A-Level English Literature
Introducing the Course @ DCHS 6th Form
Why should I choose to study A level English Literature?
A chance to study some of the greatest texts ever written...
Develop an understanding of the different ways literature communicates...
An opportunity to debate and develop your own view of the world...
Opportunities to get involved in educational visits and performances
Develop written and verbal skills that are transferrable to the world of work...
What are the BIG QUESTIONS that A level English Literature encourages you to explore?
What is the genre of Tragedy and how has it changed over time?
How do writers shape meanings in texts and manipulate audiences?
How and why do ideas explored in texts change the world?
What are the great Social & Political Protest texts & writers?
What was it like to live at the times texts were written and set?
What is literary theory and how does it connect to texts?
What does the course look like?
Literary genres- Aspects of Tragedy (AQA Spec B)
In Literary genres, the texts are connected through a mainstream literary genre: we do Aspects of tragedy. Tragedy has a long tradition in literature, with its origins in the ancient world and with a specific emphasis on drama. Texts have been selected and grouped together because they share some of the common features of traditional tragic drama while also offering some interesting variations. We are, therefore, looking at an older historical form and measuring later texts and their approaches to tragedy against a literary genre which is long established.
So, students will do:
What does the course look like?
Texts and genres- Elements of Social & Political Writing
In Texts and genres, in contrast to the literary genres of tragedy, the texts are grouped together as having elements of more modern genres: either crime writing or political and social protest writing. These genres, which are heavily influenced by culture, are continually evolving.
Students will choose one of the following options:
Students study three texts: one post-2000 prose text which is The Kite Runner, one poetry which is William Blake’s collection and one further text which is ‘A Doll’s House’ one text of which must be written pre-1900. Students also respond to an unseen passage in the exam. The unseen extract can come from any of the genres of poetry, prose or drama and can include literary non-fiction.
The paper for this component is open book. Students may take a copy of their set texts into the exam. These texts must not be annotated and must not contain any additional notes or materials. The exam is at the end of Yr 13 and is 3hrs long.
What does the course look like?
4.3 Theory and independence (Worth 20% of Final A-Level)
This component is designed to allow students to read widely, and to understand that contemporary study of literature needs to be informed by the fact that different theoretical and critical methods can be applied to the subject. This area of the course provides a challenging and wide-ranging opportunity for an introduction to different ways of reading texts and for independent study. The title 'Theory and independence' highlights the important idea that, within a literature course, students should have the opportunity to work as independently as possible.
This process is supported by the AQA Critical anthology, which has accessible extracts on the following critical methods and ideas:
What does the course look like?
4.3 Theory and independence
In this component, students write about two different literary texts. One of the texts must be a poetry text and the other must be prose. We study Shakespeare’s Sonnets and ‘The Bell Jar’. Each text must be linked to a different section of the Critical anthology. Students cannot choose texts from any of the A-Level exam set text lists.
Texts chosen for study must allow access to a range of critical views and interpretations, including over time, and must maximise opportunities for writing with reference to the AQA Critical anthology.
The study of the Critical anthology supports the exploration of different meanings in literary texts and offers different ways of reading. Having explored their chosen text in the light of some critical ideas, students then demonstrate their understanding through their written work, comprising of two pieces of writing, one on each of the chosen texts. Students produce two essays of 1250-1500 words. One response will be a conventional essay; the second can be re-creative although this is rare at DCHS. It is possible to submit two conventional responses.
A conventional essay will focus on debate and explore potential meanings in a literary text using critical theories and ideas.
What transferable skills will I gain from the course and how will it help me in the future?
Why should I choose to study A level English Literature?