Viewing entries from category: AQA A Level
A Guide to The French Lieutenant’s Woman »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA4, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, Hot Entries, Prose, The French Lieutenant's Woman
AQA A Literature | Unit LITA4: ‘Literary Connections’
This novel can be chosen as a coursework text for this A2 unit.
Below is a summary of the AQA Assessment Objectives. The guide focuses on the techniques Fowles used when writing his novel, including what are called his ‘postmodern’ techniques. There are also two worked essay examples to show how you might achieve high marks in this unit.
The Assessment Objectives
It’s important thing to be aware of the assessment objectives for your piece of work or exam paper. If you know...
[ read full article ] »A Guide to Thomas Hardy’s Poems | Aspects of Narrative »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature B, LITB1, GCSE, Hot Entries, Poetry, Analysing Poetry, Hardy, Writing, Poetry Analysis
The following guide would be useful for AQA LITB1, Aspects of Narrative but also for many other A level (and GCSE) units, where Hardy’s poems might be studied.
- Neutral Tones
- The Darkling Thrush
- At Castle Boterel
- The Voice
- Drummer Hodge
- In Church
- The Oxen
To many, Hardy is a genius, worthy of the highest respect as a technician in his poetry: a poet able to move his readers deeply often by his portrayal of ordinary people and events, both rendered special by the manner of his telling; to others, his technical ability is never...
[ read full article ] »An Introduction to EnglishEdu’s Edward Thomas PowerPoints »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA1, OCR A Level, OCR A Level English Literature, F661, Poetry, Analysing Poetry, Thomas, Edward Thomas
Edward Thomas and His Poetry
Edward Thomas is one of our most highly regarded war poets and yet in the popular imagination is perhaps less well-known; his work has attracted the highest critical acclaim.
Here are some comments:
Because all of his poetry was written after the outbreak of war, it is all, in an important sense, war poetry. Behind every line, whether mentioned or not, lies imminent danger and disruption. Andrew Motion
And from the foreword to the Collected Poems of Edward Thomas (1920)
His face was fair, long and rather...
[ read full article ] »Writing about Jane Eyre »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
Jane Eyre & AO2
Form, structure and language - is often considered to be the hardest Assessment Objective to cover in A level essays. In fact, all three of these in Jane Eyre contribute to the development of themes, characters and plot, so they should be form an integral part of any discussion of these. Integrating points about form, structure and language into other discussions is a better way of including them than constructing a paragraph specifically to address AO2. Here are some ideas about ways it can be tied in:
A paragraph about Jane...
[ read full article ] »Jane Eyre | Language »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
Brontë uses extended passages of direct speech to tell Jane’s story. In some ways this acts as protection against Jane’s later knowledge intruding on her younger self. As a device it enables characters to speak for themselves; it enables the reader to see, for example, Rochester’s feelings about Jane when she herself cannot. Apart from her initial introduction of the Reeds, we do not usually rely on Jane’s assessment of anyone, instead being given the opportunity to judge for ourselves from their actions.
Many passages in the book...
[ read full article ] »Jane Eyre | Setting »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
Jane Eyre is set firmly in northern England, in five separate locations. The Reed house at Gateshead, Lowood School, Thornfield Hall, Moor House (the Rivers’ house) and Ferndean Manor, which is Rochester’s smaller, more rural home. Mary, Rochester’s housekeeper at Ferndean, gives Brontë the chance to demonstrate that her control of the Yorkshire dialect is as strong as Emily’s, who used it in so extensively in Wuthering Heights: ‘she’s noan faâl, and varry good-natured.’ The dialect emphasises the more rural and remote...
[ read full article ] »Jane Eyre | Themes »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
The plot has been constructed by Brontë in order to allow her to create not only an absorbing and suspenseful narrative, but also, of course, to allow her to explore several themes in interesting and often persuasive ways.
Love
Love is a strong theme throughout the novel, which is essentially a romance; it is also the aspect of the novel which is quintessentially Romantic, with a capital ‘R’, in that the love which Rochester and Jane share is an extreme emotion. Both of them confess to overpowering feelings which cloud their judgement,...
