Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes

Cambridge A‑Level English Language 9093 – Syllabus Notes (2027‑28)

Table of Contents

1. Road‑map to the Syllabus
2. Aims & Key Concepts
3. Subject Content Overview
4. Assessment Overview & Weighting
5. Assessment Objectives (AOs)
6. Paper‑by‑Paper Specifications
7. Analytical Framework – Checklist
8. Register, Tone & Style – Quick Reference
9. Sample Language‑Analysis (Public‑Health Poster)
10. Mark‑scheme Overview (Paper 3)
11. Practice Tasks
12. Suggested Flowchart

---

1. Road‑map to the Syllabus

This note follows the structure set out in the Cambridge 9093 syllabus:

1. Aims & Key Concepts – what the course intends students to achieve.
2. Subject Content – the four main content areas.
3. Details of the Assessment – entry routes, papers, timings, and weighting.
4. Assessment Objectives (AOs) – official definitions and their weighting.
5. Paper‑by‑Paper specifications – focus, format and AO coverage.
6. Analytical tools – checklist, register guide, sample analysis, mark scheme.
7. Practice & revision resources – tasks and visual aids.

---

2. Aims & Key Concepts

Aims of the Programme (summarised)

• Develop an appreciation of the richness and diversity of English.
• Enhance the ability to read, analyse and evaluate a wide range of non‑literary texts.
• Enable students to write effectively, creatively, accurately and appropriately for varied audiences and purposes.
• Foster critical understanding of language as a social, cultural and cognitive tool.

Cambridge Key Concepts (six)

Concept	What It Encompasses	Relevant Papers / AOs
Text & Context	How purpose, audience, genre and sociocultural context shape meaning.	Paper 1, 2, 3 – AO1, AO3, AO5
Meaning & Style	Lexical, grammatical, phonological and discourse choices that create tone and effect.	All papers – AO3, AO4
Audience	Identifying and responding to the expectations, knowledge and attitudes of a specific readership or listenership.	Paper 2, 3 – AO2, AO5
Creativity	Use of imaginative language, rhetorical devices and original ideas to engage or persuade.	Paper 2 – AO2, AO5
Diversity	Variation in register, dialect, gender, ethnicity, age and multimodal representation.	Paper 4 – AO1, AO3
Change	Historical and contemporary language change; mechanisms of change; impact on usage.	Paper 4 – AO1, AO4

---

3. Subject Content Overview

The syllabus is organised around four content areas (Paper 4 topics) that together develop the key concepts above.

1. Language Change
2. Child Language Acquisition
3. English in the World (World Englishes, sociolinguistic variation)
4. Language & the Self (identity, discourse, code‑switching)

---

4. Assessment Overview & Weighting

Entry Routes (2027‑28)

Route	Components	Qualification Awarded
AS‑only	Paper 1 (Reading) + Paper 2 (Writing)	AS Level
Staged‑A (AS + A)	AS papers + Paper 3 (Language Analysis) + Paper 4 (Language Topics)	Full A‑Level (AS + A)
Full‑A (no AS)	Papers 1‑4 (all)	Full A‑Level

Paper Timings & Weightings

Paper	Title & Focus	Time	Weighting (of total A‑Level)	AO Coverage
Paper 1	Reading – non‑literary texts (articles, reports, ads, multimodal)	2 h 15 min	20 %	AO1, AO2, AO3, AO4, AO5
Paper 2	Writing – produce a piece for a specified audience & purpose	2 h 15 min	30 %	AO1, AO2, AO3, AO4, AO5
Paper 3	Language Analysis – analyse language, structure & visual features of a non‑literary text	2 h 15 min	30 %	AO3, AO4, AO5
Paper 4	Language Topics – specialised A‑Level topics (see Section 3)	2 h 15 min	20 %	AO1, AO3, AO4, AO5

AO Weighting (A‑Level)

AO	Weighting % (overall)
AO1 – Reading & Understanding	15 %
AO2 – Writing	20 %
AO3 – Analysis of Form, Structure & Language	25 %
AO4 – Linguistic Knowledge	20 %
AO5 – Synthesis & Evaluation	20 %

---

5. Assessment Objectives (Official Definitions)

• AO1 – Reading & Understanding: Identify and interpret explicit and implicit meaning in a range of non‑literary texts.
• AO2 – Writing: Produce a well‑structured piece of writing for a specified audience and purpose, using appropriate register, tone and style.
• AO3 – Analysis of Form, Structure & Language: Explain how linguistic and visual features create meaning, affect tone and influence the audience.
• AO4 – Linguistic Knowledge: Demonstrate knowledge of grammar, phonology, morphology, semantics, pragmatics and sociolinguistics and apply this knowledge in analysis.
• AO5 – Synthesis & Evaluation: Combine information from different sources, evaluate the effectiveness of language choices and suggest alternatives where appropriate.

---

6. Paper‑by‑Paper Specifications

Paper 1 – Reading (20 %)

• Two non‑literary texts (one multimodal) – 1200‑1500 words total.
• Tasks: comprehension, analysis, evaluation, and synthesis.
• Assesses all five AOs.

Paper 2 – Writing (30 %)

• One compulsory task (e.g., article, report, brochure) and one optional task from a choice of three.
• Word‑limit: 300‑400 words (compulsory) + 200‑250 words (optional).
• Focus on AO2 with secondary demands on AO1, AO3‑AO5.

