The Language used in School Reports

Use of adverbs

The use of adverbs is apparent throughout the whole database of reports. “However” is used on a number of occasions in the final section. This is a conjunctive adverb, connecting the two clauses and shows comparison of one pupil’s varying classroom performance/behaviour. Other commonly used adverbs to describe the pupil’s working style in the final section are “quickly”, “generally”, “quietly” and “consistently.” These appear to fine-tune the text.

Analysis 1 - Discourse of the whole report

All reports that were produced before the National Curriculum began in 1989 are separated into main headings, for example, “English” followed by the teacher’s comments on all aspects of the subject. In reports post 1989, English is referred to as “Literacy” as in line with the National Curriculum. An interesting practice of post 2000 report layout is the subheadings used within one subject. Within the subject Mathematics, there are the subheadings of “Number”, “Using and Applying”, “Shape and Measures” and “Handling Data.” These are the main topics that the curriculum requires all schools to follow. The use of them on the report makes it far easier for parents (who may not be aware of the requirements) to understand what their child is doing and how they are getting on in each aspect of the subject. This reflects the emphasis on teaching with a set agenda in modern teaching.

The structure within the final comments section of the report usually begins with a positive comment, for example “Gary mixes well with others.” This may aim to encourage the pupil and show the teacher is aware of any positive attributes. However, following this positive start a there is often a negative comment, regarding behaviour or a weak subject is stated, “apart from history.” The ending of this section, evident in almost all reports, goes back to a positive comment or a target for the pupil to work towards “She must try to improve her Geography result in the future.” This shows that the teacher has made and communicated clear target

 The register used is vital in school reports. As a once or twice annual occurrence, they are the opportunity for parents to see how their child is getting on at school and considered as very important, therefore a formal register is adapted.

In the earlier handwritten reports the teachers emphasise key words by underlining, for example “No progress.” It would be possible to do the same using ICT, however there are no instances of word-processed reports doing so. This may be a result of teachers not wanting to appear too negative, alerting the parents to a major problem that could cause them to come into the school and make an issue out of it which the teacher would wish to avoid. It is clear that the report has become more informal, shown by the use of the child’s first name whereas in the past the child would have been referred to by their surname in their report. There is an asymmetrical situation between the writer (teacher) and their audience (parents) as the teacher has the power to comment both positively and negatively on their child’s academic performance and social behaviour. The asymmetrical situation was more of an issue in the past and it is widely believed that respect for the teaching profession has declined in recent years. Pupil behaviour and lack of respect for authority is a current issue that did not apply when reports in the database pre-2000 were produced

The teacher also possesses instrumental power through her job status. This, in theory, has remained the same throughout time.

Analysis 1 - Face

Although the “face theory” was developed for the spoken mode, its principles are relevant to school reports. The teacher has their “face” to protect as a professional and uses language to protect themselves from the parent who is reading their child’s report and must also show respect for their pupil’s face. This is mainly done through the use of euphemistic language such as “has a fair share of ability she is not yet making use of.”

This concept also applies to the child’s parent who may see any harsh comments about their child’s school life as a face threatening act to themselves. The idea of saving face is more evident in the more modern reports, most likely due to the educational context.

Euphemistic language is used throughout the reports in order to protect this face. This is the teacher is saying is negative but they use language to make the statement less harsh as to not threaten the face of a parent or pupil.

Terms of address can be used by the teacher to protect their face. The final section, in reports from 1990’s onwards, almost without exception begins with the student’s forename and with the repetition of this beginning most sentences. This shows knowledge and close contact with the pupil, making the teacher appear to have personal knowledge of each child in their class.

Hedging is also a common feature, with cautious language used for any negative opinions expressed by the teacher. This may be used to avoid disagreement with a parent. Likewise, complimenting and praising the child is a positive politeness strategy used by the teacher.

Subject specific lexis is far more common in post-2000 reports. The reason for this increase may be due to the more open approach that schools have adapted, with parents nationally receiving leaflets about the National Curriculum that include much educational jargon. Consequently, parents are much better informed. The teacher can use this lexis to accommodate the reader, although this is a very fine balancing act as if the parent doesn’t understand the jargon, they may feel their face is being threatened. It also cannot be ruled out that a teacher can deliberately make use of educational jargon to threaten a particular parent’s face.

Modal verbs are frequently used to protect the teacher’s face. These soften the overall tone of the report .They express a degree of meaning about what is being stated and can imply meaning to various final comments.

