GCE English Language & Literature Specification 2009-2010 · Internal Assessment Guidelines 25...

GCEExaminations from 2009First AS Award: Summer 2009First A Level Award: Summer 2010

English Language & Literature

GCE AS/A ENGLISH LANGUAGE & LITERATURE 1

ContentsWJEC AS GCE in English Language & Literature

WJEC A Level GCE in English Language & Literature

First AS Award - Summer 2009First A level Award - Summer 2010

Page

Entry Codes and Availability of Units 2

Summary of Assessment 3

Introduction 5

Aims 8

Assessment Objectives 9

Specification Content 10

Scheme of Assessment 19

Key Skills 23

Performance Descriptions 24

Internal Assessment Guidelines 25

Aspects of Language Study 41


GCE English Language & Literature

Subject/Option Entry Codes

AS "Cash in" entryA Level "Cash in" entry

21613161

LL1: Critical Reading of Literary and Non-LiteraryTexts

1161

LL2: Creative Writing 1162

LL3: Analysing and Producing Performance Texts 1163

LL4: Comparative Textual Analysis and Review 1164

Availability of Assessment Units

Unit January2009

June2009

January2010 &each

subsequentyear

June2010 &each

subsequentyear

LL1 � � � �

LL2 � �

LL3 �

LL4 � �

Qualification Accreditation Numbers

Advanced Subsidiary: 500/3082/6Advanced: 500/3196/X


SUMMARY OF ASSESSMENT

This specification is divided into a total of 4 units, 2 AS units and 2 A2 units. Weightingsnoted below are expressed in terms of the full A level qualification.

ENGLISH LANGUAGE & LITERATURE

AS (2 units)

LL1 30% 2½ hour Written Paper80 marks (120 UMS)Critical Reading of Literary and Non-Literary TextsSection A: Poetry pre-1900 (closed text) + unseen textChoice of one from two questions (40 marks)Section B: Prose (open text)2 prose texts: choice of one from two questions (40 marks)

LL2 20% Internal Assessment80 marks (80 UMS)Creative Writing3 tasks (80 marks: 2 x 20; 1 x 40)

• 2 creative writing tasks• commentary on both creative writing tasks

A LEVEL (the above plus a further 2 units)

LL3 20% Internal Assessment80 marks ( 80 UMS)Analysing and Producing Performance TextsSection A: Dramatic texts in context2 texts – one piece of extended writing (40 marks)Section B: Producing texts for performance

• writing 2 original texts for performance• evaluating one of the texts. (40 marks)

LL4 30% 2½ hours Written Paper80 marks ( 120 UMS)Comparative Textual Analysis and ReviewSection A: Comparative analysis of texts3 unseen texts: one question (40 marks)Section B: Reviewing approaches1 text (poetry/prose – open text)Choice of one from 6 questions. (40 marks)


ENGLISH LANGUAGE ANDLITERATURE

1 INTRODUCTION

1. 1 Criteria for AS and A Level GCE

This specification has been designed to meet the general criteria for GCE AS and Alevel and the subject criteria for AS/A English Language and Literature as issued bythe regulators [2006]. The qualifications will comply with the grading, awarding andcertification requirements of the Code of Practice for 'general' qualifications (includingGCE).

The AS qualification will be reported on a five-grade scale of A, B, C, D, E. The Alevel qualification will be reported on a six-grade scale of A*, A, B, C, D, E. Theaward of A* at A level will provide recognition of the additional demands presented bythe A2 units in term of 'stretch and challenge' and 'synoptic' requirements.Candidates who fail to reach the minimum standard for grade E are recorded as U(unclassified), and do not receive a certificate. The level of demand of the ASexamination is that expected of candidates half way through a full A level course.

The AS assessment units will have equal weighting with the second half of thequalification (A2) when these are aggregated to produce the A level award. ASconsists of two assessment units, referred to in this specification as LL1 and LL2. A2also consists of two units and these are referred to as LL3 and LL4.

Assessment units may be retaken prior to certification for the AS or A levelqualifications, in which case the better result will be used for the qualification award.Individual assessment unit results, prior to certification for a qualification, have ashelf-life limited only by the shelf-life of the specification.

1.2 Prior learning

There is no specific requirement for prior learning, although many candidates willhave already gained a knowledge and understanding of relevant areas through theirstudy of English and English Literature at GCSE. This specification may be followedby any candidate, irrespective of their gender, ethnic, religious or culturalbackground. This specification is not age specific and, as such, providesopportunities for candidates to extend life-long learning.

1.3 Progression

The four part structure of this specification (2 units for AS, and an additional 2 for thefull A level) allows for both staged and end-of-course assessment and thus allowscandidates to defer decisions about progression from AS to the full A levelqualification.

