Cambridge Advanced SyllAbuS Cambridge in

SyllAbuS
Cambridge International AS and A level
English language 9093

literature in English 9695
language and literature in English 8695 (AS only)
For examination in June and November 2016, 2017 and 2018.
9093 English Language is also available for examination in
March 2016, 2017 and 2018 for India only.
Cambridge Advanced Version 4

What has changed in 8695 Cambridge International AS level language and literature in English for
2016?
The Cambridge International AS Level Language and Literature in English syllabus has been updated. Please read through the whole
2016 syllabus before planning your teaching programme.
What has changed in 9093 Cambridge International AS and A level English language for 2016?
The Cambridge International AS and A Level English Language syllabus has been updated. Please read through the whole 2016
syllabus before planning your teaching programme.
• The introductory section, ‘Why Cambridge International AS and A Level English Language?’, on page 5, sets out the key concepts
that this syllabus is designed to develop.
• The guidance regarding ‘topic areas for examination’ for Paper 4, on page 18, now speciies that the same three topics will be
examined in 2016, 2017 and 2018.
What has changed in 9695 Cambridge International AS and A level literature in English for 2016?
We have updated this syllabus. The latest syllabus is version 3, published February 2016.
Changes have been made to pages 39 and 45
Paper 4 Drama
Brian Friel Philadelphia Here I come is now Brian Friel Philadelphia, Here I Come!
Previous changes were

The Cambridge International AS and A Level Literature in English syllabus has been revised. Please read through the whole 9695 2016
syllabus before planning your teaching programme.
• The introductory section, ‘Why Cambridge International AS and A Level Literature in English?’, on page 7, sets out the key concepts
that this syllabus is designed to develop.
• On Paper 5, Shakespeare and other pre-20th Century Texts, candidates will answer two questions: one question from Section A
(Shakespeare) and one question from Section B. At least one of the questions candidates answer must be a (b) passage-based
question chosen from either Section A or Section B.
• Paper 6 has a name change and becomes: Paper 6 1900 to the Present.
• In Component 8 – Coursework, quotations are now excluded from the 3000 word limit. The instruction is revised as follows:
A minimum of 2000 and a maximum of 3000 words should be submitted in total (excluding quotations).
What has changed in 8695 Cambridge International AS level language and literature in English for
2016?
The Cambridge International AS Level Language and Literature in English syllabus has been updated. Please read through the whole
2016 syllabus before planning your teaching programme.
These syllabuses are for examination in 2016, 2017 and 2018.

If your candidates studied the 2015 syllabus of 9093 English Language or 9695 Literature in English, please be aware of the following:
• Assessments in the 2016 examination series are based on the revised syllabus provided here.
• Candidates can carry forward the result of their Cambridge AS Level assessments in 2015 to complete the Cambridge International
A Level in 2016. The Cambridge International A Level assessments in the 2016 examination series are based on the revised syllabus.
• Assessments for candidates retaking Cambridge International AS or A Level in 2016 are based on the revised syllabus.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2014

Contents
Introduction .......................................................................................................................... 2
Welcome
Why Cambridge International Examinations?
Why Cambridge International AS and A Levels?
Why Cambridge International AS and A Level English Language?
Why Cambridge International AS and A Level Literature in English?
Why Cambridge International AS Level Language and Literature in English?
Teacher support
Cambridge International AS and A Level English Language ............................................... 12

1 Syllabus overview
2 Syllabus aims and assessment objectives
3 Syllabus content
Cambridge International AS and A Level Literature in English ........................................... 20

1 Syllabus overview
3 Syllabus content
Cambridge International AS Level Language and Literature in English .............................. 28

1 Syllabus overview
3 Syllabus content
Set texts for Cambridge International AS and A Level Literature in English ...................... 32
Set texts for Cambridge International AS Level Language and Literature in English ......... 51
Other information ............................................................................................................... 60

Equality and inclusion
Language
Grading and reporting
Entry codes
There are three Cambridge Syllabuses available for English at this level.
• Cambridge International AS and A Level Literature in English (9695)
• Cambridge International AS and A Level English Language (9093)
• Cambridge International AS Level Language and Literature in English (8695).
Go to the relevant section of the document for full details of each syllabus.
Common content between components

• Paper 2 Writing is the same component in syllabus 8695 and syllabus 9093.
• Paper 9 Poetry, Prose and Drama in syllabus 8695 shares some content with Paper 3 Poetry and
Prose in syllabus 9695.
Introduction
Welcome
English at Cambridge International AS and A Level encourages learners to explore their subject in
depth. The syllabuses have been designed, in consultation with teachers and universities, to help
learners develop not only subject knowledge, but also a strong understanding of some of the key
concepts that are critical to mastering the subject.
All our syllabuses are reviewed and updated regularly so that they relect the latest thinking of international
experts and practitioners, and take account of the different national contexts in which they are taught.
Consultation is an important part of the way we develop our syllabuses.
Consulting teachers Consulting universities

Teachers at Cambridge schools worldwide help Like teachers, universities help to shape our
us to shape our Cambridge International AS and A Cambridge International AS and A Level syllabuses.
Level syllabuses. The feedback contributes to the We consult with leading higher education
development of syllabus content, assessments and institutions to make sure the syllabuses encourage
support materials. Consulting teachers ensures that learners to get a irm grasp of the subject’s key
our materials are designed carefully around their concepts and develop the skills necessary for
needs and the needs of their learners. success at university.
Key concepts
Key concepts are essential ideas, theories, principles or mental tools that help learners to develop
a deep understanding of their subject and make links between the different topics. The key concepts
that these syllabuses are designed to develop are detailed on pages 5–8. The teaching support
package helps teachers integrate the key concepts into their teaching, showing how they it into the
overall syllabus and suggesting ways to teach them with each topic.
Teacher support
Our comprehensive teacher support will help you deliver the syllabus conidently and effectively.
The support includes resources for teaching and learning as well as exam preparation. Learn more on
page 11.
Cambridge International AS and A Levels prepare students well for university

because they’ve learnt to go into a subject in considerable depth. There’s that
ability to really understand the depth and richness and the detail of a subject. It’s a
wonderful preparation for what they are going to face at university.
Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
2 www.cie.org.uk/alevel back to contents page

Introduction
Why Cambridge International Examinations?

Cambridge International Examinations is the world’s largest provider of international education
programmes and qualiications for 5 to 19 year olds. We are a part of Cambridge Assessment,
a department of the University of Cambridge, trusted for excellence in education, and a
not-for-proit organisation. We invest constantly in research and development to improve our
programmes and qualiications.
We understand education. More than 9000 schools in over 160 countries are part of our Cambridge learning
community. We are committed to providing qualiications that are relevant, accurate, reliable, affordable and
recognised by universities and employers worldwide. Learners are at the heart of what we do and we are
committed to their development and future success.
Cambridge learners
Cambridge programmes and qualiications develop not only content but also skills. We help learners
to bridge the gap to the next stage of education and the world of work. We encourage Cambridge
learners to be:
• conident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• relective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially ready to make a difference.
Responsible
Coni dent Relective

Cambridge
learners
Engaged Innovative
learn more about the Cambridge learner attributes in Chapter 2 of our Implementing the curriculum
with Cambridge guide at www.cie.org.uk/curriculumguide
back to contents page www.cie.org.uk/alevel 3

Introduction
Why Cambridge International AS and A Levels?

Cambridge International AS and A Levels are international in outlook, but retain a local relevance.
The syllabuses provide opportunities for contextualised learning and the content has been created
to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including
creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our qualiications to enable candidates to
become effective learners and to provide a solid foundation for their continuing educational journey.
Cambridge International AS and A Levels give learners building blocks for an individualised curriculum that
develops their knowledge, understanding and skills.
Cambridge International AS and A Level curricula are lexible. It is possible to offer almost any combination
from a wide range of subjects. Cambridge International A Level is typically a two-year course, and
Cambridge International AS Level is typically one year. Some subjects can be started as a Cambridge
International AS Level and extended to a Cambridge International A Level.
There are three possible assessment approaches for Cambridge International AS and A Level:
Option two Option three
Cambridge International
Year 2
A level
Option one (remainder of A Level) Cambridge
International
Cambridge International Cambridge International A level
Year 1
AS level AS level
(standalone AS) (AS is irst half of A Level)
Learners take the Cambridge Learners take the Cambridge Learners take all papers of the
International AS Level only. The International AS Level in Year 1 and Cambridge International A Level course
syllabus content for Cambridge in Year 2 complete the Cambridge in the same examination series, usually
International AS Level is half International A Level. at the end of the second year of study.
of a Cambridge International
A Level programme.
Every year thousands of learners with Cambridge International AS and A Levels gain places at leading
universities worldwide. Cambridge International AS and A Levels are accepted and valued by top
universities around the world including those in the UK, US (including Ivy League universities), European
nations, Australia, Canada and New Zealand. Learners should check the university website for speciic
entry requirements before applying.
Did you know?

