web viewwilmslow high school. ocr gce a level english literature student guide

Wilmslow High School

OCR GCE A LEVEL ENGLISH LITERATURE student guide


English Literature A LevelOCR English Literature

Student Handbook & Learning Guide

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AS and A level ENGLISH LITERATURE Course Outlines

Unit Weighting Assessment

AS LEVEL ENGLISH

LITERATURE

Shakespeare and poetry pre-1900

50% of total AS level

Written paper1 hour 30 minutesClosed text60 marks

Drama and prose post-1900 50% of total AS level

Written paper1 hour 45 minutesClosed text60 marks

Unit Weighting Assessment

A LEVEL ENGLISH

LITERATURE

Drama and poetry pre-1900 40% of total A level

Written paper2 hours 30 minutesClosed text60 marks

Comparative and contextual study

40% of total A level

Written paper2 hours 30 minutesClosed text60 marks

Literature post-1900 20% of total A level

Close readingComparative essayNon-examined assessment

Assessment Objectives AO1

Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.

AO3Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

AO2Analyse ways in which meanings are shaped in literary texts.




You will need to show that you have researched and thought about the influences surrounding each of the chosen texts, such as: the writer’s life; the society in which they wrote and how this writing compares to other works written in the same period.

AO4Explore connections across literary texts.

You will need to show how the texts relate to one another and the links and contrasts between texts, offering a detailed comparisons

AO5Explore literary texts informed by different interpretations.

AO4Explore connections across literary texts.

AO5Explore literary texts informed by different interpretations.

Further Guidance on the Assessment Objectives

AO1Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

You will be able to respond imaginatively to the text in question; You should have a good level of awareness of the writer, genre, and other writers from the

same period; You should be familiar with terminology and concepts such as irony, structure, narrative

voice and metre; You should write clearly, ensuring that your spelling, punctuation and grammar are of a high

standard.

AO2Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.

You should be able to read the texts closely and demonstrate an awareness of how each writer creates effects through choices of language, form and structure.

AO3Demonstrate understanding of the significance and influence of the contexts in which literary textsare written and received.




You should show how your reading of the play has been informed by the interpretations of others. These ‘others’ might include recognised critics, film and television interpretations of the texts, or different theatrical interpretations, if the text is a play.

Welcome to English Literature at Wilmslow High School

English literature offers students an exciting, dynamic and challenging programme of study. It is a popular choice for those who have a love of reading and enjoy investigating the texts around them, whether poetry, plays or novels. Through the study of literature you will develop skills of analysis and argument that translate across the curriculum, complementing a variety of other subjects you might choose to study at AS/A level. Furthermore, English literature is a subject regarded highly by universities for the academic rigour and breadth of study it offers.

Literature offers you the chance to explore texts from a wide range of cultures and historical periods. You will study how a text is constructed through language, form and structure, approaching texts as critical readers and learning how different critical approaches and cultural references inform readings.

ExpectationsWe expect a great deal of commitment and enthusiasm from our students and will do our very best to ensure that all students fulfil their potential throughout the AS and A2 courses. You will need to be organised as you will have two teachers and must ensure that your folders are kept up to date with all of the relevant work. If you miss sessions then it is your responsibility to collect the work from the class teacher.

Style of TeachingEnglish literature is taught in relatively small groups and lessons will demand active participation through debate and discussion, presentations and even, on occasions, role play, as well as listening. You will be expected to make well organised and coherent notes.

Taught SessionsYou will have six periods of English literature per week, split between two teachers. You will be expected to attend regularly, to be fully prepared for all sessions and to contribute in a number of ways:

offering ideas and opinions on texts in both whole group discussions and written form making notes on all areas covered in the lesson individual and group presentations

Independent StudyIndependent study is a vital skill in English literature. In order to develop and progress you will need to act upon targets set for you and read widely outside course texts. We expect you to spend time on independent study outside of lessons per week. This will include:




reading and preparing ideas for lessons revision of texts, notes and quotations planning, researching, writing and redrafting coursework essays preparation for group and individual presentationwider reading of related text

AS Component 1: Shakespeare and poetry pre-1900

Key Points: Examined by a written paper lasting one hour 30 minutes Carries 50%of the marks for AS English literature Closed text examination (no texts can be taken into the examination) Worth a total of 60 marks Marked on the basis of five assessment objectives: AO1, AO2, AO3, AO4, AO5

Section 1: Shakespeare

The focus of Shakespeare (Section 1) is the study of one Shakespeare play. Learners will answer one question worth 30 marks from a choice of two on the play they have studied. Both questions require learners to respond in light of a proposition. Answers will be assessed for: AO2(40%), AO1(30%), AO5(20%) and AO3(10%).