This specification provides a suitable foundation for the study of English Languageand Literature or a variety of other courses in higher education; progression to thenext level of vocational qualifications; or direct entry into employment. In addition,the specification provides a coherent, satisfying and worthwhile course of study forcandidates who do not progress to further study in this subject.


1.4 Rationale

A fundamental integration of language and literature, including spoken language andthe ways in which speech is represented in literature, forms the basis of thisspecification. Such an approach is one that has informed GCSE specifications sincetheir inception and teachers will find, therefore, that they are familiar with the basicconcepts and methods, if not with some of the terminology.

The AS specification has been designed to serve both as the first half of a full Alevel course and also as a discrete course for those wishing to follow just one year ofstudy.

It provides students with an introduction to the discipline of advanced studies inEnglish Language and Literature and presents opportunities for reading widely andfor making creative and informed responses to each of the major literary genres ofpoetry, prose and drama and a range of non-literary texts. The specification requiresstudents to show knowledge and understanding of:

• some of the key constituents of language and how they function in combinationto make meaning in spoken and written English;

• how variations in language, form and context shape and change meanings inspeech and writing;

• some of the ways in which individual texts are interpreted by different readers orlisteners;

• some analytical and creative approaches to the critical study of texts, drawing onlinguistic and literary methodologies and concepts.

The A level specification extends these studies in breadth and depth, developingand enhancing students' techniques of analysis, evaluation and comparison ofspoken and written texts. The specification requires students to show deeperknowledge and understanding of:

• a wider range of spoken and written texts from different times, including at least 2further texts from a genre (prose fiction, poetry, drama) not studied at AS, and atleast one other substantial written text;

• the significance of contextual factors in the production and reception of texts;• how to apply linguistic and literary methodologies and concepts to inform their

responses to and interpretations of texts.

Each unit, whether internally or externally assessed, offers a choice of texts for study.Consideration has been given to offering a wide range, including texts that have aWelsh dimension. In the A2 internally assessed unit, centres are invited to nominatetheir own texts for study, following the guidelines printed in this specification.

In LL1 Section B and LL4 Section B, candidates will be expected to have access tothe texts studied, and thus will be in a position to support their line of argument with awider range of precise reference than would have been possible from memory alone.Having access to the texts in the examination allows candidates the opportunity todisplay their close reading skills in response to the questions set. In accordance withQCA/DELLS requirements, the texts taken into the examination must be cleancopies, i.e. no annotation.

The section of this specification entitled ‘Aspects of Language Study’ (in Section 3)has been designed as an introduction to the relevant areas of language study.


1.5 The Wider Curriculum

English Language and Literature is a subject that by its nature requires candidates toconsider individual, moral, ethical, social, cultural and contemporary issues. Thespecification provides a framework for exploration of such issues and includesspecific content through which individual courses may address these issues. Forexample, in meeting the assessment objective AO3, students are engaged inconsidering the significance and influence of contexts in which texts are producedand received. Spiritual, moral, ethical, social and cultural aspects are pertinent tosuch contexts.

1.6 Prohibited combinations and overlap

Every specification is assigned a national classification code indicating the subjectarea to which it belongs. Centres should be aware that candidates who enter formore than one GCE qualification with the same classification code will only have onegrade (the highest) counted for the purpose of the School and College PerformanceTables. The classification code for this specification is 5010.

In view of the degree of overlap in content and skills, neither WJEC AS nor A levelEnglish Literature or English Language may be taken at the same time as WJEC ASor A level English Language & Literature. However, there are no other prohibitedcombinations with other qualifications at Level 3 of the National Qualificationsframework.

1.7 Equality and Fair Assessment

AS/A levels often require assessment of a broad range of competences. This isbecause they are general qualifications and, as such, prepare candidates for a widerange of occupations and higher level courses.

The revised AS/A level qualification and subject criteria were reviewed to identifywhether any of the competences required by the subject presented a potential barrierto any disabled candidates. If this was the case, the situation was reviewed again toensure that such competences were included only where essential to the subject.The findings of this process were discussed with disability groups and with disabledpeople.

In GCE English Language & Literature, the use of the term "spoken" in AO2 canmean a written record of speech. The subject does not therefore require listeningskills. Reading independently may be problematic for some students but should notbe a barrier to assessment.

Reasonable adjustments are made for disabled candidates in order to enable them toaccess the assessments. For this reason, very few candidates will have a completebarrier to any part of the assessment. Information on reasonable adjustments isfound in the Joint Council for Qualifications document Regulations and GuidanceRelating to Candidates who are eligible for Adjustments in Examinations. Thisdocument is available on the JCQ website (www.jcq.org.uk).

Candidates who are still unable to access a significant part of the assessment, evenafter exploring all possibilities through reasonable adjustments, may still be able toreceive an award. They would be given a grade on the parts of the assessment theyhave taken and there would be an indication on their certificate that not all of thecompetences have been addressed. This will be kept under review and may beamended in future.


