Professional Documents
Culture Documents
New Specifications:
for teaching from September 2008
English Language
& Literature
Contents
GCE AS and A Level English Language & Literature
Teachers Guide
Page
1.
2.
3.
4.
5.
Introduction
1.1 - Overview of the 2009-10 specification
1.2 - New and familiar elements
4
5
6
8
18
A2 Unit Overviews
3.1 LL3
3.2 LL4
22
26
Appendices
1. LL1 Section A Specimen Answer
2. LL1 Framework Single Texts
3. LL1 Framework Single Texts (2)
4. LL1 Framework Single Texts (completed)
5. LL1 Section A: making the connections
6. The Cone
7. Top Ten Induction Activities
8. Terminology Tool-Kit Table
28
29
31
32
34
35
36
38
Assessment Grids
42
49
1.
INTRODUCTION
The WJEC AS and A2 English Language & Literature specification has been
modified and updated for delivery from September 2008. The first AS awards will be
made in summer 2009 and the first A level awards in summer 2010. For the first
availability of units, see page 2 of the specification. The specification can be
delivered and assessed in centres throughout the UK.
The revised subject criteria for GCE English Language & Literature issued by the
regulators have necessitated a change in the course structure from the current 3 plus
3 modules to a 2 plus 2 structure.
This Guide is one of a number of ways in which the WJEC provides assistance to
teachers delivering the new specification. Also essential to its introduction are the
Specimen Assessment Materials (question papers and marking schemes) and
professional development (INSET) conferences.
Other provision which you will find useful are:
The purpose of this guide is to offer support to teachers in their delivery of the new
WJEC English Language & Literature specification. Although there is some
discussion of the specification as a whole, the first issue of this guide is primarily
concerned with supporting teachers in their delivery of the AS units in the first year of
the course, from September 2008 to summer 2009. More detailed support for the A2
units will follow in Spring 2008.
Each unit is discussed in this document in more detail than in the specification, with
greater emphasis on strategies for teaching and further advice on task-setting in the
coursework units.
In supporting the central tenets of the new specification, this guide places particular
emphasis on the second and third aims stated on page 8 of the specification:
To encourage students to develop their interest and enjoyment in English as they
engage creatively and independently with a wide range of spoken, written and
multi-modal texts, exploring the relationships between texts
undertake independent and sustained studies to develop their skills as
producers and interpreters of language.
Contact Points for GCE English Language & Literature are as follows:
Cerys Preece (Subject Officer)
email: cerys.preece@wjec.co.uk
tel: 02920265303
www.wjec.co.uk
2.
Partner
core + partner prose
core drama (Shakespeare)+ partner drama/performance
text
The core and partner approach extends to other areas of the course, where
candidates are required to make connections between a set text and unseen material
LL1 Section A
and also where candidates are required to make connections between a set text and
previously studied material
LL4 Section B
Independence
This specification provides opportunities
independence by encouraging students to:
for
appropriate
levels of
student
However, teachers may prefer to select texts themselves for wider reading in
coursework units.
2.2
LL1
This emphasis is reflected in the specimen paper questions, which invite candidates
to compare and contrast, therefore exploring relationships between the texts and
to consider the influence of contextual factors, using integrated approaches to
analyse texts.
Specimen Paper Question
Compare and contrast Text A and Text B.
In your response you should:
show understanding of the meanings in each text;
explore the influence of different contextual factors;
use integrated linguistic and literary approaches to analyse the texts.
Candidates are required to attempt one question out of a choice of two on each
core/partner pairing.
Clean copies (no annotation) of the texts studied must be taken into the
examination.
the partner text does not have to be taught/studied in the same depth and
detail as the core text
AO2 carries 8 marks out of 40. Examiners will expect to see more detailed critical
understanding of the core text, as reflected in the structure of the question. The 16
marks allocated for AO1 can be awarded for discussion of both texts, as a coherently
argued response will be obviously important, as will the use of integrated approaches
throughout. The 16 marks for AO3 will be awarded to the second half of the question,
where candidates have to consider both texts in relation to the question, making
connections and considering contexts.
Develop a framework for studying the poems e.g. The Cone (see
Appendix/subject pages of website).
2.
3.
Take a structured approach to the teaching of each poem by using The Cone
and the bullet points given in the examination questions for LL1:
overview (Content/Context)
structure and form
narrative stance
grammar/ sentence structure
lexis and imagery
phonology and sound patterning
orthography and punctuation
4.
Get the students to work in groups by dividing up the bullet points and
allocating one focus per group. The students should record their analysis in
the form of a S (statement) E (evidence) A (analysis) grid.
5.
The individual groups should feedback their findings to the rest of the class
and every student should be able to complete a Framework for analysing
single texts based on a set poem. (see example of a Framework grid in the
Appendix)
6.