Many universities accept Cambridge International AS Levels in their own right as qualiications
counting towards entry to courses in the same or other related subjects. Many learners who take
Cambridge International AS Levels also choose to progress to Cambridge International A Level.

Introduction
Why Cambridge International AS and A Level English Language?

Cambridge International AS and A Level English Language is accepted by universities and
employers as proof of knowledge and understanding.
About the syllabus
Successful English Language learners develop an understanding and enjoyment of a wide variety of different
texts, both written and spoken. They gain pleasure and awareness of how language works in different ways,
for different purposes and for different audiences. In addition, they gain skills for life, including:
• the ability to appreciate how different texts are shaped by their language and style
• skills in creating their own imaginative and persuasive writing for different purposes and audiences
• skills in researching, selecting and shaping information from different sources
• the ability to analyse and compare written and spoken texts in close detail.
Key concepts
Of the concepts that are important to the study of English Language at this level, we have identiied the
following as key. As a teacher, you will refer to these concepts, which can serve as tools to understand both
familiar and unfamiliar written and spoken texts. The Scheme of Work suggests how these concepts can
help with teaching.
• When we say the characteristics of written and spoken texts, we are referring to the ways in which
constructed and spontaneous language are either consciously or unconsciously formed and shaped by
different means for a variety of purposes and effects.
• Structure refers to the organisation of a text or passage, its shape and development and how this
contributes to meaning and effect: for example, the way in which a written passage or spoken language
may develop using different techniques and moods.
• Context refers to the relationship between a text and its background – for example, historical, social,
cultural, and economic – and the ways in which it may inluence the meaning and interpretation of a
particular extract.
• By the features of imaginative writing, we mean the ingredients which may help to form different
types of creative responses: for example, these may include aspects of structure (such as the opening
to a short story) and particular linguistic skills and forms of expression (for example, establishing
character and motivation; varying sentence structures; selecting effective vocabulary for different
purposes).
• The features of persuasive and argumentative writing encompass the different techniques and
devices employed in conveying points of view, exempliication and cohesive reasoning in different
formats (for example, newspaper articles, magazine features, letters, diaries, scripted speeches) for
different types of audiences (such as those based on age or interest).
• The features of spontaneous speech include: their differences to shaped and scripted speeches and
dialogue; the characteristics which mark spontaneous speech out (for example, hesitation, illers, use of
non-standard grammar) as being unrehearsed.
• language acquisition refers here to the ways in which children and teenagers learn to recognise,
understand and construct language at different times in their development. It also explores how these
processes shape their different uses of both written and spoken language as they grow.

Introduction
• When we refer to spoken language and social groups, we mean the ways in which different groups
(deined, for example, by gender, occupation, age or culture) construct language (with its own terms,
sounds, vocabulary and expression) to form a distinct identity of their own (for example, to include or
exclude others or to create power and status).
• Issues raised by global English refer to different debates about and reactions and attitudes to the rise
of English as an ‘international’ means of communication, its cultural effects, the varieties of English
created, its impact on local languages in terms of speech and writing and the threat it may pose to such
languages.

Introduction
Why Cambridge International AS and A Level Literature in English?

Cambridge International AS and A Level Literature in English is accepted by universities and
employers as proof of knowledge and understanding.
About the syllabus
Successful Literature in English learners develop a lifelong understanding and enjoyment of literary texts,
and, importantly, gain a range of essential skills, including:
• the ability to write clearly and effectively
• skills in developing arguments
• skills in researching and managing information
• the ability to analyse complex texts in different forms and styles.
Key concepts
The key concepts set out below offer ways to approach the study of Cambridge International AS and
A Level Literature in English. The teaching support package helps teachers integrate the key concepts into
their teaching. See page 11 for more information on our teacher support.
As a teacher, you will refer to these concepts, which can serve as tools when considering both familiar and
unfamiliar works of literature.
• When we say imaginative literature, we are referring to the texts as literary, imaginative constructs.
• By form, we mean the main characteristics of prose, drama, and poetry, and how these contribute to
meaning and effect.
contributes to meaning and effect, for example, the structure of a poem created by the number of lines,
line length and rhyme pattern.
• Genre encompasses the characteristics of different genres: for example, tragedy, comedy and satire.
• Conventions are the rules or traditional features which are characteristic of, for example, a play
(dialogue and action), or a romantic novel (narrative point of view), or sonnet (length, shape, argument,
counter-argument and conclusion).
• Context is the relationship between a text and its background – historical, social and cultural.
• Audience and readership implies the interaction of texts with the reader or audience (audience in the
case of drama).
• language and style covers the variety and use of language and style in different forms, genres and
periods, and for different audiences and readerships.
• Interpretation involves the appreciation and discussion of different critical readings of a text (Cambridge
International A Level only).

Introduction
Why Cambridge International AS Level Language and Literature in

English?
Cambridge International AS Level Language and Literature in English is accepted by universities
and employers as proof of knowledge and understanding.
About the syllabus
Successful Cambridge International AS Level Language and Literature in English learners gain a foundation
in lifelong language skills together with an understanding and enjoyment of literary texts, including:
• the ability to write clearly, accurately, creatively and persuasively
• the ability to use appropriate styles and registers for different contexts and audiences
• the ability to analyse a variety of complex texts in a variety of forms and styles
• an understanding of language use to inform and persuade
• skills in researching and managing information.
Key concepts
The key concepts set out below offer ways to approach the study of Paper 2 Writing for Cambridge
International AS Level Language and Literature in English.
• By the features of imaginative writing, we mean the ingredients which may help to form different
types of creative responses: for example, these may include aspects of structure (such as the opening
to a short story) and particular linguistic skills and forms of expression (for example, establishing
character and motivation; varying sentence structures; selecting effective vocabulary for different
purposes).
• The features of persuasive and argumentative writing encompass the different techniques and
devices employed in conveying points of view, exempliication and cohesive reasoning in different
formats (for example, newspaper articles, magazine features, letters, diaries, scripted speeches) for
different types of audiences (such as those based on age or interest).
The key concepts set out below offer ways to approach the study of Paper 9 Poetry, Prose and Drama for
Cambridge International AS Level Language and Literature in English.
• When we say imaginative literature, we are referring to the texts as literary, imaginative constructs.
• By form, we mean the main characteristics of prose, drama, and poetry, and how these contribute to
meaning and effect.
contributes to meaning and effect, for example, the structure of a poem created by the number of lines,
line length and rhyme pattern.
• Genre encompasses the characteristics of different genres: for example, tragedy, comedy and satire.
• Conventions are the rules or traditional features which are characteristic of, for example, a play
(dialogue and action), or a romantic novel (narrative point of view), or sonnet (length, shape, argument,
counter-argument and conclusion).
• Context is the relationship between a text and its background – historical, social and cultural.
• Audience and readership implies the interaction of texts with the reader or audience (audience in the
case of drama).
• language and style covers the variety and use of language and style in different forms, genres and
periods, and for different audiences and readerships.