2 AIMS

AS and A Level

To encourage students to develop their interest and enjoyment in English as they:

• use integrated linguistic and literary approaches in their reading andinterpretation of texts;

• engage creatively and independently with a wide range of spoken, written andmultimodal texts, exploring the relationships between texts;

• undertake independent and sustained studies to develop their skills as producersand interpreters of language.


3 ASSESSMENT OBJECTIVES

Candidates must meet the following assessment objectives in the context of thecontent detailed in Section 4 of the specification:

AO1

Select and apply relevant concepts and approaches from integrated linguistic andliterary study, using appropriate terminology and accurate, coherent writtenexpression.

AO2

Demonstrate detailed critical understanding in analysing the ways in which structure,form and language shape meanings in a range of spoken and written texts.

AO3

Use integrated approaches to explore relationships between texts, analysing andevaluating the significance of contextual factors in their production and reception.

AO4

Demonstrate expertise and creativity in using language appropriately for a variety ofpurposes and audiences, drawing on insights from linguistic and literary studies.

Weightings

Assessment objective weightings shown as % of AS and A2 – (full A level inbrackets)

Unit % AO1% AO2% AO3% AO4%

LL1 60 (30) 24 (10) 12(7.5) 24 (12.5)

LL2 40 (20) 5 (2.5) 5 (2.5) 10 (5) 20 (10)

TOTAL AS 100 (50) 29 (14.5) 17 (8.5) 34 (17) 20 (10)

LL3 40 (20) 5 (2.5) 10 (2.5) 10 (5) 15 (7.5)

LL4 60 (30) 12 (10) 24 (10) 24 (10)

TOTAL A2 100 (50) 17 (8.5) 34 (17) 34 (17) 15 (7.5)

TOTAL A LEVEL 100 23 25.5 34 17.5


4 SPECIFICATION CONTENT

AS

LL1 Critical Reading of Literary and Non-Literary Texts 60% (30%)External Examination 2½ hours

This unit focuses on the critical reading of a wide range of texts from poetry totranscriptions and from fictional prose to journalism. Both sections of this unit requirecandidates to compare and contrast texts, exploring relationships between them andto identify and describe how meanings and effects are created. In their analysiscandidates will be required to apply integrated linguistic and literary methods andconcepts.

Candidates must answer one question from Section A and one question fromSection B.

In this unit, candidates are required to demonstrate the following skills:

• apply integrated linguistic and literary methods and concepts in the study ofspoken, written and multimodal texts;

• identify and describe how meanings and effects are created and conveyed intexts;

• compare and contrast texts, exploring relationships between them;

• make accurate reference to texts and sources.

In their response to both sections, candidates will be expected to show knowledgeand understanding of:

• some of the key constituents of language and how they function in combination tomake meaning in spoken and written English;

• how variations in language, form and context shape and change meanings inspeech and writing;

• some of the ways in which individual texts are interpreted by different readers orlisteners;

• some analytical and creative approaches to the critical study of texts, drawing onlinguistic and literary methodologies and concepts.


Section A Poetry pre-1900 and unseen text (‘closed’ text)Relevant assessment objectives: AO1, AO2, AO3

This section is based on the comparative analysis of two texts, one of which will be apoem from an anthology produced by WJEC. The anthology is a sample of poetryfrom the Early Modern English period to 1900. It is designed to introduce candidatesto the historical development of the English language, the rich heritage of writing inverse, as well as illustrating the variation of poetic content and style over time.

Candidates will answer one question from a choice of two. The questions aredesigned to provide candidates with the opportunity to make connections between apoem from the anthology studied by the candidates and another text previouslyunseen by the candidate. The two texts will be linked in terms of content, theme orstyle, and candidates will be required to compare and contrast them, usingknowledge and skills gained from the integrated study of language and literature. Thepoem from the anthology will be printed on the paper. As this section of theexamination is ‘closed text’, candidates are not permitted to take a copy of theanthology into the examination.

The relevant assessment objectives for this section expect candidates to:

• select and apply relevant concepts and approaches from integrated linguistic andliterary study, using appropriate terminology and accurate, coherent writtenexpression (AO1);

• demonstrate detailed critical understanding in analysing the ways in whichstructure, form and language shape meanings in a range of spoken and writtentexts (AO2);

• use integrated approaches to explore relationships between texts, analysing andevaluating the significance of contextual factors in their production and reception(AO3).


