Language, Structure and Form [1]
Cambridge Assessment Streamlines Cambridge OL English Language 1123 Syllabus Furthermore to Cambridge AS & A Language & Literature.
Written by bunPeiris
Cambridge Assessment International Education, by encompassing another Assessment Objective [AO] that the students “demonstrate understanding of how writer achieve effects and influence readers”, (Cambridge Assessment International, Cambridge O Level English) now streamlines Cambridge OL English Language [1123] syllabus furthermore to Cambridge AS & A Language [9093] and Literature in English [9695]: “We have made changes to our Cambridge O Level English Language syllabus to improve how learners demonstrate their knowledge, understanding and application in English.” (Cambridge Assessment International, Cambridge O Level English).
The heart of matter in Education being the application of learned subjects in situations diverse, the vitality of the new AO could hardly be left without a comment. Application refers to the “use of abstractions in particular and concrete situations” (Bloom 1956). Levels of learning as explicated in Bloom’s taxonomy features remembering, understanding, applying, analyzing, evaluating, and creating in ascending order. While remembering presents the lowest level of learning, creation of course, showcases the learner’s or practitioner’s highest level of learning. Simply, have look at your mobile, stop taking features therein for granted, and think of the numerous ways the creation of it has transformed the life. On Tuesday, the 9th of January 2007, introducing iPhone, Steve Jobs gushed of his three in one: a widescreen iPod with touch controls, a revolutionary mobile phone and a breakthrough internet communications device. Mr. Jobs called it “revolutionary and magical product.” Today, in 2022, fifteen years since then, and more than 2 billion phones later, he was right to the boot. The job of the human race is to contribute towards the benefit, the progress and the ascendancy of humanity. https://www.youtube.com/watch?v=Etyt4osHgX0
View Mr. Jobs marketing his magical product. Think of his contribution to the humanity. Enjoy Mr. Jobs’ scintillating presentation entertaining and enlightening the audience. Learn of Power of oratory. Learn of Power of language. Learn of Power of discourse. His speech is studied in universities for CDA [Critical Discourse Analysis] alongside Martin Luther King’s masterpiece of a speech, “I Have a Dream.” Do you have a dream? Would you love to hold an audience enthralled as Mr. Jobs & Mr. King did? That’s talk, rhetoric and discourse. You need to learn to talk the talk and walk the walk. Read.
Returning from Mr. Jobs’ creation in micro-technology, to the subject matter of syllabus improvement at Cambridge, it is obvious, the definitive expected result would be that students who sit for Cambridge OL English Language [1123] from 2024 onwards are bound to perform better in AS & A Level English Language [9093] and Literature in English [9695] examinations. The prime matter or the real deal in the competence in English is superior command in writing since it reveals nothing less than your very capacity in critical thinking presented in formalized form. Plain and simple. Either you have it, or you don’t. If you don’t, then you learn it. If you gain a superior command in English, then you are well equipped to do a post graduate degree in a university. Read.
Close at heels, or next in vitality to writing is reading: your quick comprehension of the writer’s message to the readers, amidst whom you are only one among the crowd, unless you shoot valid questions in single shot mode, if not bursts of fire, since comprehension is not an end in itself, but a beginning of more questions, taking you to the next higher level of learning. Written communication skills and public speaking skills are among the transferable skills. These are life skills. These are “help yourself” skills. Raise your sails, ride the oceans of language and the world is all yours. You will have your name nailed to the mast forever; you will have your colors flown; You will become a key player in your trade. Steve did his job. He did fly his colors. Three times: Mackintosh in 1984; iPod in 2001; iPhone in 2007. The heavens or destiny favors those mortals who help themselves, unlike the almighty god, who claims to help those who help others. You like it, black, don’t you? Yes, black coffee is good for you. Wake up, get up and read literary novels in English, as if there’s no tomorrow. That’s the time tested path to superior command in English. Read Literary Novels for superior command of English.
