OCR A-Level English Language: language in the media (Component 02 Section B) overview quiz quiz

AO5 creative writing only, where you produce an original media text from a stimulus brief and editorial purpose

AO1 (analysis) and AO3 (context and representation), with AO4 in comparative tasks

Timed multiple-choice recall of named media theorists, the years they published, and the key terms each of them coined

Spelling, punctuation and grammar accuracy assessed in isolation from any analysis

Deliberately randomised word order designed to confuse the reader

A complete absence of any intended target audience, readership or addressee

Compressed, attention-grabbing headlines using puns and emotive lexis

Strict avoidance of all images, graphics and visual layout

A man-made fabric used in the physical printing and binding of glossy magazine pages and covers

A prescriptive grammatical rule governing pronoun agreement in formal writing

A type of decorative headline font favoured by tabloid newspaper subeditors

Simulating a personal, one-to-one relationship with a mass audience through inclusive address

As a construction built through lexis, transitivity, voice and presupposition, with its ideology read

By simply paraphrasing what the text states, point by point, in your own words

By assuming all media coverage is wholly neutral and free of any slant, agenda or selective framing whatsoever

By counting the total number of words and reporting the running tally

It is not important to analysis at all, since quoting is a routine convention

It constructs a hierarchy of credibility, shaping whose version of events the text carries

Quotation is purely decorative within a media text and carries no representational weight or slant whatsoever

Only the headline matters, so the choice of quoted voices can be safely ignored

Bias in media texts is genuinely impossible to identify or argue for

The phrase is far too long and wordy to fit within a timed essay answer

It asserts a slant without the features that construct it

Media texts are never biased, so the claim is automatically false

As degraded, lazy writing that signals a worrying decline in literacy standards

As wholly identical to formal written prose, governed by the same fixed conventions

As impossible to analyse using established linguistic frameworks or methods

As an adaptive blend of spoken and written (computer-mediated communication)

They substitute for the prosody, expression and gesture that carry tone in speech but are absent in text

They are just simple decorative pictures added for fun, with no real bearing at all on the meaning being conveyed

They have no meaning of any kind and contribute nothing analysable to the message

They reliably replace whole sentences, so the surrounding words become redundant

It is always purely spoken in nature, regardless of how the text is produced

It sits between purely spoken and purely written, blending features of both

It is always purely written, sharing nothing at all with the features of speech

The concept of mode simply does not apply to anything produced online

Listing every single linguistic feature you can possibly spot, one after another, without any real analysis of effect

Summarising the content of the text faithfully and in as much detail as the time allows

A focused, integrated analysis weaving feature, concept and context around how the text positions its audience

Writing the greatest possible number of words to demonstrate effort and stamina

Summaries are always too short to fill the time allotted for the response

The actual content of the media text does not matter to the examiner at all, only its visual layout does

It is explicitly forbidden by the rubric and is automatically penalised

It retells what the text says rather than analysing how its features and design work on the reader

Analysing one text then the other starves AO4 (connections across texts)

It always ends up far too detailed and overruns the time available for the task

Comparison across the two texts is not actually required by the comparative task

It inevitably forces the candidate to use far too much technical terminology