When the students are comfortable with analysing the poetry using the single
text framework, then they should be able to apply the technique to an unseen
text that is not from the poetry anthology.
7.
Present the students with a variety of texts which have thematic links with the
poems in the anthology. These texts can come from a wide variety of
sources. Do not attempt any comparisons at this stage. Still focus on single
text analysis.
8.
9.
10.
Read aloud the poem from the Anthology written by your chosen poet
Present the information on your poet under three headings:
1. BIOGRAPHICAL CONTEXT
2. SOCIO-HISTORICAL CONTEXT
3. LITERARY / ARTISTIC CONTEXT
Produce a summary of your key points, to be distributed to your classmates, on
a single side of A4.
You may wish to ask yourself the following questions when conducting your
research:
1.
What links can I find between the poets personal life and poetry?
2.
3.
What sort of world was the poet living and working in?
4.
Which country does your poet come from? Had the poet travelled out of that
country and how may this have affected his/her poetry?
5.
Who was the reigning monarch at the time the poet was writing, and how did
this affect his/her work?
6.
7.
What impact did attitudes to women, or people from different cultural or class
backgrounds have on the poets work?
8.
Was the country at war or was it a peaceful time when your poet was writing?
How may this have affected his/her work?
9.
Was the poet one of a group or movement of poets who shared similar aims
or poetic style?
10.
Was the poet influenced by the work of other poets who preceded them?
11.
Were the concerns of the poets writing shared by artists or musicians of the
period?
The questions most frequently asked of great novelists must surely be: where do you
get your ideas from, and how exactly do you work? Well, from my very brief
experience of writing great novels, this is what the routine seems to be. You sit at
your desk in the morning. On this desk are a computer, a cup of tea, a lucky gonk
and some spare opium. You stare out of the window for a couple of minutes, and
then you begin to write. Oh, it's great stuff. God, this is good. You can forget the
Booker, Salman, this year's is pretty much in the bag. After what seems an age, you
stare at your screen and the words "Chapter One" stare back at you. You admire
these words for about five minutes, but then doubts set in. You get up from your seat
and pace up and down. You decide to make more tea, but in the kitchen you spot a
pile of ironing. You do the ironing. Then you make another cup of tea, which you drink
in the kitchen, feeling miserable. You return to your screen, and begin to type once
more. By lunch, the words "Chapter One" now read "Part the First". It's certainly got
style, but is it really an improvement? You are not sure. By the end of the day, it's
been changed back to "Chapter One".
I am pleased to report, however, that this is very much yesterday's way of writing the
great novel. It was all right for Dickens, Tolstoy and that crowd, but from now on, the
modern author will be doing it all by computer. A businessman called Richard Lee
has invented some software called newnovelist, which - for 29.99 - claims to take
the pain out of creativity.
feel unhappy most of the time (but may feel a little better in the evenings)
lose interest in life and can't enjoy anything
find it harder to make decisions
can't cope with things that you used to
feel utterly tired
feel restless and agitated
lose appetite and weight (some people find they do the reverse and put on
weight)
take 1-2 hours to get off to sleep, and then wake up earlier than usual
lose interest in sex
lose your self-confidence
feel useless, inadequate and hopeless
avoid other people
feel irritable
feel worse at a particular time each day, usually in the morning
think of suicide.
2.3
LL2
(b)
The pieces do not need to be of equal length, but should total approximately 2,000
words.
The following suggestions offer an extension/expansion to those suggested in the
specification:
(a)
travel writing/guides
speech
a magazine article
a newspaper report
a tabloid/broadsheet article on the same topic
an advertising campaign
an informative or persuasive leaflet
theatre/film/music/art reviews;
website
brochure
an editorial
a report
a formal letter
(b)
These are only suggestions and students may attempt other kinds of writing,
provided that (a) is clearly literary and (b) is clearly non-literary.
LL2 requires students to demonstrate expertise and accuracy in writing for a variety of
specific purposes and audiences, drawing on knowledge of literary and non-literary
texts and features of language to explain and comment on the choices made.
Therefore, in preparing your students for their personal writing it is suggested that
they study a range of stimuli in the chosen genre this not only helps students in
terms of varying their own writing styles but is also useful in preparing them for their
commentaries as, in theory, such practice raises awareness of the generic conventions
of the piece of writing.
Even though only two pieces of original writing are required for the final folder, it is
advisable for centres to provide students with the opportunity to write in a range of
different forms and styles. Students can then submit their two best pieces (one
literary and one non-literary), playing to their personal strengths and thus,
maximising their potential in this unit.
Centres who provide a very narrow range of tasks (for example, only two) may limit
the performance of their candidates, as the restricted nature of such task-setting
does not always allow students to write in a genre that best suits their skills and
interests. It is, therefore, advisable that students be offered a wide range of tasks and
that the sub-sample sent to the moderator is reflective of this practice.
