LITERATURE IN ENGLISH
HIGHER 1 (Subject 8811) CONTENTS
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AIMS ASSESSMENT OBJECTIVES ASSESSMENT STRUCTURE APPENDIX A: ASSESSMENT CRITERIA APPENDIX B: EDITIONS USED FOR SETTING QUESTIONS
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8811 H1 LITERATURE IN ENGLISH (2013)
AIMS
To develop in students: 1. an appreciation of, and informed personal response to, Literature in English; 2. a love of reading through exposure to a wide range of texts; 3. the ability to read texts independently; 4. an understanding of the historical and cultural contexts for literary production; 5. an understanding of the nature and methods of literary study; 6. the skills of critical literary analysis; 7. the ability to communicate ideas effectively and persuasively.
ASSESSMENT OBJECTIVES
Candidates should be able to: 1. make informed personal and critical responses to the texts and account for their responses; 2. demonstrate how the literary context of the text informs their understanding of the text; 3. critically analyse and evaluate ways in which writers choices of form, structure and language shape meanings; 4. clearly communicate the knowledge, understanding and insights appropriate to literary study.
8811 H1 LITERATURE IN ENGLISH (2013)
ASSESSMENT STRUCTURE
One compulsory written examination of 3 hrs duration will be set. ASSESSMENT MODE The Examination is open book: candidates will be allowed to bring copies of their set texts into the examination room. a. Materials that can be taken into the examination room Only original texts (original published editions) should be taken into the examination room. Nothing else, including critical works or study notes of any kind, should be taken into the examination room. The use of dictionaries is not permitted. b. Underlining and highlighting of texts Only underlining, highlighting or the use of vertical lines in the margins is permitted. Nothing else should be written in the texts. Separate pieces of paper such as post-its and tape flags are not allowed. c. Folding and flagging of pages Any kind of folding or flagging of pages in texts (e.g. use of post-its, tape flags or paper clips) is not permitted. QUESTION TYPES AND SPECIFICATIONS The questions in the examination focus on two areas of skill Response and Analysis. (i) Response This is the candidates ability to respond to either an unseen text extract, or a passage from a set text. In doing so, candidates demonstrate the ability to analyse both the formal and stylistic features of the extract (Assessment Objectives i and iii). This skill is assessed in Sections A, B and C of the examination paper. Analysis This is the candidates ability to write a critical analysis of the set texts they have studied. In doing so, candidates will demonstrate an ability to make an informed personal and critical response to the text as a whole (Assessment Objectives i, ii and iii). This skill is primarily assessed in Sections B and C of the examination paper.
(ii)
All of these types of questions will also require the candidate to organise and present information, ideas and arguments clearly and effectively (Assessment Objective iv). Their grammar, punctuation, and spelling will also be taken into account.
8811 H1 LITERATURE IN ENGLISH (2013)
PAPER 1: READING LITERATURE (3 hours) Paper 1 is designed to give students broad exposure to literary study. The texts set will be texts of recognised importance and significance. Candidates will answer one question from each of the three Sections. All questions hold equal weight in the computing of marks for the paper (i.e. 33% each). Section A: Poetry Two questions will be set, primarily focusing on response skills (see Question Types and Specifications). Each question will require the candidate to respond to an unseen poem. The candidate will answer one question. Section B: Prose In this section, the student will study one of the following prose texts: ** ** ** ** Edith Wharton: The Age of Innocence Kazuo Ishiguro: The Remains of the Day Jane Austen: Mansfield Park Graham Swift: Waterland
Two questions will be set for each text, primarily focusing on analysis skills (see Question Types and Specifications). One question will be an essay question, the other will be a passage-based question. The candidate will answer one question on one text. Section C: Drama In this section, the student will study one of the following drama texts. ** ** ** ** John Webster: The Duchess of Malfi William Shakespeare: Twelfth Night Samuel Beckett: Waiting for Godot Arthur Miller: All My Sons
Two questions will be set for each text, primarily focusing on analysis skills (see Question Types and Specifications). One question will be an essay question, the other will be a passage-based question. The candidate will answer one question on one text. ** set also for 2014 and 2015