Section B Prose (‘open’ text - clean copies)Relevant assessment objectives: AO1, AO2, AO3

This section is based on candidates’ study of two prose texts from a prescribed list.Candidates are required to study in depth one ‘core’ text and for wider reading a‘partner’ text from the list below:

Core Prose Text Partner Prose TextChildhoodAlexander Masters: Stuart: A LifeBackwards (Harper Perennial)

Andrea Ashworth: Once in a House onFire (Macmillan)

ParodyStella Gibbons: Cold Comfort Farm(Penguin Classics)

D. H. Lawrence: Sons and Lovers(Penguin Classics)

Creative Non-FictionTruman Capote: In Cold Blood(Penguin Modern Classics)

Peter Carey: True History of the KellyGang (Faber)

TravelRobert Minhinnick: Watching the Fire-Eater (Seren)

Bill Bryson: The Lost Continent(Black Swan)

Past, Present, FutureAudrey Niffenegger: The Time Traveler’sWife (Vintage)

H.G. Wells: The Time Machine(Penguin Classics)

Telling StoriesGhita Mehta: A River Sutra (Minerva) Raymond Carver: Short Cuts

(The Harvill Press)

Clean copies (no annotation) of the texts studied must be taken into theexamination.

Candidates are required to answer one out of a choice of two questions on each textpairing. They will be expected to demonstrate their ability to read closely a keypassage from a familiar text, using insights and approaches gained from integratedlinguistic and literary study, and to relate the key passage in the core text to the textas a whole (e.g. characterisation, plot, setting, themes or style), and to their readingof the partner text.




• use integrated approaches to explore relationships between texts, analysing andevaluating the significance of contextual factors in their production and reception(AO3).

Weighting of assessment objectives LL1 (full A level in brackets)

LL1 % AO1% AO2% AO3%

SECTION A 30 (15) 12 (6) 6 (3) 12 (6)

SECTION B 30 (15) 12 (6) 6 (3) 12 (6)

TOTAL 60 (30) 24 (12) 12 (6) 24 (12)


LL2 Creative Writing 40% (20%)Internal Assessment

This coursework unit is internally assessed and externally moderated.The assessment is based on a folder of work of approximately 3,000 words,comprising three pieces in total, each of approximately 1,000 words. Candidates arerequired to produce:

(a) one literary piece of original writing(b) one non-literary piece of original writing(c) one commentary on both pieces of original writing.


• use English appropriately, accurately and creatively for a variety of audiencesand purposes;

• use a range of techniques to produce texts for different audiences and purposes,informed by wide reading and listening;

• apply integrated linguistic and literary methods and concepts in the study ofspoken, written and multimodal texts;

• identify and describe how meanings and effects are created and conveyed intexts;

• compare and contrast texts, exploring relationships between them.

Candidates will be expected to show knowledge and understanding of:

• some of the key constituents of language and how they function in combination tomake meaning in spoken and written English;

• how variations in language, form and context shape and change meanings inspeech and writing.

The AS internal assessment unit provides candidates with opportunities to use arange of techniques in producing texts for different audiences and purposes,informed by wide reading. The writing tasks also allow candidates to developindependent creative approaches to the study of texts, most notably in Task (a).

Candidates will be required to produce two separate pieces of original creativewriting, each of approximately 1000 words (less for verse). Each piece of writing isequally weighted.

Tasks:

(a) One piece of writing must be literary, inspired by the candidate’s widerindependent reading.

(b) The second piece must be non-literary: journalism, reviews, information texts,etc.

The relevant assessment objective for both pieces of original writing expectscandidates to:

• demonstrate expertise and creativity in using language appropriately for avariety of purposes and audiences, drawing on insights from linguistic andliterary studies (AO4).


(c) Candidates will be required to produce a commentary of approximately 1000words.

The commentary formally assesses candidates’ understanding of their choices ofcontent, form, and style in both pieces of the original written work, making points ofcomparison and contrast between them.

This task provides candidates with opportunities to:

• identify and describe how meanings and effects are created and conveyed intheir own writing;

• show knowledge and understanding of analytical approaches to the criticalstudy of texts, drawing on linguistic and literary methodologies and concepts;

• show knowledge and understanding of how variations in language, form andcontext shape and change meanings in writing.

The relevant assessment objectives for this task expect candidates to:

• use integrated approaches to explore relationships between texts, analysing andevaluating the significance of contextual factors in their production and reception(AO3);


• demonstrate detailed critical understanding in analysing the ways in whichstructure, form and language shape meanings in a range of spoken and writtentexts (AO2).


LL2 % AO1% AO2% AO3% AO4%

TOTAL 40 (20) 5 (2.5) 5 (2.5) 10 (5) 20 (10)

Note: Task-setting and administration advice appears in the section headedInternal Assessment Guidelines.


A Level

LL3 Analysing and Producing Performance Texts (synoptic) 40% (20%)Internal Assessment

This unit is internally assessed and externally moderated. Its focus is on textsproduced for performance. It encourages the development of extended formal essay-writing skills, independent research and creative writing linked to performance.