Although some students may wish to discuss the reasons for their choice of genre,
they should be discouraged from spending too much time on this area. The primary
focus of the commentary must be the discussion of the similarities and
differences of their stylistic choices. The following approach is useful in ensuring
the correct focus:
2.
(a) Genre writing on crime/love/sci-fi
etc.
(b) Newspaper/magazine article on
crime/infidelity/UFOs
3.
(a) Anthology of Poetry of conflict
(6-8 poems)
(b) Political speech promoting peace
Note: this approach will not suit all students, and may inhibit the creativity of some. Remember
to encourage and create opportunities for independent work and guard against the temptation
to have the whole class tackling the same coursework task.
Candidates will be required to give details of the stimulus text for the literary writing (a) on
the coversheet, and to refer to this text in their commentary in terms of its influence on their
own writing. While it is good practice for students to read several types of texts/genres to
research ideas, they are advised to refer to one text in particular.
Further Guidance
Candidates are expected to adhere as closely as possible to the guidelines as stated in the
specification. However, these word limits are approximate and should be applied sensibly.
They are meant to support the candidate and not to have a detrimental effect on the
candidates overall performance.
Candidates who offer work that is too brief risk penalising themselves by not allowing
appropriate coverage of the required assessment objectives.
Candidates who significantly exceed the word limit risk penalising themselves through a lack
of precision and focus. The commentary, in particular, tends to become repetitive and
descriptive.
Moderators will allow some flexibility with regard to the suggested word limit as long as the
quality of the piece is sustained.
AO2: 10
AO3: 20.
This breakdown may be helpful when assessing the relative strengths and weaknesses of a
response. However, teachers should try to find the best fit for assessment, and should give
an holistic mark to cover all three objectives.
AO1%
AO2%
AO3%
AO4%
TOTAL
40 (20)
5 (2.5)
5 (2.5)
10 (5)
20 (10)
Planning stage
Discussion between student and teacher of ideas/notes
Drafting- student submits a draft response (WJEC recommends that after the
planning stage the student produces only one draft before the final version)
Teacher response with advice/guidance, avoiding detailed annotation of
students work, focusing instead on general observations and advice re
possible improvements
Student submits final version for assessment
Coversheet is signed to authenticate
Cross-moderation in centre where possible
External moderation: selection of sample and submission of sample work to
external moderator.
3.
A2 UNIT OVERVIEWS
The following overviews are intended to give further clarification of the requirements
of these two synoptic units, and an indication of possible approaches to planning and
delivering the A2 course from September 2009. More detailed support and guidance
will be added later. In both units, candidates are required to demonstrate synoptic
achievement through:
3.1
synthesis of insights gained from the study of a range of texts, both spoken
and written;
evidence of ability to select appropriate analytical tools to assess the validity
of different views expressed about texts and contexts of production and
reception;
skills of interpretation and expression to give insightful, accurate, well-argued
responses to texts.
LL3
The focus of the study may be thematic, for example, but students are free to choose
another suitable focus. Centres may choose any of the following approaches to
teaching this unit:
(a)
(b)
(c)
Teachers choose the core Shakespeare play for class study and encourage
students to choose the partner performance text
Teachers choose both texts
Students choose both texts themselves for independent study and research.
Using integrated linguistic and literary approaches, discuss how language is used to
convey attitudes to women in Much Ado About Nothing and Oleanna.
Compare how parent-child relationships are presented in King Lear and Cat on a Hot
Tin Roof.
Compare the writers techniques for entertaining an audience in both Romeo and
Juliet and Shakespeare and Love.
With reference to The Taming of the Shrew and Ten Things I Hate About you/Othello
and O/Romeo and Juliet and Shakespeare in Love, explore how characters are
interpreted in different contexts.
Other possible areas to explore:
Re-working narrative
Presentation of men
Heroes and villains
Significance of contexts
Attitudes and values of different societies.
AO1%
AO2%
AO3%
SECTION A
20 (10)
5 (2.5)
5 (2.5)
10 (5)
AO2: 10 marks
AO3: 20 marks
Teachers should use the LL3 Section A Assessment Grid (see specification and
Section 6 of this Guide) to try to find the best fit for assessment, and should give an
holistic mark to cover all three objectives.
The contextual factors that have influenced the production and performance
of the text
The key features of style
The impact of the text in performance
The influence of other texts, literary and non-literary.
Examples of task-setting
Example 1
(a) a stand-up comedy routine that has been performed, taped and transcribed
(b) a script for a sit-com
(c) a 500-word evaluation of the stand-up comedy routine.