[ read full article ] »Jane Eyre | Characters »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
Jane Eyre
Brontë constructs the character of Jane as having been left as an orphan after her parents’ death through typhoid; Jane is initially brought up by her mother’s (dead) brother’s wife, along with their children. Her paternal family are apparently ‘poor’, and she does not know anything of them, until her aunt – on her deathbed – reveals a letter from her father’s elder brother, who has made his fortune, but who has no children to whom to leave it. Later she discovers the Rivers family – the children of her father’s...
[ read full article ] »Jane Eyre | Form »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
Brontë’s choice of creating a novel narrated by a ‘first person autobiography’ narrator of Jane Eyre and ostensibly edited by ‘Currer Bell’ is a conceit that serves to heighten the identification between author and protagonist – and which adds effectively to the authenticity and authority of the narrator.
The character of Jane narrates her life with the knowledge that she herself would possess at the time, if she were a real woman, rather than foreshadowing the dramatic narrative or giving any hint of future events. The form is...
[ read full article ] »Jane Eyre | Context »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
Jane Eyre was published in 1847 and was the first of Charlotte Brontë’s novels; it was written in the same year as her sister, Emily Brontë’s, only novel, Wuthering Heights.
Charlotte (born 1816), together with Emily and Anne, lived at Haworth Parsonage, in North Yorkshire, where between them, they created complicated make-believe worlds as children before growing up to write.
Their mother died when Charlotte was just five, and when she was only 9, she found herself the eldest child, looking after the family, including her brother and...
[ read full article ] »Jane Eyre | Specifications & Assessment Objectives »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Prose, Jane Eyre
Jane Eyre Overview of Specifications & Assessment Objectives.pdf
A Guide to Jane Eyre »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET01, OCR A Level, OCR A Level English Literature, F661, Hot Entries, Prose, Jane Eyre
1. Overview of Specifications & Assessment Objectives
2. Context
3. Form
4. Characters
5. Themes
6. Setting
7. Language
8. Writing about Jane Eyre
Edward Thomas Poetry Resources »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA1, OCR A Level, OCR A Level English Literature, F661, Hot Entries, Poetry, Analysing Poetry, Thomas, Edward Thomas
- March.ppt
- Old Man.ppt
- Tears.ppt
- The Glory.ppt
- Words.ppt
- As The Teams Head Brass.ppt
- But These Things Also.ppt
- Gone, Gone Again.ppt
- Lights Out.ppt
- Melancholy.ppt
- The Sun Used To Shine.ppt
A Guide to Measure for Measure | Act 5 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature B, LITB3, LITB4, EDEXCEL A Level, EDEXCEL A Level English Language & Literature, EDEXCEL A Level English Literature, 6ET02, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Measure For Measure, Shakespeare, Shakespeare's Plays
The Duke, who left Vienna in secret and who has always shied away from the limelight, returns very much in public and in the open to bring judgement and justice – hence the trumpets, symbolic perhaps of the Last Judgement? This act is one very long scene and must obviously be studied in some depth by A level students. In contrast to the revelation of the Duke’s fallibility in Act 4, here he does take on something of the role of divine ruler.
He appears at first to disbelieve totally Isabella’s charge against Angelo, sharing with...
[ read full article ] »A Guide to Measure for Measure | Act 4 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature B, LITB3, LITB4, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Measure For Measure, Shakespeare, Shakespeare's Plays
In a Shakespearian comedy, the audience would probably now expect the rest of the play to be the outworkings of the Duke’s plan followed by a happy ending usually involving at least one wedding (AO4). The events of Act 4 show this is not going to be the case in Measure for Measure.
The first part of the Duke’s idea goes to plan. Mariana agrees to co-operate and Isabella successfully pretends to Angelo that she will meet him (and sleep with him). However, time is running out for Claudio who is supposed to be executed by eight the...
[ read full article ] »A Guide to Measure for Measure | Act 3 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA3, LITA4, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Measure For Measure, Shakespeare, Shakespeare's Plays
A problematic section of the play in some ways where the themes are much closer to tragedy than comedy.
Scene 1
Contrast between Isabella’s expectations about her brother’s attitudes and the reality of prison and the fear of death!
Duke as Friar presents Claudio with the traditional Christian ‘consolation’ about death (a literature genre of the Renaissance AO4) which Claudio initially accepts with fortitude. However, Isabella’s hint that there could be a way of escape prompts Claudio’s vivid and emotional expression of his...