Both sections of the unit require candidates to synthesise their knowledge andunderstanding of integrated linguistic and literary methods and concepts in the study ofspoken, written and multi-modal texts.


• sustain informed, critical judgements about issues raised in an integratedapproach to textual analysis;

• devise, draft, edit and evaluate the effectiveness of their own texts, informed bytheir integrated studies;

• make appropriate use of the conventions of writing in advanced studies inEnglish, including references to quotations and sources.

In their response to both sections, candidates should show deeper knowledge andunderstanding of:

• a wider range of spoken and written texts from different times, including at least 2further texts from a genre (prose fiction, poetry, drama) not studied at AS;



The assessment is based on a folder of work of approximately 3,000 words, dividedinto two sections.

Section A Dramatic texts in context(2 texts)Relevant assessment objectives: AO1, AO2, AO3

This section provides opportunities for candidates to study a wider range of writtentexts from different times and from a different genre (drama) from the texts studied atAS. The work submitted should show deeper knowledge and understanding of thesignificance of contextual factors in the production and reception of texts. In addition,this internal assessment task encourages candidates to make appropriate use of theconventions of writing in advanced studies in English, including references toquotations and sources.

Candidates are required to produce a piece of work of approximately 1,500 words,based on their study of two drama texts:

• one play by Shakespeare selected for detailed study;• one play/performance text by another dramatist/writer.

Centres must nominate the selected texts for approval by WJEC.

The focus of the study may be thematic, for example, but students are free to chooseanother suitable focus.





• select and apply relevant concepts and approaches from integrated linguistic andliterary study, using appropriate terminology and accurate, coherent writtenexpression (AO1).

Section B Producing texts for performanceRelevant assessment objectives: AO2, AO4

This section provides opportunities for candidates to devise, draft, edit and evaluatethe effectiveness of their own texts, informed by their integrated studies. Incomposing and evaluating their texts, candidates are encouraged to show judgementand independence.

Candidates will be required to:• write 2 original spoken texts (one of which should be transcribed) for performance

for different audiences and purposes (approximately 1000 words in total);• evaluate the effectiveness of one of the texts they have produced (approximately

500 words).

The relevant assessment objectives for this section of the A2 internal assessmentexpect candidates to:

• demonstrate expertise and creativity in using language appropriately for a varietyof purposes and audiences, drawing on insights from linguistic and literarystudies (AO4);

• demonstrate detailed critical understanding in analysing the ways in whichstructure, form and language shape meanings in a range of spoken and writtentexts (AO2).



SECTION A 20 (10) 5 (2.5) 5 (2.5) 10 (5)

SECTION B 20 (10) 5 (2.5) 15 (7.5)

TOTAL 40 (20) 5 (2.5) 10 (2.5) 10 (5) 15 (7.5)

Note: Task-setting and administration advice appears in the section headedInternal Assessment Guidelines.


LL4 Comparative Textual Analysis and Review (synoptic) 60% (30%)External Examination (2½ hours)

This unit contains two sections.

In the unit as a whole, candidates are required to demonstrate the following skills:

• synthesise and reflect on their knowledge and understanding of linguistic andliterary concepts and methods in the study of spoken and written texts;

• make creative connections between elements of the course as a whole;• sustain informed, critical judgements about issues raised in an integrated

approach to textual analysis;• make appropriate use of the conventions of writing in advanced studies in

English, including references to quotations and sources.

Candidates will be expected to show deeper knowledge and understanding of:



Section A: Comparative analysis of textsRelevant assessment objectives: AO1, AO2, AO3

Candidates will be required to answer one compulsory question in this section. Thequestion will require candidates to produce a detailed comparative analysis of threeunseen texts of different genres, chosen from a range of types and periods. Thefocus of the analysis will be provided in the question. In their response to thequestion, candidates are expected to select and apply relevant linguistic and literaryapproaches from their integrated studies across the course as a whole.

Section B: Reviewing approaches ('open' text – clean copy)Relevant assessment objectives: AO1, AO2, AO3

Candidates will be required to answer one question in this section, from a choice ofsix. Each question will require a piece of extended writing designed to allowcandidates to reflect on insights gained from integrated linguistic and literary studyacross the whole A level course. In preparation for this question, candidates arerequired to study one poetry or prose text from a prescribed list. The questions setwill not be directly linked to the prescribed texts, but will invite discussion of aspectsof integrated study which will involve knowledge of these texts as well ascomparative reference to other texts (literary/non-literary, spoken/written) studied inthe course as a whole or selected for wider independent study.


Candidates should prepare for the following aspects of integrated study:

• presentation of characters/people;• themes e.g. family life, power, love;• narrative technique;• influence of contextual factors in the production and reception of texts;• importance of setting/location;• language variation according to time, place, context;• different readers’ or listeners’ interpretations of individual texts.