Section B: Poetry

The focus of Poetry pre-1900 (Section 2) is the study of one poetry text. Learners answer one question worth 30 marks on the text or collection of poetry they have studied. The question will ask learners to relate a poem (or section of a narrative poem), printed in the examination paper, to the poetry collection (or rest of the narrative poem) as a whole. Answers will be assessed for: AO2 (40%), AO1 (30%), AO4 (20%) and AO3 (10%)

AS Component 2: Drama and prose post-1900

Key Points: Examined by a written paper lasting one hour 45 minutes Carries 50%of the marks for AS English literature Closed text examination (no texts can be taken into the examination) Worth a total of 60 marks Marked on the basis of five assessment objectives: AO1, AO2, AO3, AO4, AO5

Section 1: DramaThe focus of Section 1 is the study of one post-1900 play. Learners answer one question worth 30 marks from a choice of two on the play they have studied. Both questions require learners to respond in light of a proposition. Answers will be assessed for: AO1 (30%) AO3 (30%) AO2 (20%) and AO5 (20%)




Section 2: ProseThe focus of Section 2 is the study of one post-1900 prose text. Learners answer one question worth 30 marks on the prose text they have studied making connections with a thematically linked unseen prose extract. Answers will be assessed for: AO1 (30%) AO3 (30%) AO2 (20%) and AO4 (20%)

A Level Component 1: Drama and poetry pre-1900

Key Points: Examined by a written paper lasting two hours 30 minutes Carries 40% of the marks for A level English literature Closed text examination (no texts can be taken into the examination) Worth a total of 60 marks Marked on the basis of five assessment objectives: AO1, AO2, AO3, AO4, AO5

Section 1: ShakespeareLearners will answer one question worth 30 marks on the play they have studied. The question is divided into two parts. The first part requires close analysis of an extract from the play. The second part of the question asks learners to consider a proposition using their knowledge of the play as a whole. Section A (15 marks) assessed for: AO2 and AO1Section B (15 marks) assessed for: AO1 and AO5

Section 2: Drama and poetryThere will be a choice of six questions, each with a different thematic or literary focus. Learners must choose one question and base their answer on a comparative study with substantial discussion of both texts. In their answers learners must refer to one drama text and one poetry text from the lists of texts set for this section. Answers will be assessed for: AO3, AO4, AO1 and AO5 (30 marks)

A Level Component 2: Comparative and contextual study

Key Points: Examined by a written paper lasting two hours 30 minutes Carries 40% of the marks for A level English literature Closed text examination (no texts can be taken into the examination) Worth a total of 60 marks Marked on the basis of five assessment objectives: AO1, AO2, AO3, AO4, AO5

Task 1: Close reading (30 marks)There will be one unseen prose extract to analyse per topic area.Answers will be assessed for: AO2 (75%), AO1 (12.5%), AO3 (12.5%)

Task 2: Comparative essay (30 marks)




There will be a choice of three questions, one related to each of the two core set texts for the topic area and one general question which will not name a set text. Learners choose one question and write an essay comparing two whole texts, at least one of which must come from the core set text list for the component. The other text may come from the list of suggested set texts .Learners will be expected to range across the texts in their responses.Answers will be assessed for: AO3 (50%), AO4 (25%), AO1 (12.5%), AO5 (12.5%)

A Level Component 3: Literature post-1900

Key Points:

Non-examined unit Two essays with a total word count of 3000 words, excluding quotations, task titles,

footnotes and bibliography Carries 20% of the marks for A level English literature Worth a total of 40 marks Marked on the basis of five assessment objectives: AO1, AO2, AO3, AO4, AO5

Task 1: Close Reading

A close, critical analysis of a section of their chosen text or a poem selected from an anthology or collection. Learners are recommended to select a manageable section of text. Approximately three to four pages of prose or drama or up to 45 lines of poetry are recommended.

The recommended word length is 1000 words, excluding quotations.

Task 2: Comparative Essay

Learners are required to submit an essay which explores contrasts and comparisons between two texts, informed by different interpretations and an understanding of contexts. Quotations from secondary sources, whether different interpretations or contextual material, must be acknowledged by footnotes and a bibliography. This task must be based on two literary texts.

The recommended word length for this task is 2000 words, excluding quotations, task title, footnotes and bibliography.