Paper 3 – Language Analysis (30 %)

• One source text (≈ 150 words) plus a short response (150‑200 words).
• Four directed questions requiring identification, explanation and evaluation of language features.
• Assesses AO3, AO4, AO5 (plus AO2 for the short response).

Paper 4 – Language Topics (20 %)

• Two compulsory questions, each drawing on one of the four specialised topics.
• Each answer 250‑300 words.
• Assesses AO1, AO3, AO4, AO5.

Command‑word Quick‑Reference

Command word	What the examiner expects
Analyse	Break down the text and explain how language creates meaning (AO3).
Evaluate	Judge the effectiveness of language choices, giving reasons (AO5).
Compare	Identify similarities and differences, linking back to purpose/audience (AO1, AO5).
Discuss	Present a balanced argument, using evidence from the text (AO5).
Explain	Give a clear, reasoned account of a feature’s effect (AO3).
Write	Produce an original piece for a specified audience/purpose (AO2).

---

7. Analytical Framework – Expanded Checklist

Aspect	What to Look For	Possible Impact on Meaning / Audience
Lexis (Vocabulary)	Word choice, connotations, jargon, emotive language, collocations	Creates tone, evokes emotion, signals audience, frames ideology
Grammar & Syntax	Sentence length, complexity, clause type, voice, modality, nominalisation	Controls pace, authority, inclusivity, formality
Morphology	Derivational/inflectional affixes, compounding, word‑formation processes	Signals register, creates neologisms, emphasises concepts
Phonology (Sound)	Alliteration, assonance, rhyme, rhythm, onomatopoeia, stress patterns	Enhances memorability, mood, persuasive force, oral impact
Semantics & Pragmatics	Denotation vs. connotation, figurative language, speech acts, implicature, politeness strategies	Shapes interpretation, builds relationships, directs action
Sociolinguistic Variation	Dialect, register, gendered language, age‑related forms, code‑switching	Positions speaker, appeals to specific groups, reflects identity
Discourse Structure	Paragraphing, sequencing, headings, signposting, cohesion devices	Guides reader, clarifies argument, builds coherence
Visual & Layout Features	Typography, colour, spacing, images, icons, graphs, multimodal integration	Attracts attention, reinforces message, targets demographic

---

8. Register, Tone & Style – Quick Reference

• Formal register: Precise vocabulary, complex sentences, passive constructions, limited contractions.
• Informal register: Contractions, colloquialisms, direct address, conversational syntax.
• Persuasive tone: Rhetorical questions, imperatives, repetition, emotive adjectives, appeal to values.
• Descriptive tone: Sensory language, vivid imagery, metaphor, varied sentence rhythm.
• Neutral / Expository tone: Objective language, balanced presentation of facts, minimal emotive language.

---

9. Sample Language‑Analysis (Public‑Health Campaign Poster)

Excerpt: “Every 5 seconds, a child loses a tooth because of sugary drinks. Choose water – your smile will thank you.”

1. Lexis: “Every 5 seconds” creates urgency; “loses a tooth” is vivid and alarming; “choose water” uses an imperative to prompt action.
2. Grammar & Syntax: Present simple (“loses”, “choose”) gives immediacy; conditional “your smile will thank you” personalises the benefit.
3. Morphology: Singular “tooth” intensifies individual impact; “sugary” as an attributive adjective foregrounds the cause.
4. Phonology: Alliteration in “sugary drinks” draws attention; the sharp rhythm of “5 seconds” mimics a ticking clock.
5. Semantics & Pragmatics: Threat‑benefit structure (negative consequence → positive alternative) motivates behavioural change.
6. Discourse Structure: Two‑sentence format: problem statement followed by solution, making the message clear and memorable.
7. Visual / Layout: Bold red font for the statistic, blue for the call‑to‑action – colour contrast signals urgency vs. calm solution.
8. Impact on Audience: Targets parents (concern for children’s health) and encourages a simple, achievable behavioural change.

---

10. Mark‑scheme Overview (Paper 3 – 12 marks)

Band	Criteria	Typical Marks
5–6 (Excellent)	Insightful, detailed analysis; sophisticated evaluation; consistently appropriate register; accurate linguistic terminology.	9–12
3–4 (Good)	Clear analysis with reasonable detail; sound evaluation; generally appropriate register; minor terminology slips.	5–8
1–2 (Limited)	Superficial analysis; limited evaluation; occasional register errors; frequent terminology inaccuracies.	1–4

---

11. Practice Tasks

1. Language Analysis (Paper 3 style): You are given a 120‑word excerpt from a political speech. Identify three linguistic features from the checklist, explain their effect on the audience and evaluate their suitability for the speaker’s purpose.
2. Writing (Paper 2 style): Write a 180‑word persuasive leaflet encouraging teenagers to reduce screen time. Use at least four of the features listed in the analytical framework and adopt an informal, persuasive register.
3. Peer Review: Exchange your analysis with a classmate. Using the checklist table, give one specific strength and one area for improvement, citing evidence from the text.

---

12. Suggested Diagram – Flowchart “From Reading to Proofreading”

• Read & Annotate → Identify Key Features → Plan Structure → Write Introduction → Develop Body Paragraphs → Conclude → Proofread

Students can sketch this flowchart on the back of a practice sheet to visualise the process for Paper 3 and Paper 2 tasks.