Example 2
(a) a commentary of a public/sporting event, e.g. a royal wedding/opening of
Olympics, that has been performed, taped and transcribed
(b) a commentary for a DVD of a film
(c) a 500 word commentary evaluation of (a)
AO2%
AO4%
SECTION B
20 (10)
5 (2.5)
15 (7.5)
AO4: 30
Each of the original writing pieces should be marked out of 15. The commentary
should be marked out of ten. The 15 marks are notionally distributed as:
Band 1: 0-3
Band 3: 8-11
Band 2: 4-7
Band 4: 12-15.
However, teachers should use the first column of the LL3 Section B Assessment Grid
(see specification and Section 6 of this Guide) to try to find the best fit band
description for assessment of the original writing and should use the second column
to apply the best-fit for the commentary.
The commentary is assessed through AO2:
demonstrate detailed critical understanding in analysing the ways in which structure,
form and language shape meanings in a range of spoken and written texts.
As candidates will be discussing their performance text, they will be expected to give
consideration to the context of the performance and the impact of the text in
performance as well as any influences on their writing. However, the majority of the
marks available should be awarded for discussion of how their structure, form and
language shape meaning.
3.2
LL4
Clean copies (no annotation) of the texts studied must be taken into the
examination.
The questions set will not be directly linked to the prescribed texts, but will invite
discussion of aspects of integrated study which will involve detailed knowledge of
these texts as well as comparative reference to other texts (literary/non-literary,
spoken/written) studied in the course as a whole or selected for wider independent
study. The selected prescribed text should be regarded as the core text, and will
require sustained reference and more detailed discussion than the texts
discussed for comparative reference.
Candidates should prepare for the following aspects of integrated study:
presentation of characters/people
themes e.g. family life, power, love
narrative technique
influence of contextual factors in the production and reception of texts
importance of setting/location
language variation according to time, place, context
different readers or listeners interpretations of individual texts.
AO1%
AO2%
AO3%
SECTION A
30 (15)
6 (3)
12 (6)
12 (6)
SECTION B
30 (15)
6 (3)
12 (6)
12 (6)
AS TOTAL LL4
60 (30)
12 (6)
24 (12)
24 (12)
AO2: 16 marks
AO3: 16 marks
This weighting is reflected in the tasks for both sections, as candidates should be
equally engaged with analysing a range of texts, considering the significance of
contextual factors and exploring relationships between the unseen texts in Section A
and between the set text and other texts studied on the course in Section B:
select and apply relevant concepts and approaches from integrated linguistic
and literary study, using appropriate terminology and accurate, coherent
written expression (AO1);
4. Appendices
Appendix 1 :LL1 Section A Specimen Answer
*London
* Please note that this poem has been withdrawn from the anthology and replaced by Blakes
The Tyger
In its most basic interpretation, each text can be seen as an expression of its respective
author's opinion of the city of London; the opinions expressed are greatly differing, however.
Fundamentally, the main difference between the two texts is the light in which they portray
the city; Blake does so in a negative light, whereas Smith does so in a positive light, at least
on the surface.
The poem, 'London', has a rigid structure, being split into four quatrains. This structure is
perhaps reflective of the monotony which Blake feels is inherent in London. This is also
reinforced by both the regular rhyme scheme, and the eight syllable lines, which produce a
rhythm which sounds almost like that of a march. This implies that London, like a marching
army, is inescapable and all-encompassing. Smith, on the other hand employs a much less
rigid structure, which is much more like speech or a stream of consciousness. This,
combined with the use of ellipsis, interjections, and a spoken style make for a much more
informal, freer piece of writing which reflects the vibrancy which Smith sees in the city of
London.
Both pieces use the first person narrative stance, although to very different effects. Blake
uses the first person to convey to the reader the oppressive nature of London. He says that
he wanders through the "charter'd street", which implies freedom, since the city was given a
charter by the sovereign entitling it to the right to manage its own affairs; however, he
applies the same word, "charter'd", to the Thames, causing a semantic shift, leaving the
word with a new meaning of possession, which then, subsequently, affects the first use of
the word, making us feel that the streets of London have a closed in, almost claustrophobic
quality. Smith, on the other hand, uses the first person to express her appreciation of
London, the first three words she says are "I love London" - this declarative sentence sets
the tone for the rest of the piece, framing it, so that we read the rest of the text from a
positive perspective.
In 'London', Blake uses one enjambed sentence per stanza; this I feel is somewhat
incongruous with the content of the poem. In the poem, Blake is conveying a very
pessimistic view of life in London, and of social injustice; as such I would have expected a
more rigid structure to be adopted, to reflect the content. Perhaps this implies that there is
some freedom in London, or at least a sense of it, but not much. However, it could also be
argued that this is not the case, since the enjambed sentences are marshalled through
caesura, and the quatrains form a rigid structure overall; from this we could infer that Blake
is saying that any feeling of freedom in London is but an illusion, and that in actual fact, all
inhabitants of London are actually prisoners of it, even if they are unaware of being so.