Candidates are free to select any one text from the box below:

Charles Dickens: Hard Times (Penguin)Emily Bronte: Wuthering Heights (Penguin)George Orwell: Shooting an Elephant and OtherEssays (Penguin)ed. Ian Jack: The Granta Book of Reportage(Classics of Reportage) (Granta Books)Ted Hughes: Birthday Letters (Faber)T.S.Eliot: Selected Poems (Faber)

Clean copies (no annotation) of the texts studied must be taken into theexamination.

The relevant assessment objectives for both sections expect candidates to:



• select and apply relevant concepts and approaches from integrated linguistic andliterary study, using appropriate terminology and accurate, coherent writtenexpression (AO1).



SECTION A 30 (15) 6 (3) 12 (6) 12 (6)

SECTION B 30 (15) 6 (3) 12 (6) 12 (6)

AS TOTAL LL4 60 (30) 12 (6) 24 (12) 24 (12)


5 SCHEME OF ASSESSMENT

AS and A level qualifications are available to candidates following this specification.

AS

The AS is the first half of an A level course. It will contribute 50% of the total A levelmarks. Candidates must complete the following two units in order to gain an ASqualification.

WeightingWithin AS

WeightingWithin A Level

LL1 Critical Reading of Literaryand Non-Literary Texts 60% 30%

LL2 Creative Writing 40% 20%

LL1: Written Paper (2½ hours)

Critical reading of literary and non-literary texts 60% (30%)

80 marks

Section A: Poetry pre-1900 and unseen text40 marksThis section is based on the comparative analysis of two texts, one of which will be aprinted poem from an anthology of poetry pre-1900 produced by WJEC, the other anunseen extract.

AO1: 16 marks AO2: 8 marks AO3: 16 marks

Section B: Prose40 marksThis section is based on candidates’ study of two prose texts from a prescribed list.Candidates are required to study in depth one ‘core’ text and for wider reading a‘partner’ text from the list.


LL2: Internal Assessment

Creative Writing 40% (20%)

80 marks

The assessment is based on a folder of work of approximately 3,000 words,comprising three pieces in total, each of approximately 1,000 words. Candidates arerequired to produce:

(a) one literary piece of original writing (20 marks)(b) one non-literary piece of original writing (20 marks)(c) one commentary on both pieces of original writing. (40 marks)

AO1: 10 marks AO2: 10 marks AO3: 20 marks AO4: 40 marks


A Level

The A level specification consists of two parts: Part 1 (AS) and Part 2 (A2).

Part 1 (AS) may be taken separately and added to A2 at a further examination sitting toachieve an A level qualification, or alternatively, both the AS and A2 may be taken atthe same sitting.

Candidates must complete the AS units outlined above plus a further two units tocomplete A level English Language and Literature. The A2 units will contribute 50% ofthe total A level marks.

WeightingWithin A2

WeightingWithin A Level

LL3* Analysing and ProducingPerformance Texts

40% 20%

LL4* Comparative TextualAnalysis and Review

60% 30%

*Includes synoptic assessment

LL3: Internal Assessment

Analysing and Producing Performance Texts 40% (20%)

80 marks

Section A Dramatic texts in context40 marksCandidates will be required to produce a piece of work of approximately 1,500 words,based on their study of two drama texts:

• one play by Shakespeare selected for detailed study;• one play by another dramatist from any period for broader study.


Section B Producing texts for performance40 marks

Candidates will be required to:• write and transcribe 2 original spoken texts (one of which should be transcribed)

for performance for different audiences and purposes (approximately 1000 wordsin total);

• evaluate the effectiveness of one of the texts they have produced (approximately500 words).

(approximately 1,500 words in total)

AO4: 30 marks AO2: 10 marks


LL4: Written Paper (2½ hours)

Comparative Textual Analysis and Review 60% (30%)

80 marks

Section A Comparative analysis of texts40 marks

Candidates will be required to answer one compulsory question in this section. Thequestion will require candidates to produce a detailed comparative analysis of threeunseen texts of different genres, chosen from a range of types and periods.


Section B Reviewing approaches40 marks

Candidates will be required to answer one question in this section, from a choice ofsix. Each question will require a piece of extended writing designed to allowcandidates to reflect on insights gained from integrated linguistic and literary studyacross the whole A level course or from independent reading. Candidates must studyone text from a list of set texts in preparation for this unit.


Synoptic Assessment

Synoptic assessment, testing candidates' understanding of the connections betweenthe different elements of the subject and their holistic understanding of the subject, isa requirement of all A level specifications. In the context of English Language andLiterature this means:

• synthesis of insights gained from the study of a range of texts, both spoken andwritten;

• evidence of ability to select appropriate analytical tools to assess the validity ofdifferent views expressed about texts and contexts of production and reception;

• skills of interpretation and expression to give insightful, accurate, well-arguedresponses to texts.