Introduction
Guided learning hours

Guided learning hours give an indication of the amount of contact time teachers need to have with learners
to deliver a particular course. Our syllabuses are designed around 180 guided learning hours for Cambridge
International AS Level, and around 360 guided learning hours for Cambridge International A Level.
These igures are for guidance only. The number of hours needed to gain the qualiication may vary
depending on local practice and the learners’ previous experience of the subject.
Prior learning
We recommend that candidates who are beginning this course should have previously completed a
Cambridge O Level or Cambridge IGCSE course in English Language, or Literature in English and should
have a level of English equivalent to First Language English at IGCSE.
Progression
Cambridge International A Level English Language provides a suitable foundation for the study of English
Language or related courses in higher education. Equally it is suitable for candidates intending to pursue
careers or further study, or as part of a course of general education.
Cambridge International A Level Literature in English provides a suitable foundation for the study of English
Literature or related courses in higher education. Equally it is suitable for candidates intending to pursue
careers or further study, or as part of a course of general education.
Cambridge International AS Level English Language constitutes the irst half of the Cambridge International
A Level course in English Language and therefore provides a suitable foundation for the study of English
Language at Cambridge International A Level and thence for related courses in higher education. Depending
on local university entrance requirements, it may permit or assist progression directly to university courses
in English, Humanities or some other subjects. It is also suitable for candidates intending to pursue careers
or further study, or as part of a course of general education.
Cambridge International AS Level Literature in English constitutes the irst half of the Cambridge
International A Level course in Literature in English and therefore provides a suitable foundation for the
study of English Literature at Cambridge International A Level and thence for related courses in higher
education. Depending on local university entrance requirements, it may permit or assist progression directly
to university courses in English, Humanities or some other subjects. It is also suitable for candidates
intending to pursue careers or further study, or as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment’ section of the syllabus overview.
How can I ind out more?

If you are already a Cambridge school
You can make entries for this qualiication through your usual channels. If you have any questions,
please contact us at [email protected]
If you are not yet a Cambridge school
Learn more about the beneits of becoming a Cambridge school from our website
at www.cie.org.uk/startcambridge
Email us at [email protected] to ind out how your organisation can register to become a
Cambridge school.

Introduction
Cambridge AICE
Cambridge AICE Diploma is the group award of the Cambridge International AS and A Level. It gives
schools the opportunity to beneit from offering a broad and balanced curriculum by recognising the
achievements of candidates who pass examinations from different curriculum groups.
A Cambridge International A Level counts as a double-credit qualiication and a Cambridge International

AS Level counts as a single-credit qualiication within the Cambridge AICE Diploma award framework.
learn more
For more details go to www.cie.org.uk/aice
Our research has shown that students who came to the university with a
Cambridge AICE background performed better than anyone else that came to the
university. That really wasn’t surprising considering the emphasis they have on critical
research and analysis, and that’s what we require at university.
John Barnhill, Assistant Vice President for Enrolment Management, Florida State University, USA

Introduction
Teacher support
We offer a wide range of practical and innovative support to help teachers plan and deliver our
programmes and qualiications conidently.
The support package for our Cambridge International AS and A Levels will help teachers integrate key
concepts into their teaching, showing how they it into the overall syllabus and suggesting ways to teach
them within each topic. It also gives teachers access to a worldwide teaching community enabling them to
connect with other teachers, swap ideas and share best practice.
We offer a customised support package for each subject. Find out more about the speciic support for this
syllabus at www.cie.org.uk/alevelsupport
Teaching and learning resources Exam preparation resources

• Schemes of work provide teachers with a • Past question papers and mark schemes so
medium-term plan with ideas on how to deliver teachers can give learners the opportunity
the course. to practise answering different questions.
• Endorsed textbooks produced by leading • Example candidate responses to help teachers
publishers. We have quality checked these to see the level of performance needed to achieve
materials to make sure that they match the key grades and understand exactly what
syllabus well. examiners are looking for.
• Resource lists to help support teaching, • Principal examiner reports describing learners’
including textbooks and websites. overall performance on each part of the papers.
The reports give insight into common
misconceptions shown by learners, which
Cambridge teachers can address in lessons.
International
AS and A Level
support for
Professional development teachers learn more
Face-to-face training Find out more about speciic support for this
We hold workshops around the world to support syllabus at www.cie.org.uk/alevelsupport
teachers in delivering Cambridge syllabuses and
Visit our online resource bank and community
developing their skills.
forum at teachers.cie.org.uk
Online training
We offer self-study and tutor-led online training useful links
courses via our virtual learning environment. A Customer Services www.cie.org.uk/help
wide range of syllabus-speciic courses and skills
courses is available. We also offer training via LinkedIn http://linkd.in/cambridgeteacher
video conference and webinars. Twitter @cie_education
Qualiications Facebook www.facebook.com/cie.org.uk

We offer a wide range of practice-based qualiications
at Certiicate and Diploma level, providing a
framework for continuing professional development.

Cambridge International AS and A level English language syllabus Syllabus overview
Cambridge International AS and A level English language
1 Syllabus overview
1.1 Content
Cambridge International AS Level English Language provides candidates opportunities to make critical
and informed responses to texts which are wide-ranging in their form, style and context. Candidates will
also produce their own imaginative writing, and will demonstrate their ability to produce writing for given
audiences. Those who opt for Cambridge International A Level English Language will develop a strong
foundation in the study of linguistics, focusing on spoken language, English as a global language and
language acquisition.
1.2 Assessment
For Cambridge International AS and A Level English Language, candidates:
• take Papers 1 and 2 only (for the Cambridge International AS qualiication)
or
• follow a staged assessment route by taking Papers 1 and 2 (for the Cambridge International AS
qualiication) in one series, then Papers 3 and 4 (for the Cambridge International A Level qualiication) in
a later series
or
• take Papers 1, 2, 3 and 4 in the same examination series, leading to the full Cambridge International
A Level.
Cambridge International AS level candidates take:
Paper 1 Passages Duration Weighting
The paper contains three questions. 2 hours 15 minutes 50%

Candidates answer two questions: Question 1, and either
Question 2 or Question 3.
Questions carry equal marks.
Externally assessed. 50 marks
and
Paper 2 Writing Duration Weighting
Two sections: Section A and Section B. 2 hours 50%

Candidates answer two questions: one from Section A
and one from Section B.

Cambridge International A level candidates take:
Paper 1 Passages Duration Weighting
The paper contains three questions. 2 hours 15 minutes 25%

Candidates answer two questions: Question 1, and either
Question 2 or Question 3.
and
Two sections: Section A and Section B. 2 hours 25%

Candidates answer two questions: one from Section A
and one from Section B.
and
Paper 3 Text Analysis Duration Weighting
The paper contains two questions. 2 hours 15 minutes 25%

Candidates must answer both questions.
and
Paper 4 language Topics Duration Weighting
The paper contains three questions, each on a separate 2 hours 15 minutes 25%
topic area.
Candidates answer two questions.

Availability
This syllabus is examined in the June and November examination series. This syllabus is also available for
examination in March, for India only.
This syllabus is available to private candidates.
Detailed timetables are available from www.cie.org.uk/examsoficers
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
• 8695 Cambridge International AS Level Language and Literature in English.

Cambridge International AS and A level English language syllabus Syllabus aims and assessment objectives

2.1 Syllabus aims
The syllabus aims to develop:
• a critical and informed response to texts in a range of forms, styles, contexts and audiences
• the interdependent skills of reading, analysis and research
• effective, creative, accurate and appropriate communication
• a irm foundation for further study of language and linguistics.
2.2 Assessment objectives

Candidates are assessed on their ability to:
AO1: read with understanding and analyse texts in a variety of forms
AO2: demonstrate a knowledge and understanding of English language (including, at A Level, spoken
language) and its use in a variety of contexts
AO3: write clearly, accurately, creatively and effectively for different purposes/audiences, using different
forms.
2.3 Relationship between assessment objectives and components
Assessment objective Paper 1 Paper 2 Paper 3 Paper 4
AO1   
AO2    
AO3    
The assessment objectives for Cambridge International AS/A Level English Language carry equal weight
within each component. Components are marked holistically using the mark levels printed in the specimen
paper mark schemes.
For the Cambridge International AS Level qualiication, each paper is worth 50% of the total marks and each
question carries equal marks.
For the Cambridge International A Level qualiication, each paper is worth 25% of the total marks and each

Cambridge International AS and A level English language syllabus Syllabus content
3 Syllabus content
Paper 1 Passages
• The paper contains three questions.
• Candidates answer two questions: Question 1, and either Question 2 or Question 3.
• Questions carry equal marks.
Each question is based on one passage (or thematically related shorter passages) printed in the question paper.
Texts will be drawn from a range of English language sources such as advertisements, brochures,
lealets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts,
(auto) biographies, diaries, essays, scripted speech (e.g. a speech by a politician) and narrative/descriptive
writing.
Each question is in two parts:

(a) commentary on the use of language in the passage(s). [15 marks]
(b) directed writing task based on the passage(s). [10 marks]
In all questions, candidates are required to:

• identify distinguishing features of the texts, relate them to the function and context of the writing, and
organise information in their answers
• comment on aspects such as vocabulary, igurative language (e.g. use of metaphor and simile), word
ordering and sentence structure, formality/informality of tone, and the communication of attitudes, bias
or prejudice, structure
• write for a speciic purpose and/or audience using appropriate vocabulary, tone, and style.
Candidates are advised to spend approximately 15 minutes reading the whole paper before they begin writing.
Dictionaries may not be used.
Paper 2 Writing
The paper contains two sections: Section A and Section B. There are three questions in each section.
• Candidates answer two questions: one question from Section A and one question from Section B.
Section A: Imaginative writing (i.e. imaginative/descriptive)

Candidates choose one out of three questions.
Questions require a narrative or descriptive piece of continuous writing of 600–900 words (or two shorter
linked pieces of 300–450 words).
Candidates are required to show that they can write imaginatively, using language to create deliberate
effects, e.g. in conveying a mood or describing a character.
Section b: Writing for an audience (i.e. discursive/argumentative)


Questions require a piece of continuous writing of 600–900 words (or two shorter linked pieces of 300–450
words). In each question, a speciied form for the writing will be given (e.g. a magazine feature, article,
review, letter to a newspaper, scripted speech, voiceover) for a speciied audience.
Candidates are required to show that they can present a view clearly, construct an argument carefully, and
write coherently and persuasively.
Paper 3 Text Analysis

• The paper contains two questions.
• Candidates must answer both questions.
Each question is based on text(s) printed on the question paper. One of the texts (either for Question 1
or Question 2) will be a transcription of speech/spoken material/scripted speech (e.g. a campaigning
broadcast or political speech). The other texts will be drawn from forms such as advertisements, brochures,
lealets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts,
(auto) biographies, diaries, essays, and narrative/descriptive writing.
In Question 1(a) candidates are required to write for a speciic purpose and/or audience using appropriate
vocabulary, tone, and style.
In Question 1(b) and Question 2 candidates are required to:

• identify and analyse distinguishing features of written and spoken language in the text(s), such as
vocabulary, word order and the structure of sentences/utterances, igurative language (e.g. use of
metaphor and simile), formality/informality of tone, and the communication of attitudes, bias or prejudice
• relate these features to the function and context of the text(s)
• organise information coherently in their answers.
Question 1 is in two parts:

(a) directed writing task relating to the text, involving writing 120–150 words in a speciic form and for a
speciied purpose/audience, using appropriate vocabulary, tone, and style. [10 marks]
(b) comparison of the style and language of the candidate’s writing in (a) with that of the original text.
[15 marks]
Question 2 is based on two longer texts (300–400 words each). The texts will have some thematic
connection, but will be from different types of source/form.
Candidates are required to compare style and language of the texts. [25 marks]
Candidates are advised to spend approximately 15 minutes studying the question paper before they begin
writing.

Paper 4 Language Topics

• The paper contains three questions, each on a separate topic area.
• Candidates answer two questions.
The topic areas for examination in 2016, 2017 and 2018 are:
• Topic A: Spoken language and social groups
• Topic B: English as a global language
• Topic C: Language acquisition by children and teenagers.
One essay question will be set on each topic area.
Each question will incorporate a short stimulus (such as a relevant text extract or speech transcription)
relating to the topic area. Candidates will be expected to refer to this and to their own wider reading and
research in answering.
Topic A: Spoken language and social groups

Relevant areas for study include:
• speciic features of spoken language which are inluenced by context
• the use of language to include and exclude
• group identity, power and status
• slang, jargon and other non-standard features
• idiolect/sociolect/dialect
• speech sounds and accents
• theories and studies of social variation in language, for example variations according to gender, age,
occupation, social class.
Topic B: English as a global language

• issues arising from differing ideas of ‘world’/’global’/‘international’ English
• Kachru’s Three Circles: inner circle, outer circle, expanding circle
• the local status of English – as an ‘oficial’ (second) language
• ‘Englishes’ – standard and non-standard varieties
• cultural effects – especially from, for example, British v. American English
• national government attitudes: language planning policies
• language death.

Topic C: Language acquisition by children and teenagers

• the main stages of early development, for example, the holophrastic, telegraphic and post-telegraphic
stages
• the different functions of young people’s language, for example:
– instrumental function: language used to fulil a need – obtaining food, drink and comfort
– regulatory function: asking, commanding, requesting
– interactional function: language that develops social relationships
– personal function: language that expresses personal opinions
– representational function: relaying or requesting information
– heuristic function: language that is used to explore the world and to learn and discover
– imaginative function: using language to tell stories and create imaginary worlds
• knowledge of some of the theories of how children acquire language, such as imitation and
reinforcement (Skinner), the language acquisition device (Chomsky), cognitive development (Piaget) and
child-directed (or ‘caretaker’) speech.

Cambridge International AS and A level literature in English syllabus Syllabus overview
Cambridge International AS and A level literature in

English
1 Syllabus overview
1.1 Content
Cambridge International AS level literature in English requires candidates to answer two compulsory
papers: Paper 3 Poetry and Prose, and Paper 4 Drama. Overall, at AS Level candidates are required to study
four set texts. In each paper candidates answer two questions, each on a different text. Candidates are
required to answer questions on a range of poems, prose and plays, with options from the canon of English
Literature and modern texts in English. Close study of all the texts chosen is needed in preparation for a
choice of essay and passage-based questions.
Cambridge International A level literature in English requires candidates to answer three compulsory
papers and one from a choice of optional papers. The compulsory papers are: Paper 3 Poetry and Prose,
Paper 4 Drama, and Paper 5 Shakespeare and other pre-20th Century Texts. The optional papers are: Paper
6 1900 to the Present, Paper 7 Comment and Appreciation, and Component 8 – Coursework. Overall, at
A Level candidates are required to study eight set texts, or six set texts plus two unseen texts if Paper 7
Comment and Appreciation is chosen. In each paper candidates answer two questions, each on a different
text. Candidates are required to answer questions from a range of poems, prose and plays, with options
from the canon of English Literature and modern texts in English. Close study of all the texts chosen is
needed in preparation for a choice of essay and passage-based questions. In Paper 5 only, candidates must
answer on at least one passage-based question.
2.1 Assessment
For Cambridge International AS and A Level Literature in English, candidates:
• take Papers 3, 4, 5 and 6 or 7 or Component 8 in the same examination series leading to the full
Cambridge International A Level
or
• follow a staged assessment route by taking Papers 3 and 4 (for the Cambridge International AS
qualiication) in the same series, then Papers 5 and 6 or 7 or Component 8 (for the Cambridge
International A Level qualiication) in a later series
or
• take Papers 3 and 4 only in the same series (for the Cambridge International AS qualiication).

Cambridge International AS level candidates take:
Paper 3 Poetry and Prose Duration Weighting
Candidates answer two questions: one question from 2 hours 50%

Section A Poetry and one question from Section B Prose.
and
Paper 4 Drama Duration Weighting
Candidates answer two questions on two plays. 2 hours 50%

Cambridge International A level candidates take:
Paper 3 Poetry and Prose Duration Weighting
Candidates answer two questions: one question from 2 hours 25%

Section A Poetry and one question from Section B Prose.
and
Paper 4 Drama Duration Weighting
Candidates answer two questions on two plays. 2 hours 25%

and
Paper 5 Shakespeare and other pre-20th Century Texts Duration Weighting
This paper contains two sections: Section A: Shakespeare; 2 hours 25%

Section B: other pre-20th Century Texts.
Candidates answer two questions: one question from
Section A and one question from Section B.
At least one of the questions candidates answer must
be a (b) passage-based question, chosen from either
Section A or Section B.

and either
Paper 6 1900 to the Present Duration Weighting
Candidates answer two questions on different texts. 2 hours 25%

or
Paper 7 Comment and Appreciation Duration Weighting
Candidates answer two questions on different texts. 2 hours 25%

Candidates write critical appreciations of previously
unseen passages.
or
Component 8 – Coursework Duration Weighting
Available on special application only. 25%

Candidates submit a folder of two essays on different
texts.
Internally marked, externally moderated. 50 marks
Texts are not allowed in the examination room.
Availability
This syllabus is examined in the June and November examination series.
This syllabus is available to private candidates with the exception of 9695/08, Literature in English
Coursework, which is not available to private candidates.