[ read full article ] »A Guide to Measure for Measure | Act 2 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature B, LITB3, LITB4, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Measure For Measure, Shakespeare, Shakespeare's Plays
Scene 1
Escalus’ view – he appeals to Angelo to consider the possibility of his own weaknesses, a possibility Angelo will not recognise, lines 29-31
‘When I that censure him do so offend
Let mine own judgement pattern out my death
And nothing come in partial. Sir, he must die.’
In the following section, Escalus encounters Elbow, Froth and Pompey in his role as magistrate. Note how the two parts of scene 2 are parallel; Angelo’s attitude to Claudio in his judgement and condemnation of him and Escalus’ treatment of and...
[ read full article ] »A Guide to Measure for Measure | Act 1 + Scheme of Work »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA3, LITA4, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Measure For Measure, Hot Entries, Shakespeare, Shakespeare's Plays
Why teach ‘Measure for Measure’?
Measure for Measure is certainly not the easiest of Shakespeare’s dramas nor is it probably one of the most popular choices when teachers are thinking about AS and A2 level specifications; however, the degree of challenge involved in teaching it is easily matched by the degree of satisfaction in teaching it when you have got to grips with this intriguing play. Students really do enjoy reading this play!
Currently, the play is a choice for teaching on several AS specifications and as a choice for...
[ read full article ] »Assessment of Presentations Marksheet Lang A2 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language A, ENGA3, ENGA4, AQA A Level English Language B, ENGB3, ENGB4, Presentations & Tools, Presentation Admin, Teaching Ideas, Teaching Ideas & Skills Development
Click on the link below to download the resource.
Assessment of Presentations in Lang A2.doc
A Guide to Hamlet | Act 5 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA3, AQA A Level English Literature B, LITB2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, 6ET04, OCR A Level, OCR A Level English Literature, F664, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Hamlet, Shakespeare, Shakespeare's Plays
Hamlet: tragic hero?
Hamlet is usually regarded as the finest of Shakespeare’s tragedies, and one of the greatest tragedies ever written; however, it is frequently defined as ‘tragedy’ with little or no reference to tragic tropes, either Greek, Renaissance or later theories of tragedy, or with insufficient consideration of other useful theoretical approaches.
The aim of this teaching guide is to trace Shakespeare’s development of his eponymous hero through the play looking at aspects of language, form and structure as well as genre,...
[ read full article ] »A Guide to Hamlet | Act 4 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA3, AQA A Level English Literature B, LITB2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, 6ET04, OCR A Level, OCR A Level English Literature, F664, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Hamlet, Shakespeare, Shakespeare's Plays
Hamlet: tragic hero?
Hamlet is usually regarded as the finest of Shakespeare’s tragedies, and one of the greatest tragedies ever written; however, it is frequently defined as ‘tragedy’ with little or no reference to tragic tropes, either Greek, Renaissance or later theories of tragedy, or with insufficient consideration of other useful theoretical approaches.
The aim of this teaching guide is to trace Shakespeare’s development of his eponymous hero through the play looking at aspects of language, form and structure as well as genre,...
[ read full article ] »A Guide to Hamlet | Act 3 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA3, AQA A Level English Literature B, LITB2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, 6ET04, OCR A Level, OCR A Level English Literature, F664, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Hamlet, Shakespeare, Shakespeare's Plays
Hamlet: tragic hero?
Hamlet is usually regarded as the finest of Shakespeare’s tragedies, and one of the greatest tragedies ever written; however, it is frequently defined as ‘tragedy’ with little or no reference to tragic tropes, either Greek, Renaissance or later theories of tragedy, or with insufficient consideration of other useful theoretical approaches.
The aim of this teaching guide is to trace Shakespeare’s development of his eponymous hero through the play looking at aspects of language, form and structure as well as genre,...
[ read full article ] »A Guide to Hamlet | Act 2 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA3, AQA A Level English Literature B, LITB2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, 6ET04, OCR A Level, OCR A Level English Literature, F664, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Hamlet, Shakespeare, Shakespeare's Plays
Hamlet: tragic hero?
Hamlet is usually regarded as the finest of Shakespeare’s tragedies, and one of the greatest tragedies ever written; however, it is frequently defined as ‘tragedy’ with little or no reference to tragic tropes, either Greek, Renaissance or later theories of tragedy, or with insufficient consideration of other useful theoretical approaches.
The aim of this teaching guide is to trace Shakespeare’s development of his eponymous hero through the play looking at aspects of language, form and structure as well as genre,...