Quality of Written Communication

Candidates will be required to demonstrate their competence in writtencommunication in all assessment units where they are required to produce extendedwritten material. Mark schemes for these units include the following specific criteriafor the assessment of written communication:

• legibility of text; accuracy of spelling, punctuation and grammar; clarity ofmeaning;

• selection of a form and style of writing appropriate to purpose and to complexityof subject matter;

• clear and coherent organisation of information; use of specialist vocabulary whereappropriate.

These aspects of candidates’ skills will be assessed through AO1, which includesassessment of candidates’ overall competence in using language accurately andeffectively in constructing well-argued responses to assessment tasks in EnglishLanguage and Literature. In addition, these skills will be assessed in the creativewriting internal assessment tasks, where AO4, the relevant assessment objective,requires candidates to demonstrate ‘expertise’.

Availability of Units

Availability of Assessment Units

Unit January2009

June2009

January2010 &each

subsequentyear

June2010 &each

subsequentyear

LL1 � � � �

LL2 � �

LL3 �

LL4 � �


Awarding, Reporting and Re-sitting

The overall grades for the GCE AS qualification will be recorded as a grade on ascale from A to E. The overall grades for the GCE A level qualification will berecorded on a grade scale from A* to E. Results not attaining the minimum standardfor the award of a grade will be reported as U (Unclassified). Individual unit resultsand the overall subject award will be expressed as a uniform mark on a scalecommon to all GCE qualifications (see table below). The grade equivalence will bereported as a lower case letter ((a) to (e)) on results slips, but not on certificates:

Max.UMS

A B C D E

LL2 and LL3(weighting 20%)

80 64 56 48 40 32

LL1 and LL4(weighting 30 %)

120 96 84 72 60 48

AS Qualification 200 160 140 120 100 80

A Level Qualification 400 320 280 240 200 160

At A level, Grade A* will be awarded to candidates who have achieved a Grade A inthe overall A level qualification and 90% of the total uniform marks for the A2 units.

Candidates may re-sit units prior to certification for the qualification, with the best ofthe results achieved contributing to the qualification. If candidates wish to re-sit anInternal Assessment unit, either LL2 or LL3, they are required to submit new work.Work previously submitted may not be carried forward, and re-drafted material willnot be acceptable. Candidates may submit work on the same texts as previouslystudied, but they must attempt new tasks. Individual unit results, prior to certificationof the qualification, have a shelf-life limited only by the shelf-life of the specification.


6 KEY SKILLS

Key Skills are integral to the study of AS/A level English Language and Literature andmay be assessed through the course content and the related scheme of assessmentas defined in the specification. The following key skills can be developed through thisspecification at level 3:

• Communication• Problem Solving• Information and Communication Technology• Working with Others• Improving Own Learning and Performance.

Mapping of opportunities for the development of these skills against Key Skillsevidence requirement is provided in 'Exemplification of Key Skills for EnglishLanguage & Literature', available on the WJEC website.


7 PERFORMANCE DESCRIPTIONS

Introduction

Performance descriptions have been created for all GCE subjects. They describe thelearning outcomes and levels of attainment likely to be demonstrated by arepresentative candidate performing at the A/B and E/U boundaries for AS and A2.

In practice most candidates will show uneven profiles across the attainments listed,with strengths in some areas compensating in the award process for weaknesses oromissions elsewhere. Performance descriptions illustrate expectations at the A/B andE/U boundaries of the AS and A2 as a whole; they have not been written at unit level.

Grade A/B and E/U boundaries should be set using professional judgement. Thejudgement should reflect the quality of candidates’ work, informed by the availabletechnical and statistical evidence. Performance descriptions are designed to assistexaminers in exercising their professional judgement. They should be interpreted andapplied in the context of individual specifications and their associated units. However,performance descriptions are not designed to define the content of specifications andunits.

The requirement for all AS and A level specifications to assess candidates’ quality ofwritten communication will be met through one or more of the assessment objectives.

The performance descriptions have been produced by the regulatory authorities incollaboration with the awarding bodies.


AS performance descriptions for English language and literature

Assessment Objective 1 Assessment Objective 2 Assessment Objective 3 Assessment Objective 4

Assessmentobjectives

Select and apply relevantconcepts and approachesfrom integrated linguistic andliterary study, usingappropriate terminology andaccurate, coherent writtenexpression.

Demonstrate detailed criticalunderstanding in analysing theways in which structure, formand language shape meaningsin a range of spoken andwritten texts.

Use integrated approaches toexplore relationships betweentexts, analysing and evaluatingthe significance of contextualfactors in their production andreception.

Demonstrate expertise andcreativity in using languageappropriately for a variety ofpurposes and audiences,drawing on insights fromlinguistic and literary studies.