• 8695 Cambridge International AS Level Language and Literature in English.

Cambridge International AS and A level literature in English syllabus Syllabus aims and assessment objectives

2.1 Syllabus aims
• appreciation of and informed personal response to literature in English in a range of texts in different
forms, and from different periods and cultures
• the interdependent skills of reading, analysis and communication
• effective and appropriate communication
• wider reading and an understanding of how it may contribute to personal development.

Candidates must demonstrate:
AO1: The ability to respond to texts in the three main forms (Prose, Poetry and Drama) of different types
and from different cultures.
AO2: An understanding of the ways in which writers’ choices of form, structure and language shape
meanings.
AO3: The ability to produce informed, independent opinions and judgements on literary texts.
AO4: The ability to communicate clearly the knowledge, understanding and insight appropriate for literary
study.
AO5: The ability to appreciate and discuss varying opinions of literary works (Cambridge International
A Level only).
Assessment Paper 3 Paper 4 Paper 5 Paper 6 Paper 7 Component 8

objective
AO1      
AO2      
AO3      
AO4      
AO5    
The assessment objectives for Cambridge International AS/A Level Literature in English carry equal weight
within each component. Components are marked holistically using the mark levels printed in the specimen
paper mark schemes.
For the Cambridge International AS Level qualiication, each paper is worth 50% of the total marks and each
For the Cambridge International A Level qualiication, each paper (including coursework) is worth 25% of the
total marks and each question carries equal marks.

Cambridge International AS and A level literature in English syllabus Syllabus content
3 Syllabus content
Paper 3 Poetry and Prose
[This paper is timetabled with 8695 Paper 9 Poetry, Prose and Drama.]
The paper contains two sections: Section A: Poetry and Section B: Prose. Candidates answer two
questions, each from a different section.
• An essay question and a passage-based question are set on each text.
• In all answers, candidates must show understanding of the text and an informed independent opinion;
they must communicate these clearly and appropriately.
Questions will test candidates’ understanding of:

• the ways in which writers’ choices of form, structure and language shape meanings
• the language and style of texts
• the effective use of narrative methods
• how parts of the text relate to the work as a whole.
Texts are not allowed in the examination room.
Set texts are listed in the section Set Texts for Cambridge International AS and A level literature in
English.

Paper 4 Drama
Candidates answer two questions on two plays.

• how parts of the text relate to the work as a whole
• the dramatic qualities of play texts.
Texts may not be taken into the examination room.
English.
Paper 5 Shakespeare and other pre-20th Century Texts

This paper is divided into:
Section A: Shakespeare
Section B: other pre-20th Century Texts.
Candidates answer two questions: one question from Section A and one question from Section B.
At least one of the questions candidates answer must be a (b) passage-based question chosen from
either Section A or Section B.

• the dramatic qualities of play texts
• varying interpretation of texts.
English.

Paper 6 1900 to the Present

Candidates answer one question on each of two different texts.

• the dramatic qualities of play texts
• varying interpretation of texts.
English.
Paper 7 Comment and Appreciation

Candidates answer two out of three questions.
• Candidates write a critical appreciation of previously unseen passages printed on the question paper.
• The passages cover at least two of the categories: prose, poetry and drama.
• One question may involve a comparison of passages.
• All passages are from works originally written in English.
• At least one of the passages is from a work published after 1900.
The questions will test candidates’ ability to read literature critically and to demonstrate, by informed
discussion and opinion, an understanding of the ways in which meaning is expressed through a writer’s
choices of form, structure and language. The authors of the passages are named, with either the dates of
the author or the date of the passage. Knowledge of the literary or historical background, or of other works
by the named author, is not expected.

Component 8 – Coursework
If you wish to apply to offer Component 8 – Coursework, you must irst write to Cambridge with a detailed
plan and rationale for a proposed course. This component is not available to private candidates.
• Candidates submit a folder of two essays on two texts (may include a small selection of poems or
short stories); the texts must not be set for study elsewhere in the syllabus, and must be whole works,
originally written in English.
• The two texts must be taken from two different forms (prose/poetry/drama).
• A minimum of 2000 and a maximum of 3000 words should be submitted in total (excluding quotations).
• The work will be internally marked and externally moderated.
• Candidates whose work is required for external moderation will be selected by Cambridge.
• The general coursework rules, published in the Cambridge Handbook, describe what is needed and give
guidelines for internal (school-based) assessment of coursework.

Cambridge International AS level language and literature in English syllabus Syllabus overview
Cambridge International AS level language and literature

in English
This syllabus is provided for Cambridge International AS level only.
1 Syllabus overview
1.1 Content
Cambridge International AS level language and literature in English requires candidates to answer
two compulsory papers: Paper 2 Writing, and Paper 9 Poetry, Prose and Drama. In Paper 2 Writing,
candidates have the opportunity to produce their own imaginative writing, as well as producing writing for a
given audience. In Paper 9 Poetry, Prose and Drama, candidates answer two questions, each on a different
text. Candidates are required to study two texts, from a range of poems, prose and drama, with options
from the canon of English Literature and modern texts in English. Close study of all the texts chosen is
needed in preparation for a choice of essay and passage-based questions.
1.2 Assessment
All candidates take:
Two Sections: Section A and Section B. 2 hours 50%

Candidates answer two questions: one question from
Section A and one from Section B.
and
Paper 9 Poetry, Prose and Drama Duration Weighting
This paper contains three sections: Section A: Poetry, 2 hours 50%

Section B: Prose, and Section C: Drama. Candidates
answer two questions, each from a different section.

Cambridge International AS level language and literature in English syllabus Syllabus overview
Availability
This syllabus is examined in the June and November examination series.
This syllabus is available to private candidates.

• 9093 Cambridge International AS/A Level English Language
• 9695 Cambridge International AS/A Level Literature in English.

Cambridge International AS level language and literature in English syllabus Syllabus aims and assessment objectives

2.1 Syllabus aims
• a critical and informed response to writing in a range of forms, styles, contexts and audiences
• the interdependent skills of reading, analysis and communication
• effective and appropriate communication
• appreciation of and informed personal response to literature in English
• wider reading and an understanding of how it may contribute to personal development.

Candidates must demonstrate:
AO1: A knowledge and understanding of features of English language.
AO2: The ability to write clearly, accurately and effectively for a particular purpose or audience.
AO3: The ability to respond to texts in two of the three main forms (Prose, Poetry and Drama), of different
types and from different cultures.
AO4: An understanding of how writers’ choices of form, structure and language shape meanings.
AO5: The ability to produce informed, independent opinions and judgements on literary texts.
AO6: The ability to communicate clearly the knowledge, understanding and insight appropriate to literary
study.
Assessment objective Paper 2 Paper 9
AO1 
AO2 
AO3 
AO4 
AO5 
AO6 
The assessment objectives for Cambridge International AS Level Language and Literature in English carry
equal weight within each component. Components are marked holistically using the mark levels printed in
the specimen paper mark schemes.
Each paper is worth 50% of the total marks and each question carries equal marks.

Cambridge International AS level language and literature in English syllabus Syllabus content
3 Syllabus content
Paper 2 Writing
The paper contains two sections: Section A and Section B. There are three questions in each section.
• Candidates answer two questions: one question from Section A and one question from Section B.
Section A: Imaginative writing (i.e. narrative/descriptive)

Questions require a narrative or descriptive piece of continuous writing of 600–900 words (or two shorter
linked pieces of 300–450 words).
Candidates are required to show that they can write imaginatively, using language to create deliberate
effects, e.g. in conveying a mood or describing a character.
Section b: Writing for an audience (i.e. discursive/argumentative)

Questions require a piece of continuous writing of 600–900 words (or two shorter linked pieces of 300–450
words). In each question, a speciied form for the writing will be given (e.g. a magazine feature, article,
review, letter to a newspaper, scripted speech, voiceover) for a speciied audience.
Candidates are required to show that they can present a view clearly, construct an argument carefully, and
write coherently and persuasively.
Paper 9 Poetry, Prose and Drama

The paper contains three sections: Section A: Poetry, Section B: Prose, and Section C: Drama. Candidates
answer two questions, each from a different section.