Since such is the vitality of language in real world, the concepts of Language, Form and Structure has played a prominent role in English language as well as literature syllabuses of Cambridge and Pearson Edexcel. Sri Lanka’s national syllabus for English AL [In common parlance, National AL Literature paper, but not National AL General English paper at all] has given these concepts a certain level of recognition in its “unseen text” though still falls far behind in terms of depth of content. It’s all in the depth of what you read. Therein is the literary value of a work of literature. Literary value does not mean the values expressed or implied in a text by the writer. Literary value refers specifically to how the reader can attribute worth to a text in terms of its attempt in unravelling the strands of human condition. Leave the surface meaning and get to the deeper meaning. Get to the depth. Read Literary Novels for superior command of English.
On the surface, Jonathan Swift’s Robinson Crusoe is merely an adventure story. On the deeper level it is an absorbing tale of conflicts of man versus faith, man versus nature, man versus solitude. The human yearns for divine help; seeks benefits from and struggles against nature; loves company and hates living in isolation. So, now you see, Robinson Crusoe is not simply an adventure story. It’s a literary novel. Read Literary novels for superior command of English.
The path to deeper layers of meaning in a work of literature lies in analyzing how the writer uses the Language, Form and Structure to achieve effects in the reader and influence the reader. Influencing the people is no small beer. It’s no less than power over the people. That’s how the politicians, corporate businesses and mass media go about their deception and exploitation of the masses. That is the ultimate extension of the language studies done in universities: CDA [Critical Discourse Analysis. CDA in the end, illuminates how the language has become a weapon of political, corporate businesses and mass media power houses that influence and deceive, mislead and profit, mount propaganda and help all interested parties to sucking the blood of the suffering masses. One doesn’t need to search too far in political and corporate business arenas. Manifestations of same is found in day to day life, albeit in a minor scale in contrasting contexts. Even a seemingly innocuous statement, for example, by a school teacher can unknowingly influence a parent misguiding in his/her thinking.
Girls are as good as boys at math.
[1] Are you pleased or surprised?
[2] Or are you offended that the statement carries the implication that being good at math is more
common or natural for boys than girls?
[3] Do you think the statement can subtly perpetuate sexist stereotypes to the effect that boys
ought to be better in Math?
There goes the vitality of language. Then again, while Cambridge AS & A English Language [9093] features Language, Form and Structure furthest extent possible, Cambridge OL English Language 1123, quite inexplicably, has failed to grant due importance to Language, Form and Structure in its syllabus for decades. It is only beginning with year 2024, that Cambridge OL Language [1123] Reading paper would be featuring “use of Language” encapsulating Language, Form and Structure to some extent although not quite to the level manifested in Edexcel OL English Language: “demonstrate understanding of how writers achieve their effects and influence readers”; recognize and respond to linguistic devices, figurative language and imagery” (Cambridge Assessment International, Syllabus Cambridge O Level) Herein is a definitive move that not only enhance the quality of content in syllabus but also results in streamlining Cambridge OL (1123) with AL English Language (9093) & AL Literature in English (9695). The concept cannot get any better, though content will have to be developed and redeveloped in the backdrop that excellence has no limits.
Cambridge International AS and A Level English Language (9093) itself states the importance of learning language features:“Through their study, learners will develop an ability to read and analyze material, gaining further knowledge and understanding of English language features and issues. Learners will also develop the skills of writing clearly, accurately, creatively and effectively for different purposes and audiences.” (Cambridge International AS and A Level English Language (9093)) Competence in identifying the techniques that is being read, gets automatically transferred to your writing. Writing, indeed, is characterized by the concepts of Language, Form and Structure. Language (words and phrases inclusive of literary devices), Form (type of text) and structure (the order of ideas in a text) are the methods used by writers to create effective settings, characters, dialogues and narratives and thereby in the process, develop the theme, the central idea of the work of literature.
• Language
Exploring the variety and use of language in literary texts. Identifying literary techniques and explaining how their use contributes to a reader’s analysis and understanding of the text.
• Form
Considering the ways in which writers use – or depart from – conventions of literary forms of prose, poetry and drama and how those inform meaning and effects.
• Structure
When analyzed in reading: the organization of a text or passage, its shape and development and how this contributes to the readers’ understanding of its meaning and effects.