Both the sentence structure and grammatical forms adopted by Smith are those we would
expect to find in spoken language. She uses syndetic listing in the second paragraph which
serves to create an energetic mood in the text, mirroring that which she sees in London - "I
don't think there is any city to touch it in terms of energy". The use of spoken style, such as
the use of "up there" at the end of the first paragraph sets a more informal, casual,
conversational tone, which makes the reader think of London as a casual urban place. The
use of the interjection "Oh" has a similar effect.
The use of lexis and imagery within Blake's writing serves to enhance his view that London
is oppressive and claustrophobic. Throughout the poem he repeats the word "every", and
the phrase "In every" in the second quatrain, which makes the reader feel that the
pessimistic, distressed tone with the poem permeates the city in its entirety. The lexical set
of "cry", "sigh", "tear" and "woe" serve to make us feel that the city breeds sadness within its
population. The use of the phrase "mind-forg'd manacles" infers that the distress and
oppression which the narrator feels is a product of humanity, since it is 'made of the mind',
so essentially, Blake is saying that humanity is to blame for its own distress and
unhappiness. The image of the soldier's blood running down palace walls is a very vivid, and
somewhat repugnant one, which illustrates the social injustice present with the society of
London, since it seems unjust that the "hapless soldier" should die while the monarch lives
opulently in the palace. Also, the phrase "the new born infant's tear" implies that misery, for
those born into the lower classes begins at birth, and further emphasises the social injustice
present in the society. The linking of "Marriage" and "hearse" is perhaps a comment by
Blake upon how societal conventions serve only to create further social injustice, since the
implication hear is that the prostitute will be viewed badly as a result of the child being born
out of wedlock.
Similarly, in Smith's piece, lexis serves an extremely important role in conveying her point of
view. Her use of the neologistic portmanteau "city- ness" makes the reader feel that the city
is 'fresh' and contemporary. Her use of the word "unnatural" to describe New York implies,
by compassion that London is a natural place to live. Smith's apparent preoccupation with
bagels is comic, and lightens the tone of the piece, but is also perhaps a criticism of the
frivolity of London. Through the use of proper nouns she gives London a sense of place
which is not present in Blake's writing, which, in comparison seems less focused on London
itself, and more so on the injustices within it.
Statement
Structure and Form
Narrative Stance
Orthography and
punctuation
Evidence
Analysis
Declarative mood
Parallelism and
Asyndetic listing
In every
Marks of
Foregrounding
marriage hearse
Lexis and Imagery
Juxtaposition
Adjective
Dual meaning symbol of freedom: London granted charter and Thames as possessed or hired
out.
Meaning to notice or a scar. Blake has identified both in his vision.
Constrictions are of human creation suggested through compound adjective.
Darkness synonymous with sin and corruption.
Metaphor
charterd
charterd Thames
mark in every face and
marks of woe
mind-forgd manacles
blackning midnight
Colour symbolism
Alliteration
mindmanacles
Sibilance
Blake sneers at mans inability to break free from his desperate fate,
Sympathetic presentation of unfortunate victim reinforced through gentle, innocent alliteration.
Biting consonants reflect Blakes bitter outlook.
Plosives
Poetic elision
bloodPalace
blastsblights
charterd, blackning
Verb/noun
Orthography and
punctuation
Grammar and
Sentence Structure
Discourse features
Stative verb
Pronoun/determiner
up there
youll
love
we, our
Proper nouns
Simile
Phonology and Sound
Patterning
Orthography and
punctuation
Addresses reader or interviewee directly as to options available for writing about London.
Matter of fact personal vision of Londons inhabitants.
The hammering repetition of key phrases suggests the extent of the problem.
Repetition to explore possibilities London should/should not present.
Slang phrase to highlight importance of London to Smith, elision creates informality of tone.
Repetition of words beginning with plosive phonemes re-iterates Smiths enthusiasm for London and
desire to move beyond novelists limited cultural representations
elision
youll, youre
ellipsis
dashes
You have two weeks to complete your assignment. The unseen text and your analysis of the
pair of texts must be handed in on _________________
Once you have completed your own assignment, you will be exchanging your pair of texts
for a different pair selected by someone else in the class. In effect, you get to be the
examiner and set your friends an exam style question dont be too mean though,
remember they are going to be setting one for you too!
THE CONE
Think about it like this Just as we need a fairly tasteless, dry cone to enjoy an
ice cream so we need fairly dry linguistic and literary terms and approaches to
help us explore the meaning of a text. Most of us dont buy an ice cream for the
cone, and most of us dont read a text simply to describe its linguistic or literary
features. Always relate what you find in a text to how meaning is created. Do
try to eat the whole cone though! Use all the approaches and terms available.
