English Language (9670) | Language and social groups: writing

Welcome to Language and Social Groups: The Academic Argument (Section B)

Hi there! You've successfully analyzed texts in Section A, focusing on how different social groups use language. Now, in Section B, you take on the role of a language expert. This section requires you to write a comprehensive academic essay arguing a specific point about the relationship between language and social behaviour. Don't worry—it’s not about finding the "right" answer, but about building a strong, evidence-based argument.

This chapter will equip you with the knowledge to structure that powerful argument, using the data you analyzed in Section A as your key evidence.

1. Understanding the Task: Academic Argument (3.2.2)

The core focus of Section B is demonstrating your ability to write a structured, high-level discussion. You must take an aspect of language use by social groups (like power, identity, or rapport) and discuss it critically, supported by linguistic evidence.

What is an Academic Argument Essay?

• It is not a summary of the texts.
• It is not creative writing.
• It is a formal essay where you make a central thesis (your main claim) and defend it systematically using examples drawn from the provided data (the texts from Section A).

Key Requirement: Your discussion must connect back to the core social dimensions that influence language use, as identified in Section 3.2.1.

2. Core Sociolinguistic Concepts for Argumentation

To write a strong essay, you must master the social dimensions that cause language variation. These themes should form the basis of your thesis and your body paragraphs.

A. Expressing Identity and Group Membership

Social groups use language to signal who is "in" and who is "out." Your argument might focus on how a text’s language reinforces a specific identity.

• Key mechanism: Jargon (specialist vocabulary) or slang (informal, transient lexis).
• Example: If the texts use specific technical terms related to a hobby (like gaming or finance), you can argue that this specialized lexis serves to mark group membership and simultaneously excludes outsiders.
• Concept to Use: Covert Prestige – Language use that is valued within a specific social group, even if the general public deems it "incorrect" or "uneducated." This strongly expresses identity.

B. Claiming Power and Status

Language is a tool used to exert control, demand respect, or establish authority. Arguments focusing on power are often strong because the linguistic features are usually clear (e.g., grammar and discourse structure).

• Assertion of Power: Using imperatives (commands), modal verbs of necessity (must, shall), or a formal, hierarchical discourse structure (like a boss speaking to an employee).
• Claiming Status: Using formal titles, complex, high-register lexis, or highly structured syntax to project expertise and authority.
• Did you know? In many institutional settings, people exert power simply by controlling the topic or the turn-taking (Discourse features).

C. Constructing and Maintaining Relationships (Rapport)

If the data shows cooperative or friendly interaction (or even conflict), you can argue about how language creates or damages group rapport and shared perspectives.

• Building Rapport: Using inclusive pronouns (we, us) to create solidarity, using informal ellipsis (omitting words) to show familiarity, or using shared references (intertextuality).
• Maintaining Relationships (Politeness Theory): When arguing about relationships, consider how speakers navigate 'face'. They use language to protect their own dignity (positive face) and avoid imposing on others (negative face).
• Analogy: If two friends use nicknames and inside jokes in a written chat, they are using language to actively maintain their relational bond.

D. Creative Play and Performance

Sometimes, language is used simply for entertainment, fun, or aesthetic purposes, especially in online or casual group settings.

• Features of Play: This often involves deviations from standard English (non-standard spelling or graphology), heavy use of figurative language (metaphors, hyperbole), or creative mixing of language styles (code-switching).
• Performance: Language can be used to perform an identity or put on a "show" for the group, like telling an exaggerated story or using irony.

3. Structuring Your Academic Argument: Step-by-Step

A well-structured academic essay has three main components: Introduction, Body Paragraphs, and Conclusion.

Step 1: The Introduction (Setting the Scene)

This is where you clearly state your position (your thesis).

• Hook: Briefly introduce the general topic of social groups and language (e.g., "Language acts as a powerful tool for social categorization...").
• Context: Briefly mention the texts from Section A and the overall context (e.g., "The provided data, focusing on [Topic], illustrates this dynamic...").
• Thesis Statement (The Crucial Sentence): State your main argument clearly. This should directly answer the essay question and set the scope for the rest of your essay.
  Example Thesis: "While the data initially suggests that the group uses specialist lexis primarily for group rapport, a deeper analysis reveals that these linguistic choices are ultimately driven by an underlying need to assert status within the broader community."

Step 2: Developing Body Paragraphs (Using the Evidence)

Each body paragraph should focus on one specific aspect of your argument. We recommend the Point, Evidence, Explanation, Link (PEEL) structure.

P - Point: State the key idea of the paragraph (e.g., "One primary way the group expresses solidarity is through informal grammatical constructions.").

E - Evidence (The Texts): This is where you bring in your analysis from Section A. Quote or reference specific linguistic features from the data. Be precise! (e.g., "For instance, Text 1 repeatedly uses the minor sentence ‘Got it.’, indicating assumed knowledge and a rapid pace of interaction.")

E - Explanation/Analysis: Explain *why* that linguistic feature supports your point and how it links to the social behaviour. (e.g., "This elliptical style requires high mutual understanding, thereby strengthening the group rapport and excluding those who would require explicit grammatical framing.")

L - Link: Briefly summarize the impact and link back to your overall thesis. (e.g., "Therefore, the grammar of omission functions as a powerful marker of established in-group identity.")

Step 3: The Conclusion (Reiterating the Thesis)

Do not introduce new evidence here. This section summarizes your findings and offers a final, comprehensive statement.

• Restate Thesis: Rephrase your original thesis in a definitive way, acknowledging the complexity of the issue.
• Summarize Main Points: Briefly recap the evidence you used (e.g., "Through analysis of lexis, grammar, and graphological choices, it is clear that...").
• Final Insight: Offer a final, powerful statement about the nature of language and social groups in the context of the data.

4. Integrating Linguistic Levels into the Social Argument

A good academic argument uses the full "toolkit" of language levels (see syllabus Section 3) to explore how social behaviour manifests in the writing.

When discussing Social Group Behaviour, look for the following evidence:

Lexis and Semantics (Words and Meaning)

• Argument Focus: Identity/Rapport. Look for shared lexis (words only the group understands).
• Linguistic Feature: Use of jargon, technical terms, specific metaphors, group nicknames.

Grammar (Structure)

• Argument Focus: Power/Status. Look at how sentence structure reflects hierarchy.
• Linguistic Feature: Frequent use of active voice (taking responsibility), passive voice (avoiding responsibility), complex or simple sentence structures, use of modal verbs (e.g., using "must" to assert power).

Graphology (Visual Appearance)

• Argument Focus: Play/Performance/Emphasis. How is the text visually presented?
• Linguistic Feature: Use of capitalization (for emphasis or shouting), emojis, font choices, layout, use of italics or bolding (to show attitude or tone).

Discourse (Extended Communication Structure)

• Argument Focus: Relationships/Cohesion. How does the text hang together?
• Linguistic Feature: How topics are introduced, use of discourse markers (e.g., "So, anyway," "Moving on..."), use of rhetorical questions to engage the audience.

Quick Review: The Three Pillars of Your Essay

To ensure you meet the 9670 criteria for this writing task, ask yourself these three questions:

1. Is my argument academic?
(Am I using objective language and critical concepts like 'covert prestige' or 'discourse of power'?)

2. Is my argument focused on social groups?
(Am I linking my analysis directly to identity, status, power, or rapport?)

3. Is my argument supported by specific data?
(Have I used precise quotes and explained the linguistic feature—Lexis, Grammar, etc.—of those quotes?)

By focusing on these pillars and structuring your analysis rigorously, you will successfully transition from analyzing language to arguing about its crucial role in society.