“Must” is frequently used in the final section of the report. For example “He must concentrate with his mathematics” and “She must try and improve her geography result in the future.” These indicate to the pupil and parent what subjects have been highlighted as an issue in the report and consequently what the pupil should certainly focus on. In a recent report, “must” is used less, however there is an example “Lucy must continue to maintain the level of effort she has put into her work this year.” A reason for more common use of the modal “can” being included in modern reports may be the increasing need for the teacher to protect what they are stating and their face. This is because if a teacher makes a bold statement that suggests that the child can most certainly do something or achieve a grade, and for some reason they fail to do so, the parents cannot go to the teacher with the report and accuse them of providing false information. “Most pleasing” and “most acceptable” are common phrases in 1970’s reports, creating a more formal comment.

Analysis 2 – Final comments section

Final Comments Section

1 - “Gary mixes well with others but is easily led into talking and wasting time” 1977 – This sentence starts positively, the conjunction “but” leading into less positive aspects of Gary’s behaviour.

2 - “Gary is a likeable, lively lad. He obviously is confident where English is concerned but he must concentrate with his mathematics. Good luck in his new school.”1978 – Again, the final comment begins on a positive note with the use of two adjectives “likeable” and “lively” to describe his social skills. When referring to academic achievement, the use of the auxiliary verb “must” conveys that mathematics needs to be a priority subject for him, as he is relatively weak at Maths. It appears that the teacher has recommended an action that Gary could take in this final section although she is really commenting upon his ability. The final well-wishing comment draws a suitable conclusion to the final comment and the report as a whole.

3 - “Cheerful, reliable, co-operative and popular member of the class. Tracey has a fair share of ability which she is not yet making full use of.” 1976- The use of four positive adjectives at the beginning clearly indicates to the reader that this pupil has many good attributes. “fair share” is informal language within the context of the report which has a generally formal register. The pronoun “which”, separates the positive and negative elements of this sentence. “Yet” implies that she needs to make use of this ability to succeed.  

This was written by her class teacher and following it is a comment from the headmaster. The way in which the headmaster has made the final comment, so having the “final say” on the report suggests that he has the most power. It is ultimately an endorsement of the subject teachers comment from higher above.

4 - “A very satisfactory final year’s effort. She should do well at her new school if she makes a consistent determined effort. Best wishes.” – This is an overall more positive statement than the class teacher’s, using the adverb “very”, to emphasise her final years effort. The modal  auxiliary verb “should” indicates that making a “consistent determined” effort is something she should do. However, it can also suggest that it is not certain that she will do well, as she tries at her work, but not all of the time.

5 - “On the whole, Gary’s grades have shown a general slackening off since last year! This trend must not be allowed to continue but only Gary can bring about any improvement.” This is an exclamatory sentence, which is rarely used throughout the reports due to the expected formal register. Once again, the class teacher makes a summary statement before the head teacher. In this instance (1981/82), they are named “House Tutor” and “House Master.” This will be a result of the school incorporating an individual house system, with all pupils ‘belonging’ to a house. It is clearly evident in reports from the nineties onwards that a house system is no longer used in schools, with children belonging to their own year group class instead and their tutors being referred to as “Class teacher” and “Head Teacher.”

6 - “Elaine tries hard at times but lacks confidence and is inclined to give up. She must be determined to apply herself.” 1969 - The tutor has attempted to include a positive statement in this final comment, possibly not to dishearten Elaine and acknowledge that her efforts are noted. The idiom “at times” suggests that there are however times when she doesn’t try hard.  A Headmasters comment follows “I hope she will.” This short sentence is supportive of the teacher of who will be one of his staff. Time constraints may also play a part in this instance because the head-teacher will have all of their school pupil’s reports to comment upon

7 - “Lucy must continue to maintain the level of effort she has put into her work this year…Lucy is one of the most mature pupils in the class”2004 –The use of the superlative “most”, these are used more often in modern reports to inform the parent of their child compared to their peers.

Conclusion

Although I expected a change in the school report over time, the results surprised me as the change was greater than expected. I think the main reason for this is the educational context of the time the report was written with child behaviour, national curriculum and parental involvement factors all playing a vital role in the language used. The idea of the teacher protecting their face influences much of the language used. Certain language features regularly appeared throughout the reports and this shows that despite the changes in education, certain features of the report remain the same.

Despite the typical view that school reports are formulaic, my investigation has proved otherwise and highlighted the changes in education over the past 65 years.

Evaluation

My database of school reports ranged from 1940’s to 2000’s to allow me to study the language used and change in the reports over this period of time. The reports are in chronological order for easy reference.

After acquiring and reading through my database, I decided to place a focus on the final comments section as this was a common feature of all reports and would allow for a detailed analysis. Although practical restrictions would not allow, a more extensive range of school reports from earlier on, such as the 1930’s would have proved useful due to the Second World War context. Also, a wider database of reports would make my investigation more precise and avoid any anomalies.

Appendix 1 - Data

1a -All data

1b – Final Comments Extracts

Appendix 2 – Research into relevant educational context affecting the time period of the reports