English Literature Year 12 2020-21 - Student guide - Name: Form: Abbey College, Ramsey
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Abbey College
English Literature
Year 12
2020-21
Student guide
Name:
Form:
1|PageThe English Literature Course
Component 1: Drama *Paper code: 9ET0/01
● Externally assessed
● Availability: May/June
● First assessment: 30% of the total qualification
Overview of content Students study:
● one Shakespeare play and one other drama from either tragedy or comedy – both
texts may be selected from one or both of these categories.
● critical essays related to their selected Shakespeare play. Students’ preparation is
supported by Shakespeare: A Critical Anthology – Tragedy or Shakespeare: A Critical
Anthology – Comedy.
Overview of assessment
● Written examination, lasting 2 hours and 15 minutes.
● Open book – clean copies of the drama texts can be taken into the examination.
The Critical Anthology must not be taken into the examination. ● Total of 60 marks
available – 35 marks for Section A and 25 marks for Section B.
● Two sections: students answer one question from a choice of two on their studied
text for both Section A and Section B.
● Section A – Shakespeare: one essay question, incorporating ideas from wider
critical reading (AO1, AO2, AO3, AO5 assessed).
● Section B – Other Drama: one essay question (AO1, AO2, AO3 assessed)
Component 2: Prose. *Paper code: 9ET0/02
● Externally assessed
● Availability: May/June
● First assessment: 20% of the total qualification
2|PageOverview of content
You will study:
Two prose texts from a chosen theme. At least one of the prose texts must
be pre-1900.
Overview of assessment
● Written examination, lasting 1 hour.
● Open book – clean copies of the prose texts can be taken into the
examination.
● Total of 40 marks available.
● Students answer one comparative essay question from a choice of two on
their studied theme (AO1, AO2, AO3, AO4 assessed).
Component 3: Poetry *Paper code: 9ET0/03
● Externally assessed
● Availability: May/June
● First assessment: 30% of the total qualification
Overview of content
Students study:
● poetic form, meaning and language
● a selection of post-2000 specified poetry and
● a specified range of poetry from:
either
● a literary period (either pre- or post-1900)
or
● a named poet from within a literary period. Overview of assessment
3|Page● Written examination, lasting 2 hours and 15 minutes.
● Open book – clean copies of the poetry texts can be taken into the
examination.
● Total of 60 marks available – 30 marks for Section A and 30 marks for Section
B.
● Two sections: students answer one question from a choice of two, comparing
an unseen poem with a named poem from their studied contemporary text and
one question from a choice of two on their studied movement/poet.
● Section A – Post-2000 Specified Poetry: one comparative essay question on an
unseen modern poem written post-2000 and one named poem from the studied
contemporary text (AO1, AO2, AO4 assessed).
● Section B – Specified Poetry Pre- or Post-1900: one essay question
(AO1, AO2, AO3 assessed).
4|PageAssessment objectives
These are the five assessment objectives for English Literature. Please get to
know them and ensure that you excel in all four areas.
Articulate informed, personal and creative responses to
AO1 literary texts, using associated concepts and terminology,
and coherent, accurate written expression.
AO2 Analyse ways in which meanings are shaped in literary texts.
AO3 Demonstrate understanding of the significance and
influence of the contexts in which literary texts are written
and received.
Explore connections across literary texts.
AO4
Explore literary texts informed by different interpretations.