• how parts of the text relate to the work as a whole.
Set texts are listed in the section Set Texts for Cambridge International AS level language and
literature in English.

Set texts for Cambridge International AS and A Level Literature in English
Set texts for Cambridge International AS and A level

literature in English
9695 Cambridge International AS and A Level Literature in English

2016 Set texts
In examinations in 2016, questions will be set on the following texts.

(Candidates study one from each section.)
Section A Poetry
Wilfred Owen Selected Poems
Songs of Ourselves Selected Poems
Ted Hughes Selected Poems
Section b Prose
Edith Wharton The House of Mirth
Jhumpa Lahiri The Namesake
Stories of Ourselves Selected Stories
Paper 4 Drama
(Candidates study two of the following.)
Ama Ata Aidoo The Dilemma of a Ghost and Anowa

William Shakespeare A Midsummer Night’s Dream
William Shakespeare Antony and Cleopatra
Robert Bolt A Man for all Seasons
Alan Ayckbourn Absurd Person Singular

Section A Shakespeare
William Shakespeare Measure for Measure
William Shakespeare Othello
Section b
Jane Austen Emma
Geoffrey Chaucer Wife of Bath’s Prologue and Tale
George Eliot The Mill on the Floss
John Keats Selected Poems
Charles Dickens Great Expectations
Christina Rossetti Selected Poems

2016 Set texts (continued)
Paper 6 1900 to the present

Katherine Mansield Selected Stories

Aravind Adiga The White Tiger
Liz Lochhead Selected Poems
Arthur Miller Death of a Salesman
W B Yeats Selected Poems
Athol Fugard The Road to Mecca and My Children! My
Africa!
Chimamanda Ngozi Adichie Americanah
2016 Set poems and stories

In examinations in 2016, questions will be set on the following poems and stories.
Ted Hughes: Selected Poems, from New Selected Poems 1957–1994

The Thought-Fox Her Husband

Song Cadenza
The Jaguar Second Glance at a Jaguar
Meeting Skylarks
Wind Full Moon and Little Frieda
October Dawn A March Calf
Bayonet Charge The River in March
Six Young Men Swifts
Crow Hill The Harvest Moon
Esther’s Tomcat A Cranely in September
Hawk Roosting Football at Slack
View of a Pig When Men Got to the Summit
November A Memory
Thrushes Deaf School
Snowdrop You Hated Spain
Pike The Tender Place
Thistles Snow

2016 Set poems and stories (continued)
Wilfred Owen: Selected Poems

On My Songs Disabled
Storm Dulce et Decorum Est
Music Soldier’s Dream
Maundy Thursday Inspection
To Eros Wild With All Regrets
Shadwell Stair Miners
1914 The Last Laugh
The Unreturning Insensibility
Sonnet (On seeing a piece of our heavy artillery Exposure
brought into action) The Send-Off
The End Futility
The Parable of the Old Man and the Young Mental Cases
Song of Songs Strange Meeting
The Dead-Beat The Sentry
The Letter Spring Offensive
Anthem for Doomed Youth

From Songs of Ourselves: The University of Cambridge International Examinations Anthology

of Poetry in English (ISbN 81 7596 248 8)
Sir John Suckling Song: Why So Pale and Wan, Fond Lover?
George Peele What Thing Is Love?
Lady Mary Wroth Sonnet 11
Anonymous Song: Weep You No More, Sad Fountains
Queen Elizabeth I When I Was Fair And Young
Sir Thomas Wyatt They Flee From Me, That Sometime Did Me Seek
Michael Drayton Sonnet 61
Edmund Waller Song: Go, Lovely Rose!
Queen Elizabeth I No Crooked Leg, No Bleared Eye
Sir Philip Sidney Sonnet 31
Chidiock Tichbourne Written The Night Before His Execution
Sir Walter Raleigh The Author’s Epitaph, Made By Himself
Thomas Nashe A Litany In Time Of Plague
Ben Jonson From Underwoods
Thomas Carew A Song
Sir Walter Raleigh Walsingham
Aemilia Lanyer The Flowers That on The Banks and Walks Did Grow
Christopher Marlowe Come Live with me, and be my Love
Edmund Spenser Sonnet 54
Sir Walter Raleigh What is Our Life?
Thomas Nashe Song: Spring, The Sweet Spring
William Shakespeare Sonnet 18
Edmund Spenser The Procession of The Seasons
Thomas Campion The Man of Life Upright
Robert Greene A Mind Content
Queen Elizabeth I I Grieve, and Dare Not Show my Discontent
Ben Jonson Song: To Celia
Thomas Dekker Golden Slumbers
Isabella Whitney A Farewell To The Reader
The poems on this list may be found in Part 1 of the Anthology. See the Cambridge website for further
details.

From Stories of Ourselves: The University of Cambridge International Examinations Anthology

of Stories in English (ISbN 978 0521 727 914)
Charles Dickens The Signalman

Charlotte Perkins Gilman The Yellow Wallpaper
Evelyn Waugh An Englishman’s Home
John Wyndham Meteor
Alex La Guma The Lemon Orchard
Patricia Grace Journey
Bessie Head The Village Saint
Bernard MacLaverty Secrets
John McGahern The Stoat
Anita Desai Games at Twilight
Patrick White Five-Twenty
Shirley Geok-lin Lim Journey
John Keats Selected Poems (Penguin Classics)

On First Looking into Chapman’s Homer To Leigh Hunt, Esq.

To My Brothers Ode to Psyche
On the Sea Ode on a Grecian Urn
When I have fears that I may cease to be Ode to a Nightingale
On Seeing the Elgin Marbles Ode on Melancholy
To – (‘Time’s sea hath been ive years at its To Autumn
slow ebb’) To Fanny
To Ailsa Rock La Belle Dame sans Merci
‘Bright Star! Would I were steadfast as thou Sleep and Poetry
art’ ‘Hush, hush! tread softly! hush, hush, my
To Sleep dear!’
To Mrs Reynolds’s Cat The Eve of St Agnes
O Solitude! if I must with thee dwell


An Apple Gathering Monna Innominata

At Home My Dream
A Better Resurrection Promises like Piecrust
Cousin Kate Remember
A Christmas Carol A Royal Princess
Cobwebs Song (When I am dead, my dearest)
The Convent Threshold Winter: My Secret
Despised and Rejected Shut Out
Echo Twice
Goblin Market Memory
Good Friday Up-Hill
The Lowest Place ‘Summer is Ended’
Maude Clare To Lalla, reading my verses topsy-turvey
liz lochhead Selected Poems (Polygon)

Persimmons 5th April 1990

Epithalamium Haiz on Danforth Avenue
Sorting Through Fourth of July Fireworks
Some Old Photographs Ontario October Going West
For My Grandmother Knitting My Rival’s House
Poem for My Sister Midsummer Night
The Choosing Rapunzstiltskin
The Teachers The Other Woman
After a Warrant Sale Everybody’s Mother
Obituary Visit, Sonnet
Poems for Other Poor Fools The Baker
Revelation The New-married Miner
Notes on the Inadequacy of a Sketch Poets Need Not
The Bargain

W b yeats: Selected Poems, from Oxford Student Texts (ISbN 978 0 19 831077 8)
The Lake Isle of Innisfree The Second Coming

Adam’s Curse Sailing to Byzantium
He wishes for the cloths of heaven Leda and the Swan
No Second Troy Among School Children
September 1913 Byzantium
The Cold Heaven Lapis Lazuli
The Wilde Swans at Coole Long-Legged Fly
In Memory of Major Robert Gregory The Circus Animals’ Desertion
An Irish Airman Foresees His Death Under Ben Bulben
The Fisherman The Mask
Easter 1916 A Prayer for My Daughter
Katherine Mansield Selected Stories (OuP Oxford World’s Classics)

Frau Brechenmacher Attends a Wedding Bliss

The Woman at the Store Psychology
Millie Mr and Mrs Dove
The Wind Blows At the Bay
Prelude A Married Man’s Story
Mr Reginald Peacock’s Day The Garden Party
Feuille d’Album The Doll’s House
Je ne parle pas français


2017 Set texts

Section A Poetry
Elizabeth Jennings Selected Poems
Songs of Ourselves 2 Selected Poems
Section b Prose
Paper 4 Drama

William Shakespeare Twelfth Night
Brian Friel Philadelphia, Here I Come!
Alan Ayckbourn Absurd Person Singular

William Shakespeare Othello
Section b
Jane Austen Emma
Geoffrey Chaucer The Franklin’s Prologue and Tale
Emily Brontë Wuthering Heights
Andrew Marvell Selected Poems


Eleanor Catton The Rehearsal

Liz Lochhead Selected Poems
Africa!

