

(40 marks)