GOOD LUCK
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.
Style
Your 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.
STYLE
MEANING
Overview
CONTENT; CONTEXT; AUDIENCE;
ATTITUDES; PURPOSE; TEXT TYPE;
TONE; THEMES
C C A A P T T T
Sentence level/Grammar
Sentence types
Syntax (word order)
(especially: parallelism, foregrounding;
end focus; non-standard features)
Mood (Declarative, Interrogative,
Imperative)
Tense
Standard/Non-standard
features/Dialect
Ellipsis
Phonology
Accent/Pronunciation e.g. elision,
phonemes //, plosives, fricatives, sibilants,
IPA, Received Pronunciation, regional
accents.
.Prosodic features (loudness, stress,
pitch, intonation, etc.)
Sound alliteration, assonance, rhyme
(couplets, masculine, half-rhyme, eye
rhyme), rhythm, iambic and trochaic feet,
sound effects, onomatopoeia, )
Typography
Font
Punctuation
Orthography
Graphemes <>
Pictorial elements
Use of colour
FORM AND
STRUCTURE
SENTENCE
LEVEL
WORD
LEVEL
PHONOLOGY
TYPOGRAPHY
Word level/Lexis
Modifiers
Register
Word classes (e.g. pronouns, verbs, abstract
nouns)
Lexical sets
Connotations
Standard/Non-standard
features/Dialect/Idioms/Archaisms
Literary and Rhetorical techniques including:
metaphor, simile, allusion, imagery, symbolism,
personification, anthropomorphism, pathetic
fallacy, listing, antithesis, paradox, oxymoron,
juxtaposition, tripling, repetition, hyperbole,
litotes, apostrophe
First Class
1. Whats in a name?
Devise a short factual narrative in which one person is addressed in several different ways
according to context. (e.g. Mrs Smith, Mum, madam, dear etc.) Students discuss variations
and why they occur. Explain your own different names and titles to the class. Then they list
what they are called, by whom, including nicknames and their origins.
Introduce key term- vocative.
Overview
2. Language variety sheet
Fill an A3 sheet with 20 very short extracts/texts of different genres and periods (e.g. main
literary genres, advert, transcript, media texts, letter, news bulletin). Students identify text
types 1-20.Follow up with structured set of questions targeting key concepts e.g. register,
tone, viewpoint, non-standard features, spoken/written, objectivity/bias, graphology
Non-fiction writing
3. The Next Big Thing
Based on style of The Times supplement interview feature. Introduce recent examples of
the genre. Students have 5 minutes to interview a partner, collecting material especially
strengths, achievements, talents and ambitions. Swap over. They write the beginning
(approx. 150 words) of a profile to read out, introducing their partner to the class. Can be
written up in full as a brief assignment.
4. Newspaper headlines
Students match ten recent headlines with brief summaries of the stories they headed. They
make a list of typical linguistic features of headlines. Discuss and elicit/introduce appropriate
terminology. Provide a new set of story summaries, real or imaginary. Students devise
headlines and analyse their choices. Could introduce terms such as: homophone, ellipsis,
collocation, intertextuality
Poetry
5. What is poetry ?
Pose the question. Consider O.E.D definition. In small groups students discuss poems they
already know and work towards a definition of their own. Note results on board. Give out a
number of cards with poets definitions (e.g. Heaney: Poetry is language in orbit; Motion:
Poetry is a hotline to the emotions). Students rank them in order of agreement and defend
favourite definitions with reference to poems they know.
6. Song Lyrics
Provide a varied collection of lyrics, old and new. These can be accompanied by songs on
CD. Demonstrate analysis of lexis, syntax and some literary devices on two sets of lyrics.
Students analyse the other examples in pairs. For the following class students play, present
and analyse their own favourites.
7. Poems in performance
Use Daisy Goodwin DVD Poems to Fall in Love With, with paper copies of selected poems.
Discuss how performance and presentation bring out meanings of poems. Small groups of
students are given a (fairly short) poem to perform. The presentation might add a short
explanation of the effects they aimed to achieve.
Prose genres
8. Word class packs
Use laminated word packs of nouns, verbs, adjectives and adverbs. Each pair/small group
of students is dealt a hand of cards and a genre card (e.g. horror, detective, sci-fi,
romance). The task is to include the words in a narrative opening in that genre.
9. Consequences
Each student has a genre card (as above) which they keep to themselves. On an A3 sheet
each writes the opening of a narrative in that genre. Then they stop and fold the page,
leaving a line or so showing. The sheets are passed around, each student adding a section
in their particular genre. When they are read out, the class try to identify the genres.