AO5
5|PageSample exam questions: Paper 1 Drama Othello 7 Explore how Shakespeare presents the disturbing aspects of human nature in Othello. You must relate your discussion to relevant contextual factors and ideas from your critical reading. (Total for Question 7 = 35 marks) OR 8 Explore Shakespeare’s presentation of betrayal in Othello. You must relate your discussion to relevant contextual factors and ideas from your critical reading. (Total for Question 8 = 35 marks) A Streetcar Named Desire, Tennessee Williams 23 Explore the presentation of desire in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors. (Total for Question 23 = 25 marks) OR 24 Explore Williams’s presentation of illusion and reality in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors. (Total for Question 24 = 25 marks) Paper 2 Prose Science and Society Texts Pre-1900: Frankenstein, Mary Shelley; The War of the Worlds, H G Wells Post-1900: Never Let Me Go, Kazuo Ishiguro; The Handmaid’s Tale, Margaret Atwood EITHER 7 Compare the ways in which the writers of your two chosen texts present characters responding to adversity. In your answer you must consider the following: • the writers’ methods • links between the texts • relevant contextual factors. (Total for Question 7 = 40marks) OR 8 Compare the ways in which the writers of your two chosen texts present anxieties about scientific development. In your answer you must consider the following: • the writers’ methods • links between the texts • relevant contextual factors. (Total for Question 8 = 40 marks) 6|Page
Paper 3 Poetry SECTION A: Post-2000 Specified Poetry Read the poem on page 2 of the source booklet before answering ONE question. Write your answer in the space provided below. 1 Read the poem Somewhat Unravelled by Jo Shapcott on page 2 of the source booklet and re-read On Her Blindness by Adam Thorpe, from the Poems of the Decade: An Anthology of the Forward Books of Poetry 2002–2011 (page170). Compare the methods both poets use to explore the effects of growing old. (Total for Question 1 = 30 marks) OR 2 Read the poem Somewhat Unravelled by Jo Shapcott on page 2 of the source booklet and re-read Please Hold by Ciaran O’Driscoll, from the Poems of the Decade: An Anthology of the Forward Books of Poetry 2002–2011 (page 132). Compare the methods both poets use to express strong emotions. (Total for Question 2 = 30 marks) Answer ONE question on your chosen text. Write your answer in the space provided. You must select a poem from the prescribed list for your studied collection. The poems are listed in Section B of the source booklet on pages 4 to 14. Victorian Poet: Christina Rossetti Prescribed text Christina Rossetti Selected Poems, editor Dinah Roe 17 Explore the ways in which Christina Rossetti describes the lives of women in Passing and Glassing and one other poem. You must discuss relevant contextual factors. (Total for Question 17 = 30 marks) OR 18 Explore the ways in which Christina Rossetti deals with loss in Remember and one other poem. You must discuss relevant contextual factors. (Total for Question 18 = 30 marks) 7|Page
What we expect from you Punctuality English lessons are briskly paced and there is a full syllabus to cover. It is essential that you arrive at lessons on time. Lateness is disruptive to your own and others’ learning and to the teacher’s delivery of the lesson. Absence You should aim to attend all lessons; every English lesson is different and important. If, however, absence is unavoidable it is your responsibility to find out what you have missed, read the relevant material, write up any notes and undertake the missing homework. Do not expect your teacher to re-deliver the lesson to you personally, but after you have done the reading and written up the notes, speak to him/her if you are unsure about anything or have any questions. If you know in advance that you will be absent from a lesson you should inform your teacher or obtain his/her permission as appropriate. Deadlines must be met. Due dates for homework tasks will be given out by your teacher. If there are circumstances which unavoidably prevent you meeting a deadline you should discuss this as early as possible with your teacher. Work that misses the deadline may not be marked. Learning environment One of the exciting aspects of studying English is the opportunity it affords for discussion and debate, often about important and emotive issues. You will learn far more if you engage with ideas and challenge others. Long after all the details of a particular day have been forgotten, you will remember your own questions and responses, so be ready to ask as well as answer. Remember - don’t ever be shy about asking questions; if you thought of it, so did someone else in the class. Creating a constructive learning environment depends on everyone - yes that means you - doing the necessary reading and being prepared to use your thinking skills. It also means you have to focus on the topic and not whisper or chat, even if you think you cannot be heard or seen. Creating a purposeful learning environment is a potential win-win situation; the more you do to enhance it, the better it will be both for you and the rest of the class. So: cogitate, interrogate, and participate! 8|Page
