AS ENGLISH LANGUAGE AND LITERATURE

L.O: To understand the structure and assessment objectives for LL1.To plan a presentation on terminology

Language Literature

Title: Defining Lit and Lang

Language Literature

Vessel for communicationAgreed between peopleSpoken or written

Written worksBeauty of languageHas an emotional effect

The study of language and literature has a set of terminology and clear frameworks we will use for analysis.

WHAT WE’LL DO THIS YEAR

LL1 – Exam preparation (2 ½ hour written paper 80 marks)

Critical reading of literary and non-literary texts

Section A: Poetry pre-1900 plus an unseen textYou will answer one of two questions.

Section B: ProseRead two prose texts: Choose one from two questions

LL2 COURSEWORK

The unit is based on a folder of work of approximately 3,000 words, comprising three pieces in total, each of approximately 1,000 words. Candidates are required to produce:

(a) one literary piece of original writing(b) one non-literary piece of original writing(c) one commentary on both pieces of original writing.

SECTION A: POETRY PRE-1900 PLUS AN UNSEEN TEXT

In this section you will be asked to compare one of the poems from the Anthology with an unseen text.

Over the next term we will be analysing the poems from this anthology in detail.

The unseen text can be from any genre so to prepare for this we will focus on learning the terminology and skills of analysis.

WHAT YOU ARE ASSESSED ONAO1 (16/40) AO2 (8/40) AO3 (16/40)

Select and apply relevant concepts and approaches from integrated linguistic and literary study, using appropriate terminology and accurate, coherent written expression.

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in a range of spoken and written texts.

Use integrated approaches to explore relationships between texts, analysing and evaluating the significance of contextual factors in their production and reception.

PUPIL FRIENDLY AOSAO1 (16/40) AO2 (8/40) AO3 (16/40)

WORD LEVEL

FORM & STRUCTURE

SENTENCE LEVEL

Word level/LexisModifiers, Register Word classes (e.g. pronouns, verbs, abstract nouns)Lexical sets ConnotationsStandard/Non-standard features/Dialect/Idioms/ArchaismsLiterary and Rhetorical techniques including: metaphor, simile, allusion, imagery, symbolism, personification, anthropomorphism, pathetic fallacy, listing, antithesis, paradox, oxymoron, juxtaposition, tripling, repetition, hyperbole, litotes, apostrophe 

Form and structure/DiscourseGenre, narrative stance (first person, third person, second person address), narrative voice, dialogue, verse type e.g. sonnet (Petrarchan/Shakespearean), ballad, lyric, free verse, epistolary form, prose/verseOrder of content; development of ideas/argument, chronology, juxtaposition of content, chapters, flashback, stanza structure (couplet; quatrain, sestet, octave, enjambment, caesura, volta) rhyme scheme, metre, scansion, enjambment, turn-taking, pausing, non-fluency, overlapping, latching 

PhonologyAccent/Pronunciation e.g. elision,phonemes //, plosives, fricatives, sibilants,IPA, Received Pronunciation, regionalaccents. .Prosodic features (loudness, stress, pitch, intonation, etc.)Sound alliteration, assonance, rhyme(couplets, masculine, half-rhyme, eyerhyme), rhythm, iambic and trochaic feet,sound effects, onomatopoeia, )Typography –Font, PunctuationOrthography Graphemes <>Pictorial elements, Use of colour 

Sentence level/GrammarSentence typesSyntax (word order)(especially: parallelism, foregrounding; end focus; nonstandard features) Mood (Declarative, Interrogative,Imperative)Tense, Standard/Non-standard features/Dialect Ellipsis

 

StyleYour own written and spoken expression has an impact on how your ideas are perceived by others. Always use an appropriate style and register for the context in which you are writing or speaking. Punctuation and vocabulary need to be used accurately. 

When we analyse texts we are primarily exploring meaning.Without keeping the focus on meaning, you will be feeding the examiner a dry cone of frameworks. But without the cone, you are likely to end up with meaning melting and running through your fingers. Yuk!Remember: you can get ice creams with different scoops of flavour: always try to explore different ways of reading a text. 

MEANING

Phonology & Typography

OverviewCONTENT; CONTEXT; AUDIENCE;ATTITUDES; PURPOSE; TEXT TYPE;

TONE; THEMES 

NEXT LESSON

In groups you will be preparing to teach the rest of the class about the terminology you have been given.

You will need to produce a detailed definition for each of your terms.

Try to come up with interesting ways to help your classmates remember the terminology.

Present your work as a PowerPoint, video or Prezi and have something such as a worksheet to share with the class.

Tasks:

a) One piece of writing must be literary, inspired by the candidate’s wider independent reading.b) The second piece must be non-literary: journalism, reviews, information texts, etcc) Candidates will be required to produce a commentary of approximately 1000 words.

The commentary formally assesses candidates’ understanding of their choices of content, form, and style in both pieces of the original written work, making points of comparison and contrast between them.

READING RIVERS

REVIEW

Based on your reading river, consider the Genre of writing that most interests you.

Do you have a story in mind that could be used as the inspiration for your literary piece?

Come to class prepared to share your ideas.