A Level English Literature

A Level English Literature

Students are strongly recommended to familiarise themselves with the AQA specification for A-level English Language and Literature (A). The document can be downloaded as a pdf file, alongside further student support and assessment materials from the AQA website.

The AQA A-level is divided into four units as follows:

AS: 2 units AQA Code 1721

A2: 2 units AQA Code 2721

Below is a more detailed breakdown of the units studied for AS and A2.

Advanced Subsidiary (AS):

Unit 1 - ELLA 1: Integrated Analysis and Text Production

This unit introduces the principles of integrated literary and linguistic analysis by developing the ability of candidates:

• To use terminology to support their analysis of a set text
• To produce a piece of their own work, based on the study of a set text
• To write fluently and coherently

Candidates will be required to answer two questions. The first question will be an analytical question on one of the set texts; the second question a production task on a second set text. In each case, all texts will have an analysis task and a production task to maximise candidates’ choice.

The analytical question focuses on the ways in which language and style help the writer to develop and explore issues within the text (such as theme and character). Candidates will be expected to produce an informed response underpinned by close textual reference and stylistic discussion.

The production task requires candidates to write in a particular style, register or voice, based on a thorough knowledge of the text. They will be assessed on language use appropriate to the set task and on technical accuracy.

Candidates are advised to spend approximately 40 minutes responding to the analytical task on their first set text, and then spend approximately 50 minutes planning and writing the production task linked to the other set text.

Candidates must study two texts, which can be taken into the examination. However, the texts must be clean, that is, free from all annotation.

Texts

The History Boys: Alan Bennett

A Streetcar Named Desire: Tennessee Williams

Unit 2 – ELLA 2: Analysing Speech and its Representation

This unit will introduce candidates to the principles of the analysis of speech in a variety of situations. Their analysis will be supplemented by the frameworks learned on Unit 1. These questions test the ability of candidates:

• To use appropriate terminology to support their analysis
• To compare different kinds of spoken texts
• To analyse set texts with reference to representation of speech as well as exploration of stylistic and thematic issues
• To write fluently and coherently.

Candidates will be required to answer two questions. The first question will require an analytical comparison of unseen spoken texts. The second section of the unit will focus on the study of a set text where the candidate will focus on the way speech is used and represented within that text as well as stylistic matters relevant to the particular text.

The first question will have two pieces of speech which could be transcribed spontaneous speech, prepared oratory or any other type of speech representation from a non-literary context.

Candidates will be required to compare how the speech texts differ by focusing on features of spoken English and how form and context can help to shape meaning. The second question will focus on speech representation and stylistic and linguistic issues within the set text, with a short section of the text printed to provide a basis for close analysis.

Candidates must study one text, but are not allowed to take this text into the examination, since a section for commentary and discussion will be reprinted on the examination paper.

Text

All My Sons by Arthur Miller

Advanced (A2):

Unit 3 – ELLA 3: Comparative Analysis and Text Adaptation

This unit focuses on integrated literary and linguistic study: firstly, by exploring the way that unseen texts can be analysed and compared; secondly, by taking the candidate’s own production skills further by focusing on non-fiction writing. Analysis on this unit will draw together the frameworks learned throughout the course. Production on this unit will focus on the skills of textual re-casting so as to develop and strengthen candidates’ production skills. This unit tests the ability of candidates:

• To use appropriate terminology to support their analysis
• To compare different types of text including those from literary and non-literary contexts, and speech
• To write a piece of their own work, based on the study of non-fiction writing
• To write fluently and coherently

Candidates are required to answer two questions. The first question will be an unseen analytical comparison of three texts of varying length, mode, genre and/or historical period. The second question will focus on a production task linked to the study of a set text, which will be non-fiction writing. The production will include reference to their set text in the form of a printed extract which will then be used as the basis for a textual re-casting. Candidates will also be required to write a short commentary explaining the choices they made when writing the re-casting.

Candidates are advised to spend approximately 90 minutes reading, planning and writing their analytical response and then spend approximately 60 minutes planning and writing the production task and commentary linked to the non-fiction set text.

Candidates must study one text, which they will not be allowed to take into the examination.

Text

A House Somewhere: Tales of Life Abroad: Don George and Anthony Sattin
Cupcakes and Kalashnikovs: 100 Years of the Best Journalism by Women, ed.Eleanor Mills

Unit 4 – ELLA 4: Comparative Analysis through Independent Study

This unit will extend the principles of integrated literary and linguistic analysis by testing the ability of candidates:

• To use appropriate terminology in their analysis
• To make comparisons by sustaining a particular line of thinking in relation to the two chosen texts
• To produce accurate, fluent and coherent written work

Candidates are required to answer one question on two set texts: they have a free choice of question on the two texts that they have chosen to study but each question must be approved by the candidate’s tutor. The question should focus on challenging comparative issues.