Study time and independent study. You will be given set tasks. These may range from reading, research, practical criticism, writing an essay or presenting ideas to share with the rest of the class, sometimes collaborating with other students in preparing material. In addition to the set tasks you should also take responsibility for your own learning and study. Be prepared to go over notes made during lessons; re-read chapters or scenes of texts discussed in class; make your own additional notes or look up literary terms or words that you don’t understand. Make use of the reading lists you have been given to extend and enrich your knowledge whenever you have time or have completed your set tasks. Study aids. Be prepared to have access to a good dictionary (Concise Oxford English Dictionary, or Concise Chambers), thesaurus and glossary of literary terms. Some computer-based resources such as ‘dictionary.com’ or the Microsoft Office thesaurus are not adequate. Free use of the full online Oxford English Dictionary is available if you are a member of your local library (see www.oed.com/public/access ). The English Literature course is supported by text books for both AS and A2 which are specific to the examination Board and syllabus. There are a number of reference copies in the library, but it would be convenient if you are able to buy your own copy of the AS version. Be alert to relevant media coverage of your subject: this includes theatre and literary reviews in newspapers; film, radio and TV broadcasts of performances or discussions about them. Look out for the BBC Radio 4 programmes ‘Front Row’ and ‘Saturday Review’ and any theatrical performances you are able to attend. Reading: Reading is at the heart of English. You will be expected to do a considerable amount of reading, both for study and pleasure. We have an excellent library which you should make use of. 9|Page
How is English A Level different from GCSE?
At GCSE (sadly)
Students often expect notes to be given to them and have no choice
in doing the subject.
Many students stay silent in the classroom.
Learning is more teacher-led.
Essays are more formulaic.
At A level you must:
Choose to be in the subject.
Explore advanced ideas and concepts.
Re-invigorate your passion for the subject.
Articulate creative, informed and relevant responses.
Demonstrate detailed critical understanding of the ways in which
structure, form and language shape meaning.
Explore connections and comparisons between different literary texts,
informed by interpretations of other readers.
Demonstrate understanding of the significance and influence of the
context in which literary texts are produced and received.
We expect you to:
Think critically.
Make an active contribution to discussion in an open forum.
Read widely and creatively.
Be responsible for your learning.
Challenge others and ask for help when you need it.
Take part in enrichment opportunities: visit literary places, exhibitions
at the British Library, write for literary journals to enjoy the buzz of it
and win competitions!
10 | P a g eLeadership and enrichment opportunities in English.
There are many opportunities for students to develop their leadership skills, enrich
their learning and pursue their personal interest areas in this subject.
Students can hone their leadership skills by choosing to lead learning activities with
students lower down the school in a whole class context – approach your teacher to
set this up.
Students can opt to support individual learning in English on a one to one basis by
offering their services to the head of English.
Students are often required to research topics to support their learning and then
give presentations to a group or class
Students should commit themselves to an enrichment reading programme based on
the reading list provided at the beginning of the course – this way you will be able to
discuss literature with much more breadth and authority
Students can write essays or articles for presentation on the English website.
Students can become part of the English Society where they can discuss issues, plan
trips to the theatre or cinema or run competitions – speak to your English teacher.
Poetry by Heart – a nationwide competition for the lower school. Speak to your
English teacher if you wish to be involved.
Students can take part in a number of national writing competitions throughout the
year – please check the English Notice Board and your teacher for further
information
We expect all students to take a pro-active role in their learning and we would
therefore encourage students to seek out their own opportunities to take leadership
roles in the subject and to find ways of increasing the breadth and depth of their
learning experience in addition to the opportunities already in place. In this way we
would like you to take the initiative and come to us with your ideas. What about
producing a booklet of sixth form writing, for example, or writing a ‘Jane Eyre’ magazine
with contributions from as many students as possible? What about setting up a book
club or organising class trips to the Globe, the British Library and theatre? Indeed, the A
level English course can be as dynamic and inspirational as you decide.