Elizabeth Jennings: Selected Poems

Reminiscence To a Friend with a Religious Vocation

Identity Two Deaths
Fishermen About These Things
Poem in Winter Remembering Fireworks
At Noon Sequence in Hospital
Absence Father To Son
Song for a Departure Warning to Parents
Song for a Birth or a Death Admonition
In Praise of Creation The Young Ones
World I have not Made A Mental Hospital Sitting-Room
Harvest and Consecration Night Sister
A World of Light Samuel Palmer and Chagall
A Requiem Night Garden of the Asylum
The Resurrection Chinese Art
Visit to an Artist Love Poem
The Diamond Cutter One Flesh

Songs of Ourselves 2 – Selected Poems

Claude McKay The White House

Arthur Lemiere Hendriks The Migrant
Carol Rumens The Border Builder
Imtiaz Dharker These Are The Times We Live In
John Donne This is my play’s last scene
William Bell Scott Death
Robert Louis Stevenson Requiem
Emily Brontë Last Lines
Walter Scott Soldier, Rest!
Mary Monck Verses written on her Death-bed
Christina Rossetti I dream of you, to wake
Elizabeth Thomas The Forsaken Wife
Edmund Spenser Amoretti, Sonnet 86
Thomas Wyatt I Find no Peace
John Cassidy Sons, Departing
Ben Jonson On My First Daughter
John Goodby The Uncles
Charlotte Mew Rooms
Alun Lewis Song
Elinor Wylie Now let no charitable hope
Alexander Pope from An Essay on Criticism
Samuel Johnson from The Vanity of Human Wishes
John Keats Ode on Melancholy
William Blake To the Evening Star
Philip Sidney To Sleep
John Milton Evening in Paradise
Samuel Daniel Care-charmer Sleep



Song Cadenza
Meeting Skylarks
November A Memory
Thistles Snow


John Wyndham Meteor

Andrew Marvell: Selected Poems

A Dialogue, between the Resolved Soul and The Picture of little T.C. in a Prospect of
Created Pleasure Flowers
On a Drop of Dew The Mower to the Glo-Worms
The Coronet The Garden
Eyes and Tears An Horatian Ode upon Cromwell’s Return from
Bermudas Ireland
A Dialogue between the Soul and Body The Match
The Nymph Complaining for the death of her The Mower against Gardens
Faun Young Love
To his Coy Mistress The Unfortunate Lover
The Fair Singer Damon the Mower
The Deinition of Love The Mower’s Song

An Apple Gathering Monna Innominata

At Home My Dream
A Better Resurrection Promises like Piecrust
Cousin Kate Remember
A Christmas Carol A Royal Princess
Cobwebs Song (When I am dead, my dearest)
The Convent Threshold Winter: My Secret
Despised and Rejected Shut Out
Echo Twice
Goblin Market Memory
Good Friday Up-Hill
The Lowest Place ‘Summer is Ended’
Maude Clare To Lalla, reading my verses topsy-turvey

liz lochhead Selected Poems (Polygon)

Persimmons 5th April 1990

Epithalamium Haiz on Danforth Avenue
Sorting Through Fourth of July Fireworks
Some Old Photographs Ontario October Going West
For My Grandmother Knitting My Rival’s House
Poem for My Sister Midsummer Night
The Choosing Rapunzstiltskin
The Teachers The Other Woman
After a Warrant Sale Everybody’s Mother
Obituary Visit, Sonnet
Poems for Other Poor Fools The Baker
Revelation The New-married Miner
Notes on the Inadequacy of a Sketch Poets Need Not
The Bargain



2018 Set texts

Section A Poetry
Robert Frost Selected Poems
Section b Prose
Paper 4 Drama
Tennessee Williams Sweet Bird of Youth

William Shakespeare Twelfth Night
William Shakespeare Henry IV Part 2
Brian Friel Philadelphia, Here I Come!
Wole Soyinka Death and the King’s Horseman

William Shakespeare Richard II
Section b
Jane Austen Emma
Geoffrey Chaucer The Franklin’s Prologue and Tale
Emily Brontë Wuthering Heights
Andrew Marvell Selected Poems
Percy Bysshe Shelley Selected Poems


Eleanor Catton The Rehearsal

Derek Walcott Selected Poems
Africa!



Identity Two Deaths

Songs of Ourselves 2 – Selected Poems


Charlotte Mew Rooms
Alun Lewis Song
Robert Frost: Selected Poems

Mowing An Encounter
Mending Wall ‘Out, Out –’
The Death of the Hired Man The Sound of Trees
Home Burial The Ax-Helve
The Black Cottage Stopping by Woods on a Snowy Evening
After Apple-Picking Two Look at Two
The Wood-Pile Gathering Leaves
The Road Not Taken A Soldier
Birches There are Roughly Zones
The Cow in Apple Time An Unstamped Letter in our Rural Letter Box



John Wyndham Meteor
Andrew Marvell: Selected Poems

A Dialogue, between the Resolved Soul and The Picture of little T.C. in a Prospect of
Created Pleasure Flowers
On a Drop of Dew The Mower to the Glo-Worms
The Coronet The Garden
Eyes and Tears An Horatian Ode upon Cromwell’s Return from
Bermudas Ireland
A Dialogue between the Soul and Body The Match
The Nymph Complaining for the death of her The Mower against Gardens
Faun Young Love
To his Coy Mistress The Unfortunate Lover
The Fair Singer Damon the Mower
The Deinition of Love The Mower’s Song

Percy bysshe Shelley: Selected Poems

Adonais To — [music, when soft voices die]

The Mask of Anarchy To a Skylark
Sonnet: England in 1819 To Jane: ‘the keen stars were twinkling’
Liberty To Night
A Lament Sonnet: ‘lift not the painted veil which those
An Exhortation who live’
Hymn to Intellectual Beauty Invocation to Misery
Mont Blanc Lines: ‘the cold earth slept below’
Mutability Lines: ‘when the lamp is shattered’
Ode to the West Wind Jane: The Invitation
On Wealth To Jane: The Recollection
Ozymandias To. (‘One word is too often profaned’)
Autumn: a Dirge Love’s Philosophy
Stanzas Written in Dejection, near Naples Sonnet To Byron
The Cloud Summer and Winter
Derek Walcott: Selected Poems, from Heinemann Selected Poetry (ISbN 0 435 91197 x)
Ruins of a Great House The Walk

A Careful Passion The Virgins
The Castaway Adam’s Song
The Flock Parades, Parades
The Almond Trees The Wind in the Dooryard
Veranda The Bright Field
Lampfall Sea Canes
Ebb Oddjob, a Bull Terrier
Mass Man To Return to the Trees
Landfall, Grenada Sabbaths, WI
Homecoming: Anse La Raye Forest of Europe
Nearing Forty The Schooner Flight, Chapter 11: After the
Storm



Set texts for Cambridge International AS Level Language and Literature in English
Set texts for Cambridge International AS level language

and literature in English
8695 Cambridge International AS Level Language and Literature in

English
2016 Set texts

(Candidates study two of the following, each from a different section.)
Section A Poetry
Wilfred Owen Selected Poems
Songs of Ourselves Selected Poems
Section b Prose
Section C Drama
Robert Bolt A Man for All Seasons

