Welcome
to A Level English Literature
We
hope you enjoy the course and are successful at AS or A
Level – whichever
you choose in the end. This page and its links should clarify
one or two important points about the nature
of the course and assessment procedures. It also aims to
advise you about how to study and what to do if you encounter
problems. Good luck!
Aims of the AS and A Level English Literature Specification
From the AQA Specification:
- to
encourage students to develop interest and enjoyment
in literary study, through reading widely, critically
and
independently
- to
introduce students to the traditions of English Literature
The course
aims to encourage you to explore English Literature in
a more textually focused and detailed way than at GCSE.
We aim to increase your awareness of the creativity of individual
writers, their use of language, tone, structure and other
features and to develop your ability to write about writers’ techniques.
To help you do this, we also aim to build your critical vocabulary
and deepen your level of response to the quality and effectiveness
of a range of prose, poetry and drama texts, from the time
of Shakespeare to the present day.
Whereas
you may have explored the presentation of character and
themes at GCSE level as interesting for their own sake,
we aim to take you beyond this. Answers at AS level will
move beyond ‘character and theme’. We will explore
texts as they relate to a particular genre (or type) of writing.
We will examine the language used, and consider the historical,
political and social context in which the texts were written.
The issue of ‘context’ is not one to fear. Studying
context is a way of helping to make meanings from texts.
You will be encouraged strongly to explore different ways
of interpreting different possible meanings of texts. You
should, of course, be able to write effectively yourself,
to express your ideas clearly and to develop an argument
coherently.
We hope that you will read widely, contribute to class discussion
and take opportunities that are provided to visit the theatre
or attend study/lecture days. These are essential aspects
of the course which should increase your interest and enjoyment
and lead to examination success.
Recommended Reading Students
who read widely around the texts they are studying will
find they are far better prepared for the Unit tests
than those who don’t. Not only will this improve your
understanding of the meanings and implications of texts in
relation to the context in which they were written, but it
will also help to enhance your essay-writing style and technique.
Wider reading might include other texts by the set authors,
similar works by other contemporary authors, and critical
works about the set texts, but, of course, reading any literature
that is worthy of study will be valuable.
Students who are considering reading English at university
should approach their English teachers as early as possible
in Year 12 for guidance on what might be useful preparation
for UCAS application and interviews.
Your course tutors will advise you about what to read and
in-house teaching resources will contain specific reading
lists for individual texts as well as essays and our own
notes.
The
Resource Centre is well stocked with background texts and
access to CDROM and the Internet. In particular, ProQuest
Learning:Literature contains valuable contextual and critical
material relevant to all texts and authors. In addition to
this, the Departmental Intranet File is a valuable source
of information and there is a selection of background texts
and Literary Dictionaries, including the Oxford, Cambridge
and New Pelican Guides to English Literature, also in the
Resource Centre.
In
addition to the wider reading suggested here, you can
also begin preparing for Unit
5 and Unit 6 of A2. Reading
lists for these can be accessed by clicking on the appropriate
link.
Annotation
of Open Book Texts
From
the AQA Specification:-
These
texts may contain only brief marginal annotations,
within the body of the text itself
[i.e. excluding any
other areas of the book]. Such annotation should
amount to no more than cross-references and/or the
glossing
of individual words or phrases. Highlighting and underlining
is permitted. Annotations going beyond individual
words or phrases, or amounting to aides-memoire or
notes towards
the planning of essays are not permitted. Insertion
of pages, loose sheets, ‘post-its’ or any
other form of notes or additional material is not permitted.
The use of other materials such as critical works,
dictionaries
or additional notes is not allowed.
If
you’re unsure
about what’s permitted, please
ask for advice. Time Management, Good Work Habits, Worries or Concerns
The best approach here is probably to describe the ideal
student of English Literature. [S]he: -
- enjoys
reading;
- attends
regularly and is punctual;
- is
well organised and thinks ahead, using the core plan
as a guide;
- reads
thoroughly all in-house materials provided and reads
widely around the subject;
- works
hard in College and at home and to deadlines;
- plans
written work carefully in line with Assessment Objectives
and
the focus of the individual question;
- seeks
advice from a course tutor as soon as problems arise
and in
advance
of the deadlines.
No
one is perfect, tutors included. You should aim to fulfil
as many of the criteria for the ideal student as is humanly
possible without risk to your sanity. However, whilst
we will be understanding about genuine difficulties and
will
always do our best to help, support and advise you, we
cannot read, revise or do the tests for you. Here, you’ll
be on your own, so don’t allow things to slide.
Start as you mean to go on from day one.
Happy
Reading and Good Luck!
DMS
September 2000 DA September 2004 |
