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English Literature
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May 2017
English Literature Paper 1
Section A: Shakespeare
Macbeth, Romeo and Juliet
and The Tempest
Section B: 19th Century novel
A Christmas Carol,
Great Expectations and
Frankenstein
English Literature Paper 2
Section A: Modern Text
An Inspector Calls and Lord of
the flies
Section B: Poetry
Power and Conflict and
Love and Relationships
Section C: Unseen Poetry
What examiners have been told to
focus on…AO1 37.5% AO2 42.5% AO3 15%
• What the themes and ideas mean to you as a reader.
• How you respond to the question, looking at:
- Essay skills- What you say and how you say it- References
• Textual references- You must use quotations from extract/poem- You don’t have to use quotations for whole text reference – it is what points you select that are important.
• Language/Form/Structure- Anything the writer has used to create meaning for example: characterisation, setting, plot development.
• Subject terminology – not just technical terms, it is also the language you would use when writing an essay: character, irony, form, places, setting, plot. It is how you use these things to help write your answer.
• If you answer the question you are addressing context.
• Other factors to consider:- Context text was written in- Context of setting (time,
location, social and cultural structures
- Genre- Different
audiences/readers
Mark scheme – what does it mean?
These responses tend to:
• Focus on the fact the text is a conscious construct
• Argument driven by a clear point of view about the text – this must shape your response – keep linking back
• Use references from the text to help develop argument
• Detailed and fine grained analysis
• Look closely at the effects of writer’s choices and link them to interpretations
• Explore lots of ideas in terms of the writer’s purpose
Level 6 key words: • Convincing• Critical analysis• Explores
Level 6 – what does it look like?
You must have a conceptualised approach to the task
Level 6 – what does it look like?
You must analyse and examine the writer’s methods –explaining why they were crafted in a certain way
Mark scheme – what does it mean?
These responses tend to:
• Think about the ideas presented in the question from different perspectives, consider more than one interpretation or reading of the text
• Be more tentative to show thoughtful consideration
• Focus in a thoughtful way on specific writer’s methods, linked to interpretations
• Keep focused on: themes and ideas, writer’s purpose and intention and context
Level 5 key words: • Thoughtful• Developed• Alternative
Level 5 – what does it look like?
Detailed examination of the writer’s methods
Mark scheme – what does it mean?
These responses tend to:
• Keep focused on question
• Use effective references
• Explain the effects of the writer’s
method on the text – making
sure you keep focused that it has
been consciously written
The writer creates a sense of … in
order to …
• Link effects to the writer’s
purpose
• Show your own understanding of
the themes and ideas
Level 4 key words: • Clear understanding• Explain
Level 4 – what does it look like?
In a nutshell, you must:
• Always refer to the writer – it shows you understand that the text has been constructed for a particular reason and that it isn’t real! If you don’t do this you limit yourself to only achieving level 2/3
• Have an opinion on the task right from the start – you must have a line of argument
• Make sure your interpretations link back to the writer’s intention and your opinion
• Ensure you analyse – examine precise details of the text
• Provide alternative interpretations/effects – if you don’t do this you limit yourself to level 4
• Be tentative – it shows you are being ‘thoughtful’
Checklist:
1. Introduction:
• Define the idea/concept/theme
• Make your argument clear and focussed
• Link to the writer's intentions
2. Response:
• First focus - link to the argument and the writer's intentions
• Evidence (pattern of precise quotes)
• Explain how your evidence supports your argument
• Analyse key words - link to the effect on the reader/audience and back to the argument
• Link to the writer's intentions
• Support with further evidence from elsewhere and analyse