Candidates must show evidence of a drafting process in their coursework and it is therefore a requirement to submit one draft with their final assessed piece.

They must write between 2,000 and 2,500 words. A consortium system operates for this specification, in line with the other AQA GCE English Specification A suites, where centres initially submit candidates’ questions to consortium advisers for scrutiny, acceptance and moderation. These consortium advisers also act in an advisory capacity to centres throughout the year.

Candidates are required to study at least one poetry text, a genre not available at AS level. Candidates must choose one text from List A; they may then choose one other text from List A or one from List B.

The intention behind this constrained choice is to offer texts which have been externally verified for their suitability for this coursework unit. Centres should discourage candidates from writing at length about biographical details of any of the writers. The primary focus of candidates’ work must be on literary and linguistic analysis and comparative issues within the texts.

List A (Poetry)

Ariel: Sylvia Plath

The Whitsun Weddings: Philip Larkin

The Wife of Bath’s Prologue and Tale: Geoffrey Chaucer

Selected Poems: D.H. Lawrence

Taking off Emily Dickinson’s Clothes: Billy Collins

Selected Poems: Robert Frost

Songs of Innocence and of Experience: William Blake

Selected Poems 1965-75: Seamus Heaney

Selected Poems: William Wordsworth

Mean Time: Carol Ann Duffy

Selected Poems: Emily Dickinson

Selected Poems: Elizabeth Jennings

List B (Other Genres)

A Handmaid’s Tale: Margaret Atwood

Hamlet: William Shakespeare

As You Like It: William Shakespeare

The Penguin Book of Modern Short Stories: ed. Malcolm Bradbury

Small Island: Andrea Levy

The Accidental Tourist: Anne Tyler

Waterland: Graham Swift

A Prayer for Owen Meany: John Irving

Dubliners: James Joyce

Hotel World: Ali Smith

Death of a Salesman: Arthur Miller

Translations: Brian Friel

The purpose of this unit is to show an ability to use literary and linguistic terminology for analysis (Assessment Objective 1) and to make comparisons considering context (Assessment Objective 3). Each AO is weighted equally (30 marks).

The coursework is not an opportunity to write broadly on general themes or to relate them to the lives of the poets / writers. Rather, it is a chance to show the skills of close technical analysis in a comparative format. The essay should be concerned with the question of how / in what ways writers create their effects in order to focus on a particular theme.

Unless the candidate chooses two poets, comparisons will inevitably need to explain the different demands of the genre used (poetry, drama, short story, novel) but these should be confined to the specific differences of the texts chosen rather than a more generalised approach to genre difference. Similarly, though context may be important in explaining language change or specific historical attitudes, candidates should give a lesser emphasis to these areas than they do to technical analysis. Typically, a good coursework title will be ‘Compare the ways in which X and Y write about loneliness / death / the countryside etc.’ while an unsuitable title might be ‘Is X better than Y?’ or ‘How typical are X and Y of the periods in which they were writing?’

List A / List B examples

1. The Whitsun Weddings: Philip Larkin / Dubliners: James Joyce

Compare the ways in which Larkin and Joyce portray family relationships.

2. Mean Time: Carol Ann Duffy / Hotel World: Ali Smith

Compare the ways in which Duffy and Smith use different narrative points of view.

3. Taking Off Emily Dickinson’s Clothes: Billy Collins / The Accidental Tourist: Anne Tyler

Compare the ways in which Collins and Tyler present ideas about travel.

List A only examples

1. Selected Poems: Robert Frost / Selected Poems: William Wordsworth

Compare the ways in which Frost and Wordsworth write about friendship.

2. Taking Off Emily Dickinson’s Clothes: Billy Collins / Mean Time: Carol Ann Duffy

Compare the ways in which Collins and Duffy use irony.

3. Selected Poetry: D.H.Lawrence / Selected Poems: Emily Dickinson

Compare the ways in which Lawrence and Dickinson make use of the natural world.

In the production of their coursework candidates are encouraged to read widely, to include at the end of their essays a bibliography of works read and to make appropriate reference to them, where relevant, in the body of the coursework. However, it must be stressed that a personal response is what is required and an inclusion of critical references is not essential.

Students are required to pay for and arrange their own examinations with the examining board. They are also required to manage the coursework units for each subject. Students must check the examination board's website for available dates for examination entry and any further relevant information regarding the course specifications.

www.aqa.org.uk