Year 13

A Level English Literature

Unit 3: Texts and Genres
Revision Pack
Mock Exams: January 2015
Instructions
1. Organise, re-read and engage with all of your notes from this
year. Then work through the to-do list on the following page.
2. Engage with the mark scheme. Look for subtle differences
between the Section A and B mark scheme.
3. PLAN and work through the past exam questions.
4. Self or peer assess according to mark scheme.

Patience and
persistence is the key to success. Get started!
Mrs Gilbert
Unit 3: Texts and Genres

Mark Scheme
Generally speaking, you will be assessed on four AOs.
AO1 Articulate creative, informed and relevant responses to literary texts, using appropriate
terminology and concepts, and coherent, accurate written expression.
AO2 Demonstrate detailed critical understanding in analysing the ways in which structure,
form and language shape meanings in literary texts.
AO3 Explore connections and comparisons between different literary texts, informed by
interpretations of other readers.
AO4 Demonstrate understanding of the significance and influence of the contexts in which
literary texts are written and received.

To do: Answer the following questions and act on this:

Which AO is your strongest? Where is your evidence? Which
AO is your weakest? What do you need to research and make notes
on?
AO1 tests more than technical accuracy. Here is A01 as it is printed in full in the specification.
Articulate creative, informed and relevant responses to literary texts, using appropriate
terminology and concepts, and coherent, accurate written expression.

To do: Read around the topic, engage with critics and use their
sentence starters in your answer.
Examiners Secret: They use the following to annotate your script!
Tick in brackets for a potentially good point, not fully made
Underlining for an error in fact or expression
D when a candidate is describing content
R for repetition
I for irrelevance
? for when meaning is not clear.

To do: Using the symbols above, read through past essays and
annotate. Then, rewrite parts that need improving.

Section A Mark Scheme

Band 6 (34-40) Evaluation shows insight and astute judgement. The student is confident engaging in debate and constructing an argument at a
sophisticated level; impressive and mature.
AO1 Sophisticated expression; excellent use of critical vocabulary; technically fluent writing.
Sophisticated shaped arguments relevant to the task, debate will be coherently structured and sustained; the question is likely to be fully interrogated;
argument is likely to be notable for its depth and perception; excellent use of genre specific critical vocabulary
AO2 Evaluation of how the authors methods work.
Several points fully developed and evaluated. Excellent illustration integrated into the argument.
AO3 Evaluation of an interpretation or interpretations.
A view or views are explored in depth, argument driven through to its conclusion.
Textual support is likely to be excellently selected and integrated.
AO4 Evaluation of relevant contextual factors arising from the study of texts and genre. Context is perceptively evaluated as part of the argument.

Band 5 (27-33)
Ideas are broken down, examined from different perspectives, some meanings being teased out. Explores ideas in depth, constructing a welldeveloped purposeful argument; fluent and coherent.
AO1 Confident and assured expression and appropriate use of critical and genre-specific vocabulary. Generally fluent and accurate assured argument
relevant to the task.
Argument or debate will have a shape and direction; several points well developed and explored. Students break down ideas in their arguments.
AO2 Analysis of how the authors methods work.
Several points fully developed and analysed; well-illustrated in connection with the argument.
AO3 Analysis of an interpretation / interpretations with textual support very well chosen and wide ranging. A view / views are developed with some depth.
AO4 Analysis of relevant contextual factors arising from the study of texts and genre. Context is likely to be analysed and integrated into the argument

_____________________________________________________________________________________________________________
Band 4 (20-26)
Ideas are made clear and intelligible. The student forms a consistent argument, making clear relevant points which are developed; the
students writing will be clear and accurate.
AO1 Clear expression; clear use of critical and genre-specific vocabulary, accurate writing.
A clear consistent line of argument; several points are likely to be developed with some depth.
Explanation is shown when students are making their ideas clearly known to the reader.
Detail is appropriately used to support and develop the points made.
AO2 explanation of how the authors methods work.
Several points clearly developed and explained.
Clear illustration in connection with the argument.
AO3 explanation of interpretation/s; textual support is relevant and appropriately chosen. A view or views are clearly developed and explained;
AO4 explanation of relevant contextual factors arising from the study of texts and genre. Context is clear within the argument.
_________________________________________________________________________________________________________________________
Band 3 (13-19)
This band is characterised by work which is straightforward, generally relevant but not always clear. The student perceives the meanings of
the words of the task and addresses them. There is an ability to think about the task but there is inconsistency.
AO1 Some use of critical and genre specific vocabulary; generally accurate writing; argument develops relevant to the task. Writing is likely to be focused
with several points developed in a fairly straightforward way. Some understanding is shown when students start to unpick the task and use the text in
support. There will be some relevant details.
AO2 some understanding of how the authors methods work, some points developed.
Development is likely to be straightforward with some illustration and some connection to the argument.
AO3 some understanding of an interpretation / interpretations with some textual support. Textual support is likely to be relevant but not consistent.
AO4 some understanding of relevant contextual factors arising from the study of texts and genre
some context will be included in the argument.