[ read full article ] »A Guide to Hamlet | Act 1 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA3, AQA A Level English Literature B, LITB2, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET02, 6ET04, OCR A Level, OCR A Level English Literature, F664, WJEC A Level, WJEC A Level English Literature, LT4, Drama, Hamlet, Hot Entries, Shakespeare, Shakespeare's Plays
Hamlet: tragic hero?
Hamlet is usually regarded as the finest of Shakespeare’s tragedies, and one of the greatest tragedies ever written; however, it is frequently defined as ‘tragedy’ with little or no reference to tragic tropes, either Greek, Renaissance or later theories of tragedy, or with insufficient consideration of other useful theoretical approaches.
The aim of this teaching guide is to trace Shakespeare’s development of his eponymous hero through the play looking at aspects of language, form and structure as well as genre,...
[ read full article ] »Language Interventions Student Guide Part 2 English Language AQA A ENGA4 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language A, ENGA4, Hot Entries
Associated Resources
- Language Interventions Student Guide Part 1 English Language AQA A ENGA4
- ENGA4 Language Intervention Guide Part 1.doc
- ENGA4 Language Intervention Guide Part 2.doc
Part Two
Developing Form and Style
Once you’ve settled on your argument and established what you’re going to say, you need to work out how you’re going to say it, where you’re going to say it and what order to put it all in. Most of these areas are interlinked, so the style you write in will have quite a lot to do with the form you are adopting.
- If...
Language Interventions Student Guide Part 1 English Language AQA A ENGA4 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language A, ENGA4, Hot Entries
Associated Resources
- Language Interventions Student Guide Part 2 English Language AQA A ENGA4
- ENGA4 Language Intervention Guide Part 1.doc
- ENGA4 Language Intervention Guide Part 2.doc
This is a student guide to the AQA A spec coursework element, the ‘Language Intervention’. This is one part of your A2 coursework and makes up half of the total marks for the ENGA4 unit (i.e. 20% of your total marks at A2 or 10% of you’re A level).
The AQA specification describes the unit as follows:
“The ‘Language Intervention’ coursework task is...
[ read full article ] »A Guide to Much Ado About Nothing »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, AQA A Level English Language & Literature B, AQA A Level English Literature A, AQA A Level English Literature B, EDEXCEL A Level, EDEXCEL A Level English Language & Literature, EDEXCEL A Level English Literature, OCR A Level, OCR A Level English Language & Literature, OCR A Level English Literature, WJEC A Level, WJEC A Level English Language & Literature, WJEC A Level English Literature, GCSE, AQA GCSE, AQA GCSE English Literature A, AQA GCSE English Literature B, OCR GCSE, OCR GCSE English Literature, WJEC GCSE, WJEC GCSE English Literature, Drama, Much Ado About Nothing, Hot Entries, Shakespeare, Shakespeare's Plays, Writing, Drama Analysis
Associated Resources
- A Student’s Guide to ’Much Ado About Nothing’ by Mandy Lloyd
- Much Ado Guide.doc
‘Much Ado about Nothing’ in context: ‘Comedy’ vs. ‘Tragedy’
Much Ado About Nothing is technically considered to be a Shakespearean ‘comedy’ of the classical kind; indeed, it’s even frequently taught at KS3 owing to its frequent comic tone. The witty and entertaining exchanges between the main protagonists Beatrice and Benedick have been the subject of much literary criticism and are often considered to be the most...
[ read full article ] »Hamlet Scheme of Work LITB2 »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature B, LITB2, Drama, Hamlet, Hot Entries, Shakespeare, Shakespeare's Plays, Shakespeare - Other Activities and Resources
Click on the link below to download the resource.
