1. How do we set out our writing?
Spoken language study

2. Introduction 1. Brief and concise opening line that shows your understanding of how language changes. 2. Outline Purpose of transcript A and B. -setting -people -context 3. Summarise the main reasons why language was adapted within the transcripts and outline the features that you will be discussing

3. Main Body: Sentence Stems
Despite both being teenagers,
As this is a rehearsed/spontaneous conversation...
If these girls were to speak in a formal context...
However, when speaking to someone of a higher authority...
The girls try to disguise...
Unintentionally _________ uses...
Repeatedly, the Head says...
The students modify their language because...
Here language is adapted as a result of...
The balance of power does change as...
During the conversation it becomes apparent
The relaxed use of accent and dialect is most apparent/strongest when...
The absence of discourse markers shows that...

4. Paragraphing:
Unintentionally the girls use “well” as a filler. Each repeats this filler so many times that it becomes more of a “security word”, an opportunity to recollect their next point or question. There are also other fillers and non-verbal sounds that stop the conversation running smoothly and lead to prolonged and uncomfortable silences.

5. Paragraphing:
The student’s accent and dialect are also heard in the conversation. “Cos” is used as an abbreviation and reveals the speaker’s youth because it is a common abbreviation often used today by teenagers. Despite this, the teacher also uses elision with the word “gunna” which seems to influence the student’s language choices as he also begins to use elision too, only pronouncing certain parts of words and seeming more relaxed in the situation.

6. Essay Structure
Think about and discuss how the following are included/shown in the pieces.
Questions – use of questions – planned /spontaneous etc
Power – interruptions, overlaps, fillers hedges
Emotions - Discomfort / Anxious / Careful/ Excited / Relaxed / Humour / Exaggeration.

7. Main Body: Sentence Stems
Point:
-Transcript A and B have very different introductions
-The speaker’s use of questioning is interesting for many reasons.
-Conversations contain many flowing and fluid examples of power and control...
-There are many clues in the conversations about who seeks to dominate and control
-Based on several examples of spontaneous language features, it’s easy to see who feels comfortable and uncomfortable.
-Questions are an interesting feature of spontaneous speech as they are used in different ways....
-The teenagers are influenced by the language of choices of those around them in many ways
-Despite both being teenagers
If these girls were to speak in a formal context...
The students modify their language because...
The relaxed use of accent and dialect is most apparent/strongest when...
The balance of power does change as...
Evidence:
-Evidence of this is best exemplified when...
-This is clearly shown in Transcript ___ where Student ___ says
-This point is perfectly demonstrated when____
-In Transcript ___, evident of this is seen when_____
Explain:
-This quote clearly shows...
-This line from transcript ___ clearly demonstrates...
-Reading into this quote further, it could be argued that...
-It is clear to see that Girl A/B feels __________ because
-Here language is adapted as a result of...
-The absence of discourse markers shows that...
-However, when speaking to someone of a higher authority...
-As this is a rehearsed/spontaneous conversation...
- Here the girls try to disguise the fact that they feel...

8. Remember to conclude!
Sum up your findings in the conclusion by re-stating your main points/ findings.
You should also personalise your response by suggesting how and where you yourself might have used/experienced the points being mentioned. This is also evidence that the points you have made do occur in everyday examples of spoken language.