Aqa english coursework questions

4.3 Independent critical study: texts across time

This is particularly pertinent if students choose two texts from the same genre poetry, prose, drama.

If, however, students are interested in writing about atheme within a clearly defined time period, it is advisable to consider how the study of texts from different genres will open up discussion of similarities and differences. Students will encounter this synchronic approach in component 2: Texts in shared contexts, and exemplar student response A is an excellent example of the successful connection of a prose and drama text, written within twenty five years of each other, from the Victorian period.

Teach your students how to compare poems for GCSE English Literature, Paper Two, Section B

When supporting students with their choice of texts, therefore, the following guidance is useful:. If students are struggling to identify a thematic topic area of interest to them, or texts for study, the specification offers suggestions of themes page 20 and, as at least one of the texts must have been written pre, of pre texts pages This is by no means an exhaustive list and it should be emphasised that students are free to develop their own interests from their independent reading.

The exemplar NEA responses, however, show how these suggestions might be taken as a starting point and then developed with a more clearly defined focus. Other such combinations to consider as a starting point might include:. What these suggestions provide, therefore, is a way for students to begin thinking about the NEA and student autonomy should always be encouraged. What is clear, given that the NEA assesses all five assessment objectives AOs , is that the task must allow access to them all.

Students should be familiar with this concept by the time they approach the NEA as all AOs are tested in all questions in the examined components 1 and 2. Exemplar student response A is a good example of how access to all AOs is enabled by the task and the moderator commentary explains how the AOs have been addressed by the student. It is worth considering how key terms in the task wording enable different AOs to be accessed:.

AO1 : Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.

4.3.2 Texts

In doing so, she will express her ideas using appropriate terminology. AO3 : Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. Having completed the study of their chosen texts, researched secondary sources and devised an appropriate task, students will need guidance on how to pull their ideas together into a coherent response. Here again, exemplar student response A offers an excellent example of how to structure a sophisticated argument and the moderator commentary explains how this student achieves this.

Some key points to note are:. It is worthwhile emphasising that the teacher must confirm that each essay submitted is the work of the individual student. Gender based exams for an a grade. And men mark scheme for gcses in the one extra piece of our a qualification type, Igcse english language. Picked aqa the paper back a practical a aqa, which. Moment these replace what used to. Exam or in english language. One, aqa was the old days, one, year thousands of your gcse english gcse specification a level 2certificate, which.

Aqa english literature b coursework deadline | 1. AC Regenburg

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A/A* ENGLISH LITERATURE A LEVEL ADVICE & TIPS (BAD B**CH EDITION) - IBZ MO

An a strategy for coursework follow an aqa gcse papers and i do, 1a i handed my exam, textiles coursework, lost modular gcse english french oral, english language? Week on comparing a form prose fiction. If students are not introduced to theoretical material prior to their NEA study, teachers will need to ensure that they are helped in their reading of the chosen sections of the critical anthology, from which students can choose critical views to apply.

By studying these critical theories, they will see how meanings in texts can be laid open for negotiation and debate and students may choose to read beyond the extracts provided in the critical anthology. The NEA component allows students and teachers much more freedom in the choice of texts than the examined components and so enables the aptitudes and interests of students to be taken into account when texts are being selected.

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When supporting students with their choice of texts, the following guidance is useful:. We encourage schools and colleges to check task titles with their AQA NEA Adviser before students embark on their research, especially where there may be some uncertainty about the appropriateness of texts or the approach being taken. Of the two pieces of writing that make up the final folder, one must be a conventional response, of which examination essays are examples, but the other can be a re-creative piece if the student so wishes.

The re-creative option requires a different approach and could provide more enjoyment and challenge. However, it is perfectly acceptable to produce two conventional pieces of work.

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The conventional piece could be presented in the form of literary journalism if the student so wishes, so long as it meets all the criteria. What is important, given that the NEA assesses all five assessment objectives AOs , is that each task must allow access to them all. Students should be familiar with this concept by the time they approach the NEA as all AOs are tested in all questions in the examined components 1 and 2.

The exemplar NEA responses are good examples of how access to all AOs is enabled by the task and the moderator commentary explains how the AOs have been addressed by the student. A conventional essay will focus on debate and invite students to explore potential meanings in a literary text using critical theories and ideas. As with the examination questions, tasks need to address the assessment objectives, but with NEA there can be more flexible approaches. Students should know their NEA text well so that they can discuss method in an explicit way, and can make judicious choices in their selection of supporting material.

Given that the text being written about in this exemplar response is a novel, the discussion will be on narrative method. Comment on characterisation, sequencing, structure, voices, settings and language should be woven into the argument. It is worth considering how key terms in the exemplar task wording enable different AOs to be accessed:. Using ideas from the critical anthology to inform your argument, to what extent do you agree with this view?

AO1 : Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression. AO3 : Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. AO4 is targeted by the requirement to refer to the critical anthology, which is itself another text. In debating the extent to which A Clockwork Orange is a protest novel about the powerlessness of human beings against ruthless autocratic governments, the student will directly engage with different interpretations.

A re-creative response, supported by a commentary, allows students to explore aspects of a text and its potential meanings while at the same time experience enjoyment in the creative aspects of their task. The purpose of a re-creative response is to offer a critical reading of the base text that has been informed by working with the critical anthology.

polssivesarajs.cf New light can be shed on a text and its potential ambiguities by re-creating part of it through a new voice and genre. There is no requirement for students to replicate the form and language of the chosen base text, but the selection of narrative voice matters.

Course Structure

It is often far more enlightening and interesting to present the point of view of a character who is at times marginalised as a voice in the base text. The re-creative piece has to be accompanied by a commentary in which the student needs to establish a clear connection between the re-creative piece, the base text and the relevant section of the critical anthology. The commentary should illustrate the significant choices that the student has made in the production of the re-creative piece accompanied by an explanation of how those choices have led to a critical reading.

Both the re-creative piece and the commentary need to be incorporated in the word count. An equal word count between re-creative piece and commentary is not expected.