Hamlet Scheme of Work LITB2.doc
ELLB1 Anthology | 2011 Text Teaching Grids »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature B, ELLB1, Hot Entries
Steph Jackson and Alice O’Connor’s ELLB Text Grids
ELLB1 Text 1 2011.doc
ELLB1 Text 2 2011.doc
ELLB1 Text 3 2011.doc
ELLB1 Text 4 2011.doc
ELLB1 Text 5 2011.doc
ELLB1 Text 6 2011.doc
ELLB1 Text 7 2011.doc
ELLB1 Text 8 2011.doc
ELLB1 Text 9 2011.doc
ELLB1 Text 10 2011.doc
ELLB1 Text 11 2011.doc
ELLB1 Text 12 2011.doc
ELLB1 Text 13 2011.doc
ELLB1 Text 14 2011.doc
ELLB1 Text 15 2011.doc
ELLB1 Text 16 2011.doc
ELLB1 Text 17 2011.doc
ELLB1 Text 18 2011.doc
ELLB1 Text 19 2011.doc
ELLB1 Text 20 2011.doc
ELLB1 Text 21 2011.doc
...[ read full article ] »A Teacher’s Guide to A Woman of No Importance »
Categories: Courses, A Level, AQA A Level, AQA A Level English Literature A, LITA1, LITA2, AQA A Level English Literature B, LITB4, EDEXCEL A Level, EDEXCEL A Level English Literature, 6ET04, OCR A Level, OCR A Level English Literature, F664, WJEC A Level, WJEC A Level English Literature, LT3, Drama, A Woman Of No Importance, Hot Entries
Associated Resources
- Part 1 - AWONI Teaching Guide.doc
- Part 2 - AWONI Annotated Guide.doc
- Part 3 - AWONI Teaching Guide.doc
Why you might like to teach this text!
A Woman of No Importance is a wonderful text to teach and your students will enjoy studying it.
It is short, it has an absorbing and convincing plot and its themes are easily recognised, interestingly explored and persuasively presented.
On top of this, Wilde is a fine and witty dramatist who uses his chosen form in fascinating ways not only, at the level of plot, to entertain but...
[ read full article ] »A Student’s Guide to ’Much Ado About Nothing’ »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, AQA A Level English Language & Literature B, AQA A Level English Literature A, AQA A Level English Literature B, EDEXCEL A Level, EDEXCEL A Level English Language & Literature, EDEXCEL A Level English Literature, OCR A Level, OCR A Level English Language & Literature, OCR A Level English Literature, WJEC A Level, WJEC A Level English Language & Literature, WJEC A Level English Literature, GCSE, AQA GCSE, AQA GCSE English Literature A, AQA GCSE English Literature B, OCR GCSE, OCR GCSE English Literature, WJEC GCSE, WJEC GCSE English Literature, Drama, Much Ado About Nothing, Hot Entries, Shakespeare, Shakespeare's Plays, Writing, Drama Analysis
Associated Resources
- A Guide to Much Ado About Nothing by Steph Jackson
- Much Ado About Nothing - Student’s Guide.doc
This brief study guide focuses on the themes, language and issues of the play relevant to the current A-Level Literature specification AO2 requirement of form, structure and language: ‘demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts’.
The guide also explores some areas of the historical context of the play which will assist you with...
[ read full article ] »Compare the ways in which Duffy and Larkin use language to create a sense of isolation »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Exemplars, Exemplar Materials, Hot Entries, Poetry, Analysing Poetry, Duffy, Mean Time, Larkin, Whitsun Weddings, Students' Work, Students' Essays, Teaching Ideas, Teaching Ideas & Skills Development, Writing, Poetry Analysis
Associated Resources
- Compare the ways in which Duffy and Larkin use language to create a sense of isolation.doc
- Teacher version with comments - Larkin and Duffy - Isolation.doc
- Using exemplar essays to improve students’ work
Both Duffy and Larkin use language in their poetry to express how it feels to be isolated, or to be on the outside of society. The poems I have chosen here present this theme in different ways, providing examples of different ways in which the poets work. Larkin often offers us the persona of an outsider, but is not...
[ read full article ] »Compare the ways in which Plath and Duffy use language to convey the theme of anger »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Exemplars, Exemplar Materials, Hot Entries, Poetry, Analysing Poetry, Duffy, Mean Time, Plath, Ariel, Students' Work, Students' Essays, Teaching Ideas, Teaching Ideas & Skills Development, Writing, Poetry Analysis
Associated Resources
- Compare the ways in which Plath and Duffy use language to convey the theme of anger.doc
- Teacher Notes on D grade essay.doc
- Using exemplar essays to improve students’ work
Both Plath and Duffy express attitudes towards the theme of anger, through the use of language. Both poets’ ideas though are conveyed in different ways. Plath expresses her emotions through reference from her own experiences which have given her inspiration, but with Duffy, she uses the persona of other people to explore deeper meaning and...