AS Level Course Outline (Year 12)

Summer task 19th and 20th Century Major Authors

Teacher 1 Teacher 2Autumn 1 Paper 2-Drama and prose

post-1900 ‘A Streetcar Named Desire’

Tennessee WilliamsMinimum of one homework essay

completed

Paper 2-Drama and prose post-1900

‘The Great Gatsby’F Scott Fitzgerald

Minimum of one homework essay completed

Folder scrutiny week w/c 3rd OctoberAssessment week w/c 17th October

Two 45 minutes essays (one on each text)Autumn 2 Paper 2-Drama and prose

post-1900Approaching and linking unseen texts/Introduction to Shakespeare

‘Richard III’Minimum of one homework essay

completed

Paper 2-Drama and prose post-1900

Approaching and linking unseen textsAnthology of extracts


Assessment week w/c 5th DecemberTwo 45 minutes essays (one on each text + unseen)

Folder scrutiny week w/c 14th DecemberFeedback and revisionMock Examination

Spring 1 Paper 1 –Shakespeare and poetry pre-1900Shakespeare‘Richard III’


Paper 1 –Shakespeare and poetry pre-1900

Poetry pre-1900Christina Rossetti


Folder scrutiny week w/c 1st FebruaryAssessment week w/c 13th February

Two 45 minutes essays (one on each text)Spring 2 Shakespeare

Revision Poetry pre-1900

RevisionAssessment week w/c 20th marchFull internal mock (through lessons)

Paper 1: Shakespeare and poetry pre-1900 Paper 2: Drama and prose post-1900Section 1 – Shakespeare (45 minutes) Section 1 – Drama (45 minutes)Section 2 – Poetry pre-1900 (45 minutes) Section 2 – Prose (45 minutes)

Summer 1 Feedback and revision Feedback and revision




Folder scrutiny week w/c 24th AprilAS Examinations

Summer 2 Introduction to Year 13Coursework preparation

A Level Course Outline (Year 13)

Summer task Coursework preparation

Teacher 1 Teacher 2

Autumn 1 Non-examined unit

Comparative coursework essay

‘A Streetcar Named Desire’ and ‘Atonement’ Ian McEwan

Non-examined unit

Close reading

W H Auden poetry

Coursework deadline w/c 24th OctoberAutumn 2 Paper 2

Comparative and contextual study

‘The Adventures of Huckleberry Finn’Mark Twain

Paper 1Drama and poetry pre-1900

‘A Doll’s House’Henrik Ibsen

Assessment week w/c 12th DecemberFolder scrutiny week w/c 12th December

Feedback and revisionMock Examination

Spring 1 Paper 2Comparative and contextual study

‘The Adventures of Huckleberry Finn’and ‘The Great Gatsby’

Paper 1Drama and poetry pre-1900

‘A Doll’s House’ and Christina Rossetti poetry

Assessment week w/c 6th FebruaryTwo comparative essays

Spring 2 Revision Revision




Assessment week (date tcb)Full internal mock (through lessons)

Paper 1: Drama and poetry pre-1900 Paper 2: Comparative and contextual studySection 1 – Shakespeare (1 hour, 15 minutes) Section 1 – Unseen passage (1 hour, 15 minutes)Section 2 – Poetry and drama pre-1900 Section 2 – Comparative essay (1 hour 15 minutes)(1 hour, 15 minutes)

Summer 1 Feedback and revision

Summer 2 A Level Examinations

Attainment Tracker: AS

ALPS Grade

Baseline assessment essay marks: October, Year 12Paper 2: Drama and prose post-1900 Section 1: Drama/30 marks Section 2: Prose /30 marks Total: /60 marks

Mock examination marks: January Year 12Paper 2: Drama and prose post-1900

Section 1: Drama/30 marks Section 2: Prose /30 marks Total: /60 marks

Mock examination marks: March Year 12Paper 1: Drama and poetry pre-1900Paper 2: Drama and prose post-1900

Paper 1: Section 1 – Shakespeare /30

Paper 1: Section 2 – Poetry pre-1900 /30

Total/60

Paper 2: Section 1 –Drama /30

Paper 2: Section 2 - Prose Total/60




Attainment Tracker: A2

AS grade

ALPs Grade

Mock Examination: Spring Year 13

Paper 1: Drama and poetry pre-1900Paper 2::Comparative and contextual study

Paper 1: Section 1 Shakespeare Part a) /15Part b) /15

Paper 1: Section 2 Drama and poetry pre-1900 /30

Total/60

Paper 2: Section 1 /30 Paper 2: Section 2 /30 Total/60

Non-examined unit: Literature post-1900

Close analysis: /15 marks Comparative essay: /25 marks Total: /40 marks




Independent Study Tracker

As an A level student you must be self-motivated. In addition to lessons you should be spending at least 4 hours per week working on homework or independent study. Use this tracker to help you structure your independent learning.