11 | P a g eBridging unit – summer reading.
Read Emily Bronte’s Wuthering Heights and Khaled Hosseini’s Thousand
Splendid Suns by September 2018. This will enable you to engage in some
initial discussion with your teacher on themes in the novel and make it easier
for you to make links and comparisons. In September, your teacher will also
guide you through a short writing task, based on your understanding of a
major theme in Wuthering Heights.
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Please buy the following four texts, as you will have to annotate them.
Mary Shelly: Frankenstein: Or, the Modern Prometheus
(Penguin Classics ISBN: 978-0141439471).
Margaret Atwood: A Handmaid’s Tale
(Vintage Classics ISBN: 978-1784873189).
Tennessee Williams A Streetcar Named Desire
(ISBN: 978-0-141-19027-3).
Poems Of The Decade. An Anthology of the Forward Books Of Poetry.
(ISBN: 978-571-32540-5)
Christiana Rossetti Selected Poems –
(ISBN: 978-0-140-42469-0)
Note:
Clean copies of the above texts will be provided for the examination.
12 | P a g eReading
Reading for pleasure:
Whilst your courses will be demanding, any student of English Literature
should try to read as much as possible. (See the suggested lists of titles for
wider reading). Keep a brief note of what you read. Revive the habit of
recording the title and author, but enhance these with a comment on the
narrative technique, style, structure, setting and so on to develop an active
reading approach. Use the reading logs in this booklet for this.
Reading for study: In addition to the set texts themselves, your course will
require you to read some literary criticism and material related to context.
When reading these you should always:
Take some notes (even brief ones) as an aide-memoire, and note the
page number. You might think that you will remember the content,
but you won’t.
Keep a record of the author, title of text and date of publication.
These details are needed for bibliographies.
Keep word for word (verbatim) notes of any quotations you might
wish to use later - these must be accurate and attributed to the
author.
At the same time, avoid writing very copious notes which can impede your
understanding of the writer’s argument and take up a great deal of time. If you
own the book (or a photocopy of an extract) you can make pencil notes or
headings in the margin, keeping separate, brief notes on the content and the
argument for your file and later use.
As with books, any online material that you use should be recorded; take
down accurate web addresses and note the date that you accessed them.
Remember, passing off any material from the internet or a book as your own is
plagiarism.
13 | P a g eWider reading – some texts to explore Small Island Andrea Levy Wise Children Angela Carter A Clockwork Orange Anthony Burgess The God of Small Things Arundhati Roy The Poisonwood Bible Barbara Kingsolver Dombey and Son Charles Dickens Half of a Yellow Sun Chimamanda Ngozi Adichie Sons and Lovers D H Lawrence The Presence Danny Abse Dubliners James Joyce The Sun Also Rises Ernest Hemingway Collected Short Stories Ernest Hemingway Pastoralia George Saunders On Chesil Beach Ian McEwan The House of Spirits Isabel Allende Fathers and Sons Ivan Turgenev Kingdom Come J G Ballard Life & Times of Michael K J M Coetzee The Corrections Jonathan Franzen Heart of Darkness Joseph Conrad Something Happened Joseph Heller Behind the Scenes at the Museum Kate Atkinson Short Stories Katherine Mansfield Never Let Me Go Kazuo Ishiguro Bad Blood Lorna Sage Under the Volcano Malcolm Lowry The Handmaid’s Tale Margaret Atwood Money Martin Amis Headlong Michael Frayn Dead Souls Nikolai Gogol Jeeves & Wooster P G Wodehouse A Scanner Darkly Philip K Dick Sabbath’s Theatre Philip Roth The Little Sister Raymond Chandler Fatherland Robert Harris A Fine Balance Rohinton Mistry Midnight’s Children Salman Rushdie Human Traces Sebastian Faulks The Mayor of Casterbridge Thomas Hardy Beloved Toni Morrison To the Lighthouse Virginia Woolf Great Apes Will Self Restless William Boyd Darkness Visible William Styron 14 | P a g e
Reading Log
To do well in A Level English Literature, it is imperative that you continue to
read extensively beyond the syllabus: it is particularly helpful for practical
criticism work. Please use the boxes on these pages to record your reflections
on the wider reading you have done as part of the course. You could include:
What you enjoyed about the text.