8811 H1 LITERATURE IN ENGLISH (2013)
AREAS OF STUDY The study of Literature at H1 level should be seen as a process of critically examining texts. In addition to the study of inherent stylistic features of texts, students should also explore the specific contexts that led to the production of these texts, as well as how readers and audiences relate to the texts. Students should engage with texts at various cognitive and affective levels. As the study of Literature covers multiple aspects which may not always be easily demarcated, the following areas of study are broad indications of the ground that could be covered in the course of teaching Literature. (i) Literary Features These include: The definition of a genre, the individual form of the text and its stylistic features. Study of how these features are used by authors, and to what effect, in the various texts, seen and unseen, that students encounter. Text and Context An appreciation of how the texts studied relate to the contexts in which they were created, including social, cultural and historical contexts. Exploration of the ideologies and assumptions in the texts. A more informed interrogation of the text can be made when students are aware of the events and ideas that predominated during the period in which these texts were created. How texts relate to movements in artistic creation at a particular point in time. The study of literary forms is relevant here. For example, it is useful for students reading a sonnet written by a Romantic poet to have an understanding of the general features of the Romantic movement as well as knowledge of how the sonnet form has developed in Literature in English up to that point. Language Use Proficiency in the use of the English language in both a functional and literary sense. Study of language use at the grammatical, lexical and structural levels. Examination of elements of style, such as register, figurative language, rhythm and language patterns. Understanding of the effects of the use of language to create meaning by writers from the word level right through to discourse levels.
(ii)
(iii)
8811 H1 LITERATURE IN ENGLISH (2013)
SPECTRUM OF SKILLS Candidates should be equipped with the following skills: (i) (ii) (iii) (iv) An ability to make informed personal and critical responses to the texts and account for their responses. An ability to understand and comment on the ways in which the historical and cultural backgrounds of text and author inform the meaning of the text. An ability to analyse and evaluate critically the ways in which writers choices of form, structure and language shape meanings. An ability to communicate clearly knowledge, understanding and insights appropriate to literary study.
Skills (i) Make informed personal and critical responses to the texts and account for their responses.
Examples Develop an informed personal response Make connections between their own ideas and experiences and those in the text Reflect critically on the development of their own informed response Comment on the ways in which both content and form shape the readers response Demonstrate knowledge of ways in which a text invites the reader to respond Demonstrate knowledge of some key social, cultural and historical influences in the creation of texts Comment on ways in which characters, viewpoints, and situations convey the social conventions, beliefs and attitudes of individuals and groups in a particular society Identify and interpret the ideas, viewpoints and values expressed in a text Understand literary influences and traditions and the notion of reader, text and author Understand the elements of literary genres Analyse literary form including structure, setting, character, conflict, plot, methods of characterization, themes Analyse stylistic devices including voice, persona, symbolism, irony, mood and tone Analyse the use of language including register, diction, tone, imagery, rhythm in a text Recognise imaginative or dramatic techniques for creating effects Present a sustained interpretation supported by appropriate and detailed references to the text(s). Present an evaluative/critical comparison and make connections between two or more texts Demonstrate an ability to write effective literary essays to convey their knowledge and understanding of, and insight into the texts Show an ability to use appropriate literary terms in their responses Present a clear and coherent argument in support of their ideas.
(ii)
Demonstrate how the literary context of the text informs their understanding of the text.
(iii)
Critically analyse and evaluate ways in which writers choices of form, structure and language shape meanings.
(iv)
Clearly communicate the knowledge, understanding and insights appropriate to literary study.