[ read full article ] »Compare the ways in which Larkin and Duffy use language to explore relationships »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Exemplars, Exemplar Materials, Hot Entries, Poetry, Analysing Poetry, Duffy, Mean Time, Larkin, Whitsun Weddings, Students' Work, Students' Essays, Teaching Ideas, Teaching Ideas & Skills Development, Writing, Poetry Analysis
Associated Resources
- Compare the ways in which Larkin and Duffy use language to explore relationships.doc
- Teacher Notes on C grade essay.doc
- Using exemplar essays to improve students’ work
Both poets Philip Larkin and Carol Ann Duffy write about relationships. Using different language techniques, they can show how they portray their feelings towards them. The poems I have chosen to show this are “Valentine” and “Disgrace” by Duffy and “Self’s the Man” and “Talking in Bed” by Larkin.
Duffy’s poem titled “Valentine”...
[ read full article ] »Compare the ways in which Plath and Duffy use language to convey a sense of childhood »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Exemplars, Exemplar Materials, Hot Entries, Poetry, Analysing Poetry, Duffy, Mean Time, Plath, Ariel, Students' Work, Students' Essays, Teaching Ideas, Teaching Ideas & Skills Development, Writing, Poetry Analysis
Associated Resources
- Compare the ways in which Plath and Duffy use language to convey a sense of childhood.doc
- Teacher version with comments - Plath and Duffy - Childhood.doc
- Using exemplar essays to improve students’ work
Plath and Duffy both explore the theme of childhood in their poetry from different angles. In the poems selected here, Duffy presents childhood as a memory: vague and tantalising in Beachcomber and specific and threatening in Welltread, while Plath presents childhood by exploring the development of an unborn child and...
[ read full article ] »Compare the ways in which Plath and Larkin use language to convey ideas of violence »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Exemplars, Exemplar Materials, Hot Entries, Poetry, Analysing Poetry, Larkin, Whitsun Weddings, Plath, Ariel, Students' Work, Students' Essays, Teaching Ideas, Teaching Ideas & Skills Development, Writing, Poetry Analysis
Associated Resources
- Compare the ways in which Plath and Larkin use language to convey ideas of violence.doc
- Teacher version with comments - Plath and Larkin - Violence.doc
- Using exemplar essays to improve students’ work
Violence is an aspect which is clearly present in some of Plath and Larkin’s poetry, but each conveys this theme in different ways and forms. Larkin tends to express his ideas about society by means of a persona different to himself, which he does in the two poems selected here, using violent imagery and connotations to...
[ read full article ] »AQA A A Level English Language & Literature A2 Coursework Booklet (ELLA4) »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Hot Entries, Writing, Comparative Analysis
ELLA4 A2 Student Coursework Booklet.doc
This booklet is intended to have the coursework mark scheme as the final pages of the booklet. For copyright reasons this has not been included. You will need to download the spec and add these pages to complete it. This should be easy as our ELLA4 A2 Student Coursework Booklet is an editable .doc file.
Link to AQA website See pages 10 and 11.
The Captain of the 1964 Top of the Form Team »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout. It could be recommended to more able students for the theme of British culture and society.
References: Several songs from the period are listed: Do Wah Diddy Diddy, Baby Love, Oh Pretty Woman, Come See About Me, A Hard Day’s Night – together with references to artists – the Beatles, the Supremes, Mick (Jagger), Dave Dee Dozy (of Dave Dee, Dozy, Beaky, Mick and Titch), Dusty Springfield. There are also lots of references to...
[ read full article ] »The Good Teachers »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout. It could be recommended to more able students for the theme of British culture and society.
The poem recounts admiration for certain teachers, and looks to the future.
Links to Plath/Larkin: British culture and society (Larkin)
Lang-Lit points: address, use of proper nouns, listing, minor sentences.
Adultery »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout. It could be recommended to more able students for the theme of love and romance.
An adulterer is addressed in this poem; their actions and motives questioned.
Links to Plath/Larkin: love and romance (Larkin)
Lang-Lit points: address, similes and metaphors, imperatives, semantic fields of secrecy and decay, references to language and words.
Crush »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout. It could be recommended to more able students for the theme of love and romance.
This poem describes infatuation.
Links to Plath/Larkin: love and romance (Larkin)
Lang-Lit points: similes and metaphors, lexical choices (especially adjectives)
First Love »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature B, ELLB4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout. It could be recommended to more able students for the theme of love and romance.