Activity Unit Date Time spent

Wider reading: The LRC has a wide range of texts to aid you in further reading. Additionally, you can read EMag and English Review magazines.

Writing up class notes:Add to them, check them, look up unfamiliar terms/references, check spellings, highlight, colour-code AOs, add supporting quotations etc.

Practise writing essays: Answer a new question and/or have another go at a previous attempt. Look at target(s) and relevant mark scheme(s) to see how you can improve/hit target. Practise planning, writing and checking answers/or partial answers to sample questions under pressure.Timed responses. Remove yourself from any distractions and set the clock to develop exam techniques

Peer study session: Get together with classmates/friends from the other literature classes(Pairs/small groups are likely to be most productive). Discuss past papers, share notes, practise essay technique, peer assess work; advise each other on areas you find difficult etc.




TV/Film//Audio/Web: There are endless texts about your set texts and authors available in these media.

Learning by rote:Learn quotations for all externally examined sets textsMake sure that you are familiar with all of the key terminology by learning them using the glossary

Organising Notes and Resources

All students must purchase an A4 ring-bound folder in which to keep:

1. All lesson notes (with clear dates and titles)2. Any additional resources given out by your teacher3. Marked essays4. Wider reader notes5. Your copy of the course handbook

At least once a term, your folder will be monitored to ensure that you are managing your resources effectively. The dates for the folder checks are marked on the course outline and on the table below.

It is your responsibility to ensure that your folders are available for checking during these weeks: if you fail to produce your folder, then you will be referred for further monitoring.

Date of monitoring

(Year 12)

Notes (organised with dates and titles)

Marked essays

Course handbook (attainment tracker completed to date)

Evidence of wider reading

WWW/EBI




Glossary of Literary Terms




AS English Literature: Shakespeare and poetry pre-1900: Section 1 – ShakespeareLevel

AO2 (40%) AO1 (30%) AO5 (20%) AO3 (10%)

Analyse ways in which meanings are shaped in literary texts

Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression

Explore literary texts informed by different interpretations.

Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received

Level 6(26-30)

Well developed and consistently detailed discussion of effects (including dramatic effects) of language, form and structure.

Excellent and consistently effective use of analytical methods. Consistently effective use of quotations and references to text, critically addressed, blended into discussion

Excellent and consistently detailed understanding of text and question. Consistently fluent and accurate writing in appropriate register. Critical concepts and terminology used accurately and consistently. Well structured, coherent and detailed argument consistently developed

Well developed and consistently detailed discussion of effects of language, form and structure.

Excellent and consistently effective use of analytical methods and consistently effective use of quotations and references to text, critically addressed, blended into discussion

Consistently developed and consistently detailed understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.

Level 5(21-25)

Developed and good level of detail in discussion of effects (including dramatic effects) of language, form and structure. Good use of analytical methods.Good use of quotations and references to text, generally critically addressed

Good and secure understanding of text and question. Good level of coherence and accuracy of writing, in appropriate register. Critical concepts and terminology used accurately. Well-structured argument with clear line of development.

Developed and good level of detail in discussion of effects of language, form and structure.

Good use of analytical methods and good use of quotations and references to text, generally critically addressed.

Good, clear evaluation of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.

Level 4(16-20)

Generally developed discussion of effects (including dramatic effects) of language, form and structure. Competent use of analytical methods.Competent use of illustrative quotations and references to support discussion.

Competent understanding of text and question. Clear writing in generally appropriate register. Critical concepts and terminology used appropriately. Straightforward arguments competently structured.

Generally developed discussion of effects of language, form and structure.

Competent use of analytical methods and competent use of illustrative quotations and references to support discussion.

Competent understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.

Level 3(11-15)

Some attempt to develop discussion of effects (including dramatic effects) of language, form and structure. Some attempt at using analytical methods.Some use of quotations/references as illustration.

Some understanding of text and main elements of question. Some clear writing, some inconsistencies in register. Some appropriate use of critical concepts and terminology. Some structured argument evident, lacking development and/or full illustration.

Some attempt to develop discussion of effects of language, form and structure. Some attempt at using analytical methods and some use of quotations/references as illustration.

Some understanding of the significance and influence of contexts in which literary texts are written and received, as appropriate to the question.