What was interesting or original about it; characters, narrative,
structure, plot, style.
What you found less successful.
Which other texts it was similar or different to.
Title:
Author:
Reflections:
15 | P a g eTitle:
Author:
Reflections:
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Author:
Reflections:
17 | P a g eTitle:
Author:
Reflections:
18 | P a g eTitle:
Author:
Reflections:
19 | P a g eAssessing your own work.
Make sure you take time before you submit an essay or other piece of written
work to your teacher, to do some self-assessment. This is an important step in
the writing process which you must make sure you leave time for. The checklist
below may help you make sure that your essays get the excellent marks they
deserve.
Look through your previous essays and note the comments and marks.
Have you put your previous targets into practice?
Read the question again and make sure you have answered it. What
exactly were you asked to do?
How original is the thinking in your essay? You should include your
personal response.
How relevant are the points you have made? Do they link clearly to the
question?
How effective are the beginning and ending of your essay? Don’t be
afraid to ‘jump straight in’ at the beginning.
Are your quotations short? Do they support the points you have made
precisely and effectively?
Are your paragraphs in a logical order? Make sure they link to develop
your argument (using linking words and phrases like ‘Similarly…’, ‘By
contrast…’). Do not forget topic sentences.
Is everything in your essay focused and precise? Be ruthless in cutting
out sentences or words which are repetitive, vague or unclear.
Is your essay too short or too long? Ask your teacher for advice on
length, but most good English Literature essays are 3-4 hand written
sides of A4.
20 | P a g eDeveloping your skills. The best way to deepen your understanding in English is to talk to others. Try to develop the habit of talking to your fellow students about your work in English. Be honest about areas where you have trouble making sense of texts or where you find it hard to put your ideas into words. It is likely that others will have similar problems, so engage in discussion with your peers. Year 13 students in particular are an excellent resource. We will try to find opportunities for Year 13 students to support Year 12s, but try to seek help independently from the Year 13 students. Your teachers are busy people but will be happy to make time to talk to you about specific issues. Make sure that you have done all you can to solve the issue yourself and that you have specific, detailed questions to ask rather than a general ‘I don’t understand!’ Remember that it takes time to develop as a reader and critic. Maintaining regular habits of reading, discussing what you have read and then going back to texts to apply and test out the fruits of your discussion are the key to developing your skills. 21 | P a g e
The new A Level. Remember that the new English A Level is a two year course and you will find both Year 12 and Year 13 equally interesting and challenging. In Year 13 you will: Be able to build on your study of Streetcar by studying a Shakespearean tragedy, Othello, relating your discussions to relevant contextual factors and ideas from your critical reading. An anthology of critical essays will be provided, to support your critical reading. (Shakespeare Critical Anthology: Tragedy). You will learn to compare unseen poetry with the poems you studied in Year 12. (Poems Of The Decade). Your study of poetry in Year 12 will also enable you to extend your skills by either reading a range of poetry from a literary period or a poet from within a literary period (poetry of Christina Rossetti). The coursework unit will enable you to explore two texts of your choice and produce an extended comparative essay of 2500-3000 words. Beyond A Level. Have you considered studying English at university? English graduates go on to excel in all kinds of careers, from law, business, politics, media, the civil service and more! An English degree shows employers that you are analytical, diligent and self-managing, that you are an excellent communicator and that you are creative in your thinking. Let your English teacher know that you are interested, as the English department will support you in your preparation for the interview process. We hope that your time in Year 12 will sow the seeds for an academic interest in English Literature, and a lifelong passion for reading. Please keep this booklet throughout the entire course and use it! Let us know if you think something is missing which should be included next year. 22 | P a g e
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