The speaker describes waking to a dream about their first love. The memory is bittersweet.
Links to Plath/Larkin: love and romance (Larkin)
Lang-Lit points: similes and metaphors, address, use of tense, lexical choices associated with love/romance (lipstick, flowers)
Valentine »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, but it is listed on the student handout for the theme of love and romance, and it could be recommended to more able/interested students for ¬the use of imagery.
An onion is offered as a valentine gift, with the poem explaining how it relates to love.
Links to Plath/Larkin: love and romance (Larkin), imagery (Larkin/Plath)
Lang-Lit points: extended metaphor, use of tense, imperatives, structure, imagery.
Moments of Grace »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is included as a taught poem in the scheme of work, as it could be used for an essay on love and romance, exemplifies Duffy’s style effectively, and pairs well with “Disgrace”.
References: “Memory’s caged bird won’t fly.” is one of the best-known lines from this collection.
The poem describes various special moments in a life, seeming to bemoan the ordinary nature of much of our lives, but ending with a moment which lifts the spirit.
Links to Plath/Larkin: love and romance (Larkin)
Lang-Lit points: imagery,...
[ read full article ] »Disgrace »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is included as a taught poem in the scheme of work, as it could be used for two different questions. It could also be recommended to more able students for a question on the use of imagery.
References: This poem should clearly be read in conjunction with “Moments of Grace”.
The speaker describes a sudden realisation that a relationship has ended, by personifying the house and all that’s in it as decayed or spoiled by the souring of the couple’s love.
Links to Plath/Larkin: love and romance (Larkin), isolation...
[ read full article ] »Never Go Back »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, but it is listed on the student handout for the theme of isolation.
The main character in the poem (“you”) makes an ill-advised visit to their home town.
Links to Plath/Larkin: isolation (Larkin/Plath)
Lang-Lit points: address, similes and metaphors, personification of places/buildings, semantic fields of death and decay.
Brothers »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout. It could be recommended to more able students for the theme of family.
The persona thinks about their brothers, using them as a link to their mother.
Links to Plath/Larkin: family (Larkin/Plath)
Lang-Lit points: listing, use of tense, repetition.
Stafford Afternoons »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout. It could be recommended to more able students for the theme of violence (as it does contribute to the theme, but more subtly than the others mentioned).
The persona describes slipping away from suburbia into a wood, where she comes across a flasher.
Links to Plath/Larkin: violence (Larkin/Plath)
Lang-Lit points: semantic field of colour, creation of tension through lexical choice, personification of landscape, similes and...
[ read full article ] »Confession »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is included as a taught poem in the scheme of work, as it could be used for two different questions.
References: words in italics are from the ritual words of the confessional.
A child’s thoughts during confession, which seem to include an internalised version of the priest’s words, are intermingled with the child’s spoken words.
Links to Plath/Larkin: childhood (Plath), religion (Larkin/Plath)
Lang-Lit points: unusual form, lack of standard punctuation, spoken mode feel, religious semantic field, field of dirt and...
[ read full article ] »Litany »
Categories: Courses, A Level, AQA A Level, AQA A Level English Language & Literature A, ELLA4, Poetry, Analysing Poetry, Duffy, Mean Time
This poem is included as a taught poem in the scheme of work, as it could be used for three different questions.
References: a litany is a formulaic prayer which lists a number of elements, usually with some kind of refrain for the congregation to repeat at regular intervals.
The persona remembers playing at her mother’s feet while her mother talks to her friends, and one particular day when she repeated a swear word in front of this group of women and was pubished.
Links to Plath/Larkin: childhood (Plath), religion (Larkin/Plath),...
[ read full article ] »Please subscribe or log in to access the rest of this resource.
This website offers a wealth of enriched content to help you help your students with GCSE & A Level English. Please subscribe or log in to access this content.
If you've never been here and would like a sample of what's on offer, please sample it here, and use the menu on the left to browse the site's content by title.
The trial covers just a few samples, if you would like to find out if we have the resources you need, get in touch by email using the contact details below.
The content of this site has been produced by teachers and examiners. We have a similar site for Media Studies called Media.edusites.co.uk
Kind regards, Richard Gent
Edusites Ltd
[email] richard@edusites.co.uk
[telephone] 01604 847689
[fax] 01604 843220
(5 pages)