Level 2(6-10)

Limited discussion of effects (including dramatic effects) of language, form and structure. Description or narrative comment; limited use of analytical methods.Limited or inconsistent use of

Limited understanding of text and partial attempt at question. Inconsistent writing, frequent instances of technical error, limited use of appropriate register.

Limited discussion of effects of language, form and structure.

Description or narrative comment; limited use of analytical methods and limited

Limited understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.



OCR GCE A LEVEL ENGLISH LITERATURE student guidequotations, uncritically presented. Limited use of critical concepts

and terminology. Limited attempt to structure discussion; tendency to lose track of argument.

or inconsistent use of quotations, uncritically presented.

Level 1(1-5)

Very little or no relevant discussion of effects (including dramatic effects) of language, form and structure. Only very infrequent phrases of commentary; very little or no use of analytical methods.Very few quotations (e.g. 1 or 2) used (and likely to be incorrect), or no quotations used.

Very little or no connection with text; question disregarded. Persistent serious writing errors inhibit communication of meaning; very little or no use of appropriate register. Persistently inaccurate or no use of critical concepts and terminology. Fragmentary discussion.

Very little or no relevant discussion of effects of language, form and structure. Only very infrequent phrases of commentary; very little or no use of analytical methods and very few quotations (e.g. 1 or 2) used (and likely to be incorrect), or no quotations used.

Very little reference (and likely to be irrelevant) or no understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.

Level AO2 (40%) AO1 (30%) AO4 (20%) AO3 (10%)Analyse ways in which meanings are shaped in literary texts

Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression

Explore connections across literary texts

Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received

Level 6(26-30)

Well developed and consistently detailed discussion of effects of language, imagery and verse form.Excellent and consistently effective use of analytical methods.

Consistently effective use of quotations and references to text, critically addressed, blended into discussion

Excellent and consistently detailed understanding of text and question. Consistently fluent and accurate writing in appropriate register. Critical concepts and terminology used accurately and consistently. Well structured, coherent and detailed argument consistently developed

Excellent and consistently detailed analysis of connections across the text.

Consistently developed and consistently detailed understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.

Level 5(21-25)

Developed and good level of detail in discussion of effects of language, imagery and verse form. Good use of analytical methods.Good use of quotations and references to text, generally critically addressed

Good and secure understanding of text and question. Good level of coherence and accuracy of writing, in appropriate register. Critical concepts and terminology used accurately. Well-structured argument with clear line of development.

Good, clear analysis of connections across the text.

Good, clear evaluation of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.

Level 4(16-20)

Generally developed discussion of effects of language, imagery and verse form. Competent use of analytical methods.Competent use of illustrative quotations and references to support discussion.

Competent understanding of text and question. Clear writing in generally appropriate register. Critical concepts and terminology used appropriately. Straightforward arguments competently structured.

Competent discussion of connections across the text.

Competent understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.

Level 3(11-15)

Some attempt to develop discussion of effects of language, imagery and verse form.Some attempt at using analytical methods.Some use of quotations/references as illustration.

Some understanding of text and main elements of question. Some clear writing, some inconsistencies in register. Some appropriate use of critical concepts and terminology. Some structured argument evident, lacking development and/or full illustration.

Some attempt to develop discussion of connections across the text.

Some understanding of the significance and influence of contexts in which literary texts are written and received, as appropriate to the question.

Level 2(6-10)

Limited discussion of effects of language, imagery and verse form.

Description or narrative comment; limited use of analytical methods.

Limited understanding of text and partial attempt at question. Inconsistent writing, frequent instances of technical error, limited use of appropriate

Limited attempt to develop discussion of connections across the text.

Limited understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to




Limited or inconsistent use of quotations, uncritically presented.

register. Limited use of critical concepts and terminology. Limited attempt to structure discussion; tendency to lose track of argument.

the question.

Level 1(1-5)

Very little or no relevant discussion of effects (including dramatic effects) of language, form and structure. Only very infrequent phrases of commentary; very little or no use of analytical methods.Very few quotations (e.g. 1 or 2) used (and likely to be incorrect), or no quotations used.

Very little or no connection with text; question disregarded. Persistent serious writing errors inhibit communication of meaning; very little or no use of appropriate register. Persistently inaccurate or no use of critical concepts and terminology. Undeveloped, very fragmentary discussion.

Very little or no relevant discussion of connections across the text.

Very little reference (and likely to be irrelevant) or no understanding of the significance and influence of the contexts in which literary texts are written and received, as appropriate to the question.


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