8811 H1 LITERATURE IN ENGLISH (2013)
APPENDIX A: ASSESSMENT CRITERIA
8811 H1 LITERATURE IN ENGLISH (2013)
Section A
Band Descriptors
Notes on Implementation of Band Descriptors The descriptors are intended as a guide to the likely characteristics of work in a particular mark band. It is not expected that all the listed characteristics will be present or that they will exist in equal proportions. It is essential that examiners exercise flexibility in mapping the descriptors to the work they are assessing. Examiners approach to the assessment of work should always be positive, based on what the candidate has written and never on what she/he has not written. In other words, work should not be penalised for failure to make points or adopt critical approaches and styles predetermined by examiners. However, where a candidates execution of his/her chosen approach involves significant errors or omissions, these will be noted and will legitimately influence the mark awarded. The descriptors do not list every possible literary feature that may be identified by candidates, but candidates will be rewarded for detailed comment on language, form and style such as: structure, genre, diction, syntactical devices, register, imagery, tone, rhythm, rhyme, linguistic patterns and dramatic qualities. 2225 Very good work, showing discrimination and sometimes originality, in making an informed personal and critical response to the poem Engages with the poem through detailed close analysis Analyses with skill and discrimination ways in which writers uses of poetic form, structure and language creates the meanings of the poem Evaluates the effects of the writers use of form, style and language with a mature judgement and clear focus on the question and key issues Develops a seamless, coherent response to the question Uses quotation, paraphrase and critical terminology appositely and economically Work in this band responds sensitively, perceptively and personally to the poem; it is often subtle, concise and sophisticated, with a style that is fluent and gives economic expression to complex ideas; at the upper end this work may be elegant and allusive 1821 Proficient work, making an informed personal and critical response to the poem Engages with the poem through close analysis Analyses with skill ways in which writers uses of poetic form, structure and language create the meanings of the poem
8811 H1 LITERATURE IN ENGLISH (2013)
Evaluates the effects of the writers use of form and style and language with constant reference to the question Develops a coherent response to the question Uses quotation, paraphrase and some critical terminology appositely Uses a style that is always clear, mostly fluent, capable of giving accurate expression to complex ideas 1417 Competent work, making an informed critical response to the poem with some personal response Makes a close analysis of the poem, at times simply following line by line Analyses ways in which writers uses of poetic form, structure and language create the meanings of the poem Evaluates the effects of the writers use of form and style and language Develops a structured response to the question Uses quotation, paraphrase and some critical terminology accurately and mostly appositely Uses an effective style that is able to communicate clearly knowledge and understanding of the poem and the issues raised by poem and question, with only occasional lapses 1013 Satisfactory work, making a response to the poem that shows sound knowledge and some personal response Analyses the poem in a line-by-line fashion Makes some analysis of ways in which writers uses of form, style and language create the meanings of the poem Responds mainly in terms of narration of the main features of the poems with some attempt at evaluation of the effects of the writers use of form, style and language possibly with some misunderstanding Responds to the question set most of the time though with some digression; assembles relevant points into a simply structured response Makes use of quotation, and paraphrase and may use some critical terminology, with some misunderstanding Uses a basic style that is able to communicate knowledge and understanding of the poem and the issues raised by poem and question, with only occasional obscurity
8811 H1 LITERATURE IN ENGLISH (2013)
69 Uneven work, making a response to the poem that shows some understanding Makes appropriate references to writers uses of poetic form, structure and language with some analysis of the ways in which they create the meanings of the poem Makes some attempt at evaluation of the effects of the writers use of form, style and language possibly with some misunderstanding Responds to the question set at first, but tends to digress Assembles points rather than analyses, tending to list points and make general assertions Makes some use of paraphrase or quotation; limited reference to critical terminology Uses a simple style, or possibly an over-complex style that succeeds most of the time in communicating knowledge and understanding of the poem 15 Some attempt to hold to poem and question, showing a simplistic approach to the task The work is often brief, undeveloped, and exists as a series of points rather than as a line of argument Expression is simple, technical errors are recurrent, and the work relies on narrative rather than analysis, although description is sometimes valid 0 To be awarded only where there is no evidence of any knowledge of, or response to the poem
8811 H1 LITERATURE IN ENGLISH (2013)
Sections B and C Notes on Implementation of Band Descriptors
Band Descriptors