10. Nursery rhymes
Introduce idea of re-writing in a different genre (good examples in Private Eye and politically
correct fairytales). Deal out one pack of genre cards and a nursery rhyme to each pair.
Students re-write the nursery rhyme in the genre and briefly identify important stylistic
features.
Dialogue
Discourse
Double negative
Dynamic verbs
Elision
Ellipsis
End-focus
Enjambment
Euphemism
Exclamatory mood
Eye rhyme
Fillers
foregrounding
Form
Fricatives
Hyperbole
Iambic
Imagery
Imperative mood
Indefinite article
Independent main
clause
Internal rhyme
Interrogative mood
Intonation
IPA
Juxtaposition
Lexical set
Lexis
Litotes
Metaphor
Mode of address
Nasals
Non-standard Lexis
Noun
Octet
Onomatopoeia
Orthography
Oxymoron
Paralinguistics
Parallelism
Passive voice
Pathetic fallacy
Pentameter
Personification
Petrarchan or Italian
sonnet
Phonology
Phrase
Plosives
Preposition
Pronoun
Proper nouns
Prosodic features
Purpose
Quatrain
Received
Pronunciation (RP)
Repair
Repetition
Rhythm
Rondo
Sentence mood
Sestet
Shakespearean or
English sonnet
Sibilants
Simile
Simple sentence
Spondee
Stanza
Stative verbs
Stress
Subordinating
conjunction
Superlatives
Syllable
Symbolism
Syndetic listing
Syntax
Syntax inversion
Tag question
Tetrameter
Themes
Tone
Transcription
Trimeter
Tripling
Trochee
Turn-taking
Utterance
Verbs
Verse Type
Vocatives
Volta
5.
Band
ASSESSMENT GRIDS
AS ENGLISH LANGUAGE & LITERATURE
LL1 Sections A and B Assessment Grid
AO1
AO2
Select and apply relevant concepts and
Demonstrate detailed critical
approaches from integrated linguistic and
understanding in analysing the ways in
Marks
literary study, using appropriate terminology which structure, form and language
and accurate, coherent written expression
shape meanings in a range of spoken
Weighting: 16 marks
and written texts
Weighting: 8 marks
0-10
11-20
21-30
3
31-40
4
AO3
Use integrated approaches to explore
relationships between texts, analysing
and evaluating the significance of
contextual factors in their production
and reception.
Weighting: 16 marks
Describes wider context(s) in which texts
are produced. Limited sense of genre,
purpose and audience. Limited evidence of
understanding relationships between texts,
particularly towards the bottom of the band.
Marks
0-5
6-10
11-15
16-20
Band
Marks
AO1
Select and apply relevant concepts and
approaches from integrated linguistic and
literary study, using appropriate terminology
and accurate, coherent written expression.
AO2
Demonstrate detailed critical
understanding in analysing the ways in
which structure, form and language
shape meanings in a range of spoken
and written texts.
Weighting: 10 marks
Limited awareness of how some of the
most obvious choices in form, structure and
vocabulary create basic meaning in texts,
though stronger towards the top of the
band.
AO3
Use integrated approaches to explore
relationships between texts, analysing
and evaluating the significance of
contextual factors in their production
and reception.
Weighting: 20 marks
Describes wider context(s) in which texts
are produced. Limited sense of genre,
purpose and audience. Limited evidence of
understanding relationships between texts,
particularly towards the bottom of the band.
Weighting: 10 marks
0-10
1
11-20
2
21-30
3
31-40
4
Band
Marks
0-10
11-20
2
21-30
3
31-40
4
A01
Select and apply relevant concepts and
approaches from integrated linguistic and
literary study, using appropriate terminology
and accurate, coherent written expression.
Weighting: 10 marks
Limited evidence of integrated study. Minimal,
unconvincing application of concepts and
approaches. Written expression often has lapses
in accuracy and clarity. Response may lack
organisation. Basic terminology often
misunderstood and misapplied.
A02
Demonstrate detailed critical
understanding in analysing the ways in
which structure, form and language
shape meanings in a range of spoken
and written texts.
Weighting: 10 marks
Limited awareness of how some of the most
obvious choices in form, structure and
vocabulary create basic meanings. Some
difficulty in understanding meaning in texts.
AO3
Use integrated approaches to explore
relationships between texts, analysing
and evaluating the significance of
contextual factors in their production
and reception.
Weighting: 20 marks
Some simplistic awareness of the broadest
contextual factors. Limited sense of genre.
Limited evidence of understanding basic
points of comparison and contrast. Texts
may be discussed individually and
unevenly.
Reasonable observations of some key
contextual factors. Some relevant
discussion of how different contexts
influence the way the texts have been/are
received, more relevant towards top of
band. . Selection and discussion of some of
the more obvious points of comparison and
contrast.