Wilfred Owen: Selected Poems

On My Songs Disabled
Storm Dulce et Decorum Est
Music Soldier’s Dream
Maundy Thursday Inspection
To Eros Wild With All Regrets
Shadwell Stair Miners
1914 The Last Laugh
The Unreturning Insensibility
Sonnet (On seeing a piece of our heavy artillery Exposure
brought into action) The Send-Off
The End Futility
The Parable of the Old Man and the Young Mental Cases
Song of Songs Strange Meeting
The Dead-Beat The Sentry
The Letter Spring Offensive
Anthem for Doomed Youth

From Songs of Ourselves: The University of Cambridge International Examinations Anthology

of Poetry in English (ISbN 81 7596 248 8)
Sir John Suckling Song: Why So Pale and Wan, Fond Lover?
George Peele What Thing Is Love?
Anonymous Song: Weep You No More, Sad Fountains
Queen Elizabeth I When I Was Fair And Young
Sir Thomas Wyatt They Flee From Me, That Sometime Did Me Seek
Michael Drayton Sonnet 61
Edmund Waller Song: Go, Lovely Rose!
Queen Elizabeth I No Crooked Leg, No Bleared Eye
Sir Philip Sidney Sonnet 31
Chidiock Tichbourne Written The Night Before His Execution
Sir Walter Raleigh The Author’s Epitaph, Made By Himself
Thomas Nashe A Litany In Time Of Plague
Ben Jonson From Underwoods
Thomas Carew A Song
Sir Walter Raleigh Walsingham
Aemilia Lanyer The Flowers That on The Banks and Walks Did Grow
Christopher Marlowe Come Live with me, and be my Love
Sir Walter Raleigh What is Our Life?
Thomas Nashe Song: Spring, The Sweet Spring
Edmund Spenser The Procession of The Seasons
Thomas Campion The Man of Life Upright
Robert Greene A Mind Content
Queen Elizabeth I I Grieve, and Dare Not Show my Discontent
Ben Jonson Song: To Celia
Thomas Dekker Golden Slumbers
Isabella Whitney A Farewell To The Reader
The poems on this list may be found in Part 1 of the Anthology. See the Cambridge website for further
details.



Song Cadenza
Meeting Skylarks
November A Memory
Thistles Snow


John Wyndham Meteor


English
2017 Set texts

Section A Poetry
Section b Prose
Section C Drama
Brian Friel Philadelphia Here I Come



Identity Two Deaths

From Songs of Ourselves 2 – Selected Poems


Charlotte Mew Rooms
Alun Lewis Song



Song Cadenza
Meeting Skylarks
November A Memory
Thistles Snow


John Wyndham Meteor


English
2018 Set texts

Section A Poetry
Robert Frost Selected Poems
Section b Prose
Section C Drama
Wole Soyinka Death and the King’s Horseman
William Shakespeare Henry IV Part 2
Brian Friel Philadelphia Here I Come



Identity Two Deaths

From Songs of Ourselves 2 – Selected Poems


Charlotte Mew Rooms
Alun Lewis Song
Robert Frost: Selected Poems

Mowing An Encounter
Mending Wall ‘Out, Out –’
The Death of the Hired Man The Sound of Trees
Home Burial The Ax-Helve
The Black Cottage Stopping by Woods on a Snowy Evening
After Apple-Picking Two Look at Two
The Wood-Pile Gathering Leaves
The Road Not Taken A Soldier
Birches There are Roughly Zones
The Cow in Apple Time An Unstamped Letter in our Rural Letter Box



John Wyndham Meteor

Other information
Other information
Equality and inclusion

Cambridge International Examinations has taken great care in the preparation of this syllabus and related
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualiication with the aim of avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning dificulties. Arrangements can be put in place for these candidates to enable them to access
the assessments and receive recognition of their attainment. Access arrangements will not be agreed if
they give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook, which can be downloaded from
the website www.cie.org.uk/examsoficers
Language
This syllabus and the associated assessment materials are available in English only.
Grading and reporting

Cambridge International A Level results are shown by one of the grades A*, A, B, C, D or E, indicating
the standard achieved, A* being the highest and E the lowest. ‘Ungraded’ indicates that the candidate’s
performance fell short of the standard required for grade E. ‘Ungraded’ will be reported on the statement of
results but not on the certiicate. The letters Q (result pending), X (no result) and Y (to be issued) may also
appear on the statement of results but not on the certiicate.
Cambridge International AS Level results are shown by one of the grades a, b, c, d or e, indicating the
standard achieved, ‘a’ being the highest and ‘e’ the lowest. ‘Ungraded’ indicates that the candidate’s
performance fell short of the standard required for grade ‘e’. ‘Ungraded’ will be reported on the statement
of results but not on the certiicate. The letters Q (result pending), X (no result) and Y (to be issued) may also
appear on the statement of results but not on the certiicate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included
all the components making up a Cambridge International AS Level
• the candidate’s performance on these components was suficient to merit the award of a Cambridge
International AS Level grade.
For languages other than English, Cambridge also reports separate speaking endorsement grades (Distinction,
Merit and Pass), for candidates who satisfy the conditions stated in the syllabus.

Other information
Entry codes
To maintain the security of our examinations we produce question papers for different areas of the world,
known as ‘administrative zones’. Where the entry code has two digits, the irst digit is the component
number given in the syllabus. The second digit is the location code, speciic to an administrative zone.
Entry codes and instructions for making entries can be found in the Cambridge Guide to Making Entries.
Other exams administration documents, including timetables and administrative instructions can be found at
www.cie.org.uk/examsoficers

Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2014
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SyllAbuS

Cambridge International AS and A level

English language 9093

Cambridge Advanced Version 4

Previous changes were

These syllabuses are for examination in 2016, 2017 and 2018.

® IGCSE is the registered trademark of Cambridge International Examinations

© Cambridge International Examinations 2014

Cambridge International AS and A Level English Language ............................................... 12

Cambridge International AS and A Level Literature in English ........................................... 20

Cambridge International AS Level Language and Literature in English .............................. 28

Other information ............................................................................................................... 60

Common content between components

Consulting teachers Consulting universities

Cambridge International AS and A Levels prepare students well for university

2 www.cie.org.uk/alevel back to contents page

Why Cambridge International Examinations?

Coni dent Relective

back to contents page www.cie.org.uk/alevel 3

Why Cambridge International AS and A Levels?

Option two Option three

Did you know?

4 www.cie.org.uk/alevel back to contents page

Why Cambridge International AS and A Level English Language?

back to contents page www.cie.org.uk/alevel 5

6 www.cie.org.uk/alevel back to contents page

Why Cambridge International AS and A Level Literature in English?

back to contents page www.cie.org.uk/alevel 7

Why Cambridge International AS Level Language and Literature in

8 www.cie.org.uk/alevel back to contents page

Guided learning hours

How can I ind out more?

back to contents page www.cie.org.uk/alevel 9

A Cambridge International A Level counts as a double-credit qualiication and a Cambridge International

10 www.cie.org.uk/alevel back to contents page

Teaching and learning resources Exam preparation resources

Qualiications Facebook www.facebook.com/cie.org.uk

back to contents page www.cie.org.uk/alevel 11

Cambridge International AS and A level English language

Cambridge International AS level candidates take:

Paper 1 Passages Duration Weighting

The paper contains three questions. 2 hours 15 minutes 50%

Paper 2 Writing Duration Weighting

Two sections: Section A and Section B. 2 hours 50%

12 www.cie.org.uk/alevel back to contents page

Cambridge International A level candidates take:

Paper 1 Passages Duration Weighting

The paper contains three questions. 2 hours 15 minutes 25%

Paper 2 Writing Duration Weighting

Two sections: Section A and Section B. 2 hours 25%

Paper 3 Text Analysis Duration Weighting

The paper contains two questions. 2 hours 15 minutes 25%

Paper 4 language Topics Duration Weighting

back to contents page www.cie.org.uk/alevel 13

This syllabus is available to private candidates.

Detailed timetables are available from www.cie.org.uk/examsoficers

Combining this with other syllabuses

14 www.cie.org.uk/alevel back to contents page

2 Syllabus aims and assessment objectives