The descriptors are intended as a guide to the likely characteristics of work in a particular mark band. It is not expected that all the listed characteristics will be present or that they will exist in equal proportions. It is essential that examiners exercise flexibility in mapping the descriptors to the work they are assessing. Examiners approach to the assessment of work should always be positive, based on what the candidate has written and never on what she/he has not written. In other words, work should not be penalised for failure to make points or adopt critical approaches and styles predetermined by examiners. However, where a candidates execution of his/her chosen approach involves significant errors or omissions, these will be noted and will legitimately influence the mark awarded. The descriptors do not list every possible literary feature that may be identified by candidates, but candidates will be rewarded for detailed comment on language, form and style such as: structure, genre, diction, syntactical devices, register, imagery, tone, rhythm, rhyme, linguistic patterns and dramatic qualities. 2225 Very good work, showing discrimination and sometimes originality, in making an informed personal and critical response to the text Analyses with skill and discrimination ways in which writers uses of form, structure and language create the meanings of the text Evaluates the effects of the writers use of form, style and language with a mature judgement and clear focus on the question and key issues Develops a seamless, coherent argument relevant to the question Demonstrates sophisticated understanding of the literary context of the text in terms of period/theme/genre/historical context Supports with detailed, pertinent reference to the text, using quotation, paraphrase and critical terminology appositely and economically Work in this band responds sensitively, perceptively and personally to the question set; is often subtle, concise and sophisticated, with a style that is fluent and gives economic expression to complex ideas; at the upper end this work may be elegant and allusive 1821 Proficient work, making an informed personal and critical response to the text Analyses with skill ways in which writers uses of form, structure and language create the meanings of the text Evaluates the effects of the writers use of form, style and language with constant reference to the question Develops a coherent argument relevant to the question
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8811 H1 LITERATURE IN ENGLISH (2013)
Demonstrates, where relevant, a good understanding of the literary context of the text in terms of period/theme/genre/historical context Supports with detailed, pertinent reference to the text, using quotation, paraphrase and some critical terminology appositely Uses a style that is always clear, mostly fluent; able to give accurate expression to complex ideas 1417 Competent work, making an informed critical response to the text with some personal response Analyses ways in which writers uses of form, structure and language create the meanings of the text Evaluates the effects of the writers use of form, style and language Develops a structured response to the question Demonstrates a sound understanding of the literary context of the text in terms of period/theme/genre/historical context Supports with appropriate reference to the text at times too much or too little, using quotation, paraphrase and some critical terminology accurately and mostly appositely Uses an effective style that is able to communicate clearly knowledge and understanding of the text and the issues raised by text and question, with only occasional lapses 1013 Satisfactory work, making a response to the text that shows sound knowledge and some personal response Makes some analysis of ways in which writers uses of form, structure and language create the meanings of the text Responds mainly in terms of narration of the main features of the text with some attempt at evaluation of the effects of the writers use of form, style and language possibly with some misunderstanding Responds to the question set most of the time within a simple structure though with some digression into generality Demonstrates at times, some awareness of the literary context of the text in terms of period/theme/genre/historical context Supports some points with appropriate reference to the text, using quotation and paraphrase mostly accurately perhaps uses some critical terminology, with some misunderstanding Uses a basic style that is able to communicate knowledge and understanding of the text and the issues raised by text and question, with only occasional obscurity
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8811 H1 LITERATURE IN ENGLISH (2013)
69 Uneven work, making a response to the text that shows knowledge of the text Makes appropriate references to writers uses of form, structure and language with some analysis of the ways in which they create the meanings of the text Makes some attempt at evaluation of the effects of the writers use of form, style and language possibly with some misunderstanding Responds to the question set at first, but tends to digress and lacks structure May demonstrate at times, some awareness of the literary context of the text in terms of period/theme/genre/historical context, but without understanding of how this relates to the individual text Supports some points with reference to the text; relies mostly on assertion, with repetition; uses quotation and paraphrase at times, possibly not wholly accurate, at too great a length and without discrimination Uses a simple style, or possibly an over-complex style that succeeds most of the time in communicating knowledge and understanding of the text 15 Some attempt to hold to text and question showing a simplistic approach to the task The work is often brief, undeveloped, and exists as a series of points rather than as a line of argument Expression is simple, technical errors are recurrent, and the work relies on narrative rather than analysis, although description is sometimes valid 0 To be awarded only where there is no evidence of any knowledge of, or response to the text
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8811 H1 LITERATURE IN ENGLISH (2013)
APPENDIX B: EDITIONS USED FOR SETTING QUESTIONS
Note: Paper 1: Author Edith Wharton Kazuo Ishiguro Jane Austen Graham Swift John Webster William Shakespeare Samuel Beckett Arthur Miller These are not prescribed editions. However, Centres may wish to consult this list before deciding which editions their candidates should purchase. Reading Literature Title of Book The Age of Innocence The Remains of the Day Mansfield Park Waterland The Duchess of Malfi Twelfth Night Waiting for Godot All My Sons Publisher Penguin Popular Classics Faber Penguin Classics Picador New Mermaids, A&C Black Alexander ed., Harper Collins Faber Methuen
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