When used in writing: the construction of a relevant and supported argument appropriate to the question.
In order to develop an outstanding analytical approach to literary passages, focusing upon the form, language and structure, the students need to sharpen their competence in identifying literary devices on the double, in quick time. Practice will make you perfect. The more literary devices you recognize, better you comprehend the text as a whole. Still more, when literary devices presenting descriptions, enhancing comprehension and adding depth and color to the text, the reader would be able to connect with the work on a deeper, more intimate level. That is by means of linking the inferences to the theme, setting or characters of the work of literature. The end result is an array of interpretations of a single work of literature. Read Literary Novels.
Sir, what’s inference?
“I break down every year when this time comes around,
I already know how it looks like in town
Merry Christmas, babe, you don’t come home,
Merry Christmas, darling, watch me from above.
I turned down a date, oh! dear
I wish some snow could heal my sorrow
Unsteady this month,
My heart And it prays for a smile
සීතලෙන් මිදිලා කඳුලේ
සිහිනයේ නුඹ මැවේ
ආදරෙයි තාමත් සොඳුරේ
නැතත් මා අසලේ
Merry Christmas, babe: Yohani Diloka de Silva
https://www.youtube.com/watch?v=oNdsoXYkTMc
Now, tell me, what’s happened to Yohani’s babe?
He has passed away.
Ah! You said that. I didn’t say. And you are right to the boot. Bull’s eye. So, there you are. Inference is making your own conclusions upon the text based upon the evidence available in the text itself.
Now, what’s the point here?
Inference is one of those merry tricks that you do all the time. What I have just done is feeding you a name, a term to call that one of your regular merry tricks of life.
Now, what’s the merry situation here?
Quite a few of merry tricks that we do in language or literature, are already in your joyful repertoire of merry tricks in day to day life, regular interaction with fellow human beings
Now, what’s the merry matter here?
What I have just done is beginning to enrich you with literary terminology. When you have a name, a term for each and every one your merry tricks, many merry matters get in streamlined, easy piecey.
How is inference different from observation?
Oh!, that’s a nice question. inference is a process that calls for cognitive ability, that is capacity to “reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience” (Plomin, 1999), whereas observation is a process that involves the five sensory perceptions, i.e. Visual (seeing) Auditory (hearing) Tactile (touch) Gustatory (taste) and Olfactory (smell).
Ok, Ok, We got it, now, what’s the difference between inference and interpretation?
An Interpretation is an Inference from a specific Point of View. Two people might have the same facts, but with different Points of View, they may arrive at different themes.
What’s the theme of Romeo and Juliet?
Love conquers all.
What do you mean by that?
In spite of the ancient family rivalry, death of Mercutio and Tybalt and banishment of Romeo, Juliet marries Romeo and consummate their marriage. They overcome all obstacles.
That’s fine. A valid argument. Anymore ideas?
Our lives are pre-ordained or pre-programmed: The almighty god, the heavens or karma determines our destiny.
That’s scary, isn’t it, that we have no say in our lives? Why do you say so?
Yes, Romeo and Juliet fall in love at sight in one evening, overcome all problems, get married and consummate their marriage in the next day. But, doesn’t Juliet cry, “Can heavens be so envious?” (3.2.40) Don’t the “star-crossed” lovers commit double suicide in the following night? Don’t Romeo, committing suicide to join Juliet in death, cry, “Then I defy you stars”?
Oh! That’s brilliant, well, well, well, now, on Romeo and Juliet we have two themes which are equally valid. Oh! What’s a wonderful world, sorry, class! I love you immediately, eh!
The theme of teledrama “Koombio” [Sinhala: “The ants” with the metaphorical meaning “suffering masses working hard for the survival”] is
[a] When you are immersed in a national cause, you will have no life of your own.
[b] Once you are sunk in the love of your country, you might have to disown your loves.
[c] Once you kill one, there’s no end.
Well, the first two themes are same. Third theme is an altogether a different one.
Can you bring evidence from the tele-drama and argue?
Sure, like hell, sir.
How do you arrive at the theme [the central idea] of a work of literature?