Sensible and clear awareness of the
influence of some key contextual factors on
the production and reception of texts. Some
sensible evaluation of how different
audiences/readers in different times might
respond. Able to present generally
convincing overview. Points for comparison
and contrast are well-chosen and clearly
argued.
Confident evaluation of the impact of
contextual factors in shaping the production
of texts and influencing different
audiences/readers at different times.
Points of comparison and contrast are
astute and illuminating. Title/question
addressed consistently and perceptively.
Band
Marks
0-10
11-20
2
21-30
3
31-40
4
A01
Select and apply relevant concepts
and approaches from integrated
linguistic and literary study, using
appropriate terminology and accurate,
coherent written expression.
Weighting: 10 marks
Limited evidence of integrated study.
Minimal, unconvincing application of
concepts and approaches. Written
expression often has lapses in accuracy
and clarity. Response may lack
organisation. Basic terminology often
misunderstood and misapplied.
Some basic evidence of integrated study.
Some application of key concepts and
approaches. Some use of key
terminology. Generally clear expression,
but with lapses in accuracy.
Straightforward vocabulary and sentence
organisation, becoming more complex
towards top of band. Clear organisation
towards top of band.
Clear evidence of integrated study.
Purposeful use of appropriate
terminology. Relevant and purposeful
application of some relevant key
concepts and approaches. Generally
accurate, coherent expression. Effective
organisation, particularly towards top of
band.
Thorough knowledge, understanding and
insights gained from integrated study.
Sophisticated application of concepts and
a wide range of approaches. Accurate
and sensitive use of terminology. Very
well-organised.
Written expression is confident, fluent,
with varying degrees of flair. Mature
vocabulary.
AO3
Use integrated approaches to explore
relationships between texts, analysing and
evaluating the significance of contextual
factors in their production and reception.
Weighting: 20 marks
Some simplistic awareness of the broadest
contextual factors. Limited sense of genre.
Limited evidence of understanding basic
points of comparison and contrast. Texts may
be discussed individually and unevenly.
Band
Marks
0-10
11-20
21-30
31-40
AO4
Demonstrate expertise and creativity in using
language appropriately for a variety of purposes and
audiences, drawing on insights from linguistic and
literary studies.
A02
Demonstrate detailed critical understanding in
analysing the ways in which structure, form and
language shape meanings in a range of spoken and
written texts.
Weighting: 30 marks
Limited attempt to vary register in response to audience
and purpose, less limited towards the top of the band.
Limited attempt to apply knowledge and understanding
from integrated study to own writing. Limited engagement
with tasks.
Weighting: 10 marks
Limited awareness of how some of the most obvious
choices in form, structure and vocabulary create basic
meanings. Some difficulty in understanding impact of text
in performance. Limited awareness of contextual
factors/other texts which may have influenced the
production/performance.
Band
Marks
0-10
1
11-20
21-30
31-40
4
A01
Select and apply relevant concepts and
approaches from integrated linguistic and
literary study, using appropriate terminology
and accurate, coherent written expression.
Weighting: 8 marks
Limited evidence of integrated study. Minimal,
unconvincing application of concepts and
approaches. Written expression often has lapses
in accuracy and clarity. Response may lack
organisation Basic terminology often
misunderstood and misapplied.
Some basic evidence of integrated study. Some
application of key concepts and approaches.
Some use of key terminology. Generally clear
expression, but with lapses in accuracy.
Straightforward vocabulary and sentence
organisation. Clear organisation towards top of
band.
A02
Demonstrate detailed critical
understanding in analysing the ways in
which structure, form and language
shape meanings in a range of spoken
and written texts.
Weighting: 16 marks
Limited awareness of how some of the most
obvious choices in form, structure and
vocabulary create basic meanings. Some
difficulty in understanding meaning in texts.
AO3
Use integrated approaches to explore
relationships between texts, analysing
and evaluating the significance of
contextual factors in their production
and reception.
Weighting: 16 marks
Some simplistic awareness of the broadest
contextual factors. Limited sense of genre.
Limited evidence of understanding basic
points of comparison and contrast. Texts
may be discussed individually and
unevenly.
Reasonable observations of some key
contextual factors. Some relevant
discussion of how different contexts
influence the way the texts have been/are
received, more relevant towards top of
band. Selection and discussion of some of
the more obvious points of comparison and
contrast.
Michael Stevens
Chief Examiner
Principal Examiner LL4
Jan Mably
Principal Examiner LL1
Catherine Porter
Principal Moderator LL2
Cerys Preece
Subject Officer
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel: (029) 2026 5000
Fax: (029) 2057 5994
www.wjec.co.uk
WJEC CBAC Ltd is registered in the UK at the above address as a company limited by guarantee (no 3150875) and a charity (no 1073332).