Band 2: (6-12)
The student makes some vaguely relevant points. The student touches upon some ideas in relation to the task in the course of their argument,
but the ideas are simple and often generalised; the students writing is marked by inconsistency. (6-12)
AO1 Simple writing; some awareness of critical and genre-specific vocabulary; may be technical weakness; some sense of argument relevant to task
Some aspects of the question are likely to be discussed, but writing is unlikely to be detailed/there may be some drifting.
AO2 some awareness of how the authors methods work. Some features identified; possibly some vague or simple illustration.
AO3 some awareness of an interpretation/s with some references to the text. Textual support may not be integrated or carefully chosen.
A view or views are mentioned in relation to the argument.
AO4 some awareness of relevant contextual factors arising from the study of texts and genre. Context may be mentioned but with limited relevance to
the argument.

Section B MARK SCHEME (Note the reference to the three texts)

Band 6 (34-40) Evaluation

This band is characterised by work which shows insight and astute judgement. The student is confident engaging in debate and constructing
an argument at a sophisticated level; the students writing will be impressive and mature.
AO1 sophisticated expression; excellent use of critical and genre-specific vocabulary; technically fluent writing.
Sophisticated shaped arguments relevant to the task. Argument or debate will be coherently structured and sustained; the question is likely to be fully
interrogated; argument is likely to be noticeable for its depth and perception. Examines and judges carefully showing the ability to stand back and assess.
At the top of the band students will demonstrate evaluative skills several times in the course of their argument in the coverage of three texts.
AO2 evaluation of how the authors methods work, in at least three texts, several points fully developed and evaluated.
Excellent illustration integrated into the argument.
AO3 evaluation of interpretations across at least three texts, with excellently selected textual support.
Excellent and perceptive understanding of the gothic which informs interpretation of texts.
AO4 evaluation of relevant contextual factors arising from the study of texts and genre.
Excellent assimilation of relevant contextual factors into the argument. Excellent discussion of three texts in terms of depth of evaluation.

Band 5 (27-33) Analysis

This band is characterised by work where ideas are broken down, examined from different perspectives with some meanings being teased out.
The student is comfortable exploring ideas in depth, constructing a well-developed purposeful argument; writing will be fluent and coherent.
AO1 confident and assured expression; appropriate use of critical and genre-specific vocabulary; generally fluent and accurate assured argument relevant
to the task. The argument or debate will have a shape and purpose; several points are likely to be well developed and explored; effective use of genre
specific critical vocabulary. At the top of the band students will demonstrate detailed analysis several times in in the coverage of three texts.
AO2 analysis of how the authors methods work, in at least three texts. Several points developed / analysed. Well-illustrated in connection with argument.
AO3 analysis of interpretations across at least three texts, with well-chosen textual support. Very good understanding of the gothic genre which informs
interpretation of texts.
AO4 analysis of relevant contextual factors arising from the study of texts and gothic. Very good use of relevant contextual factors to support the
argument. Secure discussion of three texts in terms of the depth of analysis.
_________________________________________________________________________________________________________________________
Band 4 (20-26) Explanation The student forms a consistent argument, making clear relevant points which are developed.
AO1 clear expression; clear use of critical and genre-specific vocabulary; accurate writing; clear argument relevant to the task. A clear consistent line of
argument; several points are developed with some depth. Detail is appropriately used to support and develop the points made. At the top of the band
students will clearly explain virtually all points in the course of their argument, using careful supportive illustration in the coverage of three texts.
AO2 explanation of how the authors methods work, in at least three texts. Several points clearly developed and explained; clear illustration in connection
with the argument.
AO3 explanation of interpretations across at least three texts, with clear textual support. Clear understanding of the given genre which inform
interpretation of texts
AO4 explanation of relevant contextual factors arising from the study of texts and genre. Clear use of relevant contextual factors to support the argument.
Clear coverage of three texts in terms of explanation.
_________________________________________________________________________________________________________________________
Band 3 Some understanding (13-19)
This band is characterised by work which is generally relevant but not always clear. The student perceives the meaning of the task and
addresses them. There is an ability to think about the task but there is inconsistency. The students writing will be generally clear.
AO1 generally clear expression; some use of critical vocabulary; generally accurate writing; argument developing relevant to the task. Writing is likely to
be focused with several points developed in a fairly straightforward way; argument may not be consistent, some use of genre specific critical vocabulary.
AO2 some understanding of how the authors methods work, in at least three text. Some points developed; development is likely to be straightforward
with some illustration and some connection to the argument.
AO3 some understanding of interpretations across at least three texts, with some textual support. Some understanding of the given genre which informs
interpretation of texts.
AO4 some understanding of relevant contextual factors arising from the study of texts and genre, some use of contextual factors which are not always
relevant to the argument; there may be some irrelevant contextual material. Some discussion of three texts, thinner coverage of the third perhaps.
______________________________________________________________________
Band 2 (6-12) Some awareness
This band is characterised by work where the student makes some vaguely relevant points. The student touches upon some ideas in relation
to the task in the course of their argument, but the ideas are simple and often generalised; the students writing is marked by inconsistency.
AO1 Simple writing; some awareness of critical vocabulary; may be technical weakness; some sense of argument relevant to task. Some aspects of the
question are likely to be discussed, but writing is unlikely to be detailed/there may be some drifting; occasional use of genre specific critical vocabulary. .
There will be simple coverage of three texts. The simple development will be of two texts with a mention of the third.
AO2 some awareness of how the authors methods work, in at least three texts. Some features identified; possibly some vague or simple illustration
AO3 some awareness of interpretations across at least three texts with some references to the texts limited understanding of the given genre which
informs interpretation of texts.
AO4 some awareness of relevant contextual factors arising from the study of texts and genre. Limited use of any relevant contextual factors in support of
the argument; there may be irrelevant contextual material. Some basic details included of two texts, perhaps little on the third.