Follow Language, Form and Structure making inferences all the way. You will perceive the text in your way. In the process, you identify a literary technique, think how it might be linked to a theme, setting or character. With such an approach, you will arrive at the theme.
| Literary device | Definition | Example | Effect on the reader |
| Metaphor | A comparison made without using ‘like’ or ‘as’. | Hiruni is a rose. | The reader/audience realizes that the girl, Hiruni is gorgeous. Hiruni is presented as pretty as a rose. |
| Simile | A comparison made using ‘like’ or ‘as’ to create a vivid image | Hiruni is like a rose. | The reader/audience realizes that the girl, Hiruni is gorgeous. Hiruni is presented as pretty as a rose. |
“Elder brother, who is that rose?”
Tiran Anthony [Andrew Pulle] shoots Jehan Fernanado [Thumindu Dodantenne] in Sinhala teledrama Koombio [Sinhala: The ants] (years 2017-2018) with a probing question referring to Hiruni Jayawardena [Yureni Noshika], a lissome lass with matchless grace.
Comparing the girl in the previous scene to a rose reminds the viewer of the beauty of her.
https://www.youtube.com/watch?v=BXwE_lh0JHA&list=PL8zwuXdtgTA2Fc65hpQ0hKMrvETfBtTEI&t=712s
Apart from the literary devices metaphor and simile, as outlined above, and many others, it is interesting to notice that the same word can have two levels of meaning depending upon the context of the text, i.e. literal and figurative.
Literal: when a word is used with its regular meaning, we say that it is used in a literal sense or literal meaning.
Figurative: when a word is used with a special, non-literal meaning, we say that is used in a figurative sense or with a figurative meaning
| Literal language | Figurative language |
| Pineapple is so sweet, we need to sprinkle red chili powder onto it. | She is such a sweet girl, the whole class loves her. [sweet=good natured] |
| Two catamarans sailed gracefully into the riviera. | My sister sailed through the exam with 9 As. [sailed=passed without any difficulty at all] |
| Kitchen knives ought not be too sharp. | Hers is a very sharp mind. [sharp=critical, intelligent] |
| My brother combed his hair before he went out. | The soldiers combed the jungle in trying to locate the terrorist camp. [combed= searches thoroughly] |
What are literary devices?
Literary devices include literary elements and literary techniques used by the writers to enhance or elaborate aspects of a work of literature.
Literary elements are “big-picture” literary devices that extend throughout the entire work, such as exposition, conflict, topic, theme, point of view, rising action, climax, falling action, mood, and tone.
Literary techniques
Among the many types of literary techniques some are used primarily in poetry, while many others are used in prose. Most common are diction [word choice], imagery and metaphor.
Bottom Line
Summarized assessment objectives of these syllabuses can be tabulated as follows.
| Syllabus | AO | Assessment Objective |
| Cambridge O Level English Language [1123] | R4 | Demonstrate understanding of how writers achieve effects and influence readers. |
| Cambridge O Level Literature in English [2010] | AO3 | Recognize and appreciate ways in which writers use language, structure and form shape meaning and effects. |
| Cambridge AS & A Level English Language [9093] | AO3 | Analyse ways in which writers ‘choices of language, form and structure and shape meaning and effects |
| Cambridge AS & A Level Literature in English [9695] | AO2 | Analyse ways in which writers ‘choices of language, form and structure shape meaning and effects |
Writers achieve effects and influence readers. The end result is power. As CDA [Critical Discourse Analysis] illuminates us, language is a weapon. Human condition is such, all crave for power. The political powers influence and swindle; Corporate businesses deceive and racketeer; mass media becomes bias and mounts propaganda. All these vampire power houses operate now in their own ways, then in unison too only to rip the suffering masses into ribbons.
bunpeiris@gmail.com
Next
What are literary devices and techniques and what are the effects on the reader and what is the difference between the two?
What is “Unseen text”?
How do the students answer the questions [unseen or studied yet passage reproduced/passage-oriented] on the English Language Reading papers in Cambridge, Edexcel and Unseen text in Sri Lanka’s National AL English [Literature]?
For the continuation of this article please go to Language and Structure 2