You will answer on just one text in this section choose either Macbeth or Wuthering Heights
for the Mock exam. Practise both in preparation.

Past questions from AQA:

Macbeth

How far do you agree that Lady Macbeth is presented as a fiend-like queen? (40 marks)

How do you respond to the view that the supernatural elements in Macbeth represent Macbeths own
internal struggles? (40 marks)

Some say hes mad; others, that lesser hate him, Do call it valiant fury. (Caithness: Act 5, Scene 2) Consider
Macbeth as a gothic protagonist in the light of this comment. (40 marks)

Macbeth is a play about the nature of evil rather than the nature of ambition. To what extent do you agree
with this view of the play? (40 marks)

Past questions from AQA:

Wuthering Heights

Charlotte Bront described Heathcliff as a mans shape animated by demon life a ghoul.
To what extent do you think this is an accurate assessment of the ways in which
Heathcliff is presented in the novel? (40 marks)

How far do you agree with the view that in Wuthering Heights more suffering is
inflicted by mental cruelty than physical cruelty? (40 marks)

Entrapped, imprisoned and disempowered. To what extent do you agree with this view of the position
of women in Wuthering Heights? (40 marks)

How far do you agree with the view that, in Wuthering Heights, Emily Bront shows that more suffering
is caused by a diseased mind than by a diseased body? (40 marks)

Step-by-step Revision for each essay:

1. Plan to hit each AO. Grid form or mind-map.
2. Write it.
3. Pick out key quotes and write them on a Post-it, in your book, on a PowerPoint slide.
4. Self or peer-assess, according to mark scheme.
5. Read around the topic online / google books.
6. Add improvements to your answer in red pen.

Section B

In your answer you must refer substantially to at least three texts (two for the mock in
January), making connections with the gothic genre.

Consider the ways in which gothic writing could be said to explore the fear of forces beyond human
understanding. (40 marks)

For writers in the gothic tradition, the struggle between good and evil is always of central importance
and good is rarely victorious.
How far do you agree with this view? (40 marks)

Gothic writing is often unintentionally comic rather than truly terrifying.

To what extent do you agree with this criticism of gothic writing? (40 marks)

To what extent do you agree with the view that, in gothic writing, death is the punishment for sin? (40
marks)

Gothic literature demonstrates the consequences of disrupting the natural order of things. Consider
the texts you have read in the light of this comment. (40 marks)

Gothic writing lacks tension and suspense because the end is always inevitable. To what extent do
you agree that gothic writing does lack tension and suspense? (40 marks)

Gothic writing warns of the dangers of aspiring beyond our limitations. How far does your reading of
gothic writing support this view? (40 marks)

To what extent do you agree that obsession is a significant element in the gothic writing you have
studied? (40 marks)

How do you respond to the idea that gothic villains make evil seem attractive? (40 marks)

To what extent do you agree that, in gothic writing, fear and pain are sources of pleasure? (40 marks)

Mad, bad and dangerous. How accurate is this as a description of the gothic villains in the texts you
have studied? (40 marks)

How do you respond to the view that gothic writing explores potential threats to normal values?

For each essay:

1. Plan to hit each AO.
2. Write it.
3. Pick out key quotes and write them on a Post-it, in your book, on a PowerPoint slide.
4. Self or peer-assess, according to mark scheme.
5. Read around the topic online / google books.
6. Add improvements to your answer in red pen.