AS A/Bboundaryperformancedescriptions

Candidatescharacteristically:a) communicate relevantknowledge andunderstanding of linguisticand literary textsb) present relevantresponses, usingappropriate terminology tosupport informedinterpretationsc) structure and organisetheir writingd) communicate content andmeaning through expressiveand accurate writing.

Candidates characteristically:a) identify relevant aspects oflinguistic approach, structure,form and language in literarytextsb) explore how writers usespecific aspects to shapemeaningc) use specific references totexts to support theirresponses.

Candidates characteristically:a) explore links andconnections between texts andthe contexts which haveshaped themb) communicate understandingof the views expressed indifferent interpretations orreadingsc) communicate anunderstanding of issues andconcepts relating to languagein use.

Candidates characteristically:a) write effectively in a formand style matched toaudience, purpose and genreb) select and order relevantcontent in creative waysc) identify where and suggesthow linguistic and literaryfeatures are used in theirwriting to create specificeffects.

The performancedescriptions for ASindicate the level ofattainment characteristicof A/B and E/U boundarycandidates in relation tospecific assessmentobjectives. They shouldbe interpreted in relationto the content outlined inthe specification; they arenot designed to definethat content. They give ageneral indication of thelearning outcomes andlevels of attainment likelyto be shown by arepresentative candidateperforming at eachboundary. In practice,most candidates willshow uneven profilesacross the attainmentslisted, with strengths insome areascompensating in theaward process forweaknesses or omissionselsewhere.

AS E/Uboundaryperformancedescriptions

Candidatescharacteristically:a) communicate someknowledge andunderstanding of linguisticand literary textsb) make use of appropriateterminology or examples tosupport interpretationsc) communicate meaningusing straightforwardlanguage.

Candidates characteristically:a) identify aspects of linguisticapproach, structure, form, orlanguageb) describe some aspects withreference how they shapemeaningc) make related references totexts.

Candidates characteristically:a) make links and connectionsbetween texts and the contextswhich have shaped themb) reflect the views expressedin other interpretations of texts.c) reflect understanding ofissues relating to language inuse.

Candidates characteristically:a) write in a form or stylematched to audience orpurposeb) order content in creativewaysc) identify where somelinguistic and literary featuresare used in their writing tocreate effects.


A2 performance descriptions for English language and literature

Assessment objective 1 Assessment objective 2 Assessment objective 3 Assessment objective 4

Assessmentobjectives

Select and apply relevant conceptsand approaches from integratedlinguistic and literary study, usingappropriate terminology and accurate,coherent written expression.

Demonstrate detailed criticalunderstanding in analysing the ways inwhich structure, form and languageshape meanings in a range of spokenand written texts.

Use integrated approaches toexplore relationships betweentexts, analysing and evaluatingthe significance of contextualfactors in their production andreception.

Demonstrate expertise and creativity inusing language appropriately for a varietyof purposes and audiences, drawing oninsights from linguistic and literarystudies.

A/Bboundaryperformancedescriptions

Candidates characteristically:a) communicate extensive

knowledge and understanding oflinguistic and literary texts

b) create and sustain well-organisedand coherent arguments, usingappropriate terminology tosupport informed interpretations

c) structure and organise theirwriting using an appropriateregister

d) communicate content andmeaning through expressive andaccurate writing.

Candidates characteristically:a) communicate relevant

understanding of linguisticapproaches, structure, form andlanguage in a range of spoken andwritten texts

b) explore, through detailed analysis,how writers use these aspects tocreate meaning

c) consistently make reference totexts and sources to support theirresponses.

Candidates characteristically:a) analyse and evaluate

connections or points ofcomparison between textsand the contexts that haveshaped them

b) engage sensitively and withunderstanding with differentreadings and interpretationsof texts

c) communicate an informedunderstanding of issues andconcepts relating to languagein use.

Candidates characteristically:a) write effectively in a form and style

matched to audience and purposeb) manipulate complex relevant content

in creative waysc) identify where and explain how key

linguistic and literary features areused in their writing to create specificeffects.

E/Uboundaryperformancedescriptions

Candidates characteristically:a) communicate knowledge and

some understanding of linguisticand literary texts

b) present responses making someuse of appropriate terminologyand examples to supportinterpretations

c) communicate content andmeaning using straightforwardlanguage accurately.

Candidates characteristically:a) communicate some understanding

of linguistic approaches or ofstructure, form and language inspoken and written texts

b) comment on specific aspects withreference to how they shapemeaning

c) make some reference toauthorities, texts or sources tosupport their responses.

Candidates characteristically:a) make connections between

texts and the contexts thathave shaped them

b) communicate understandingof the views expressed inother interpretations orreadings of texts

c) communicate anunderstanding of issuesrelating to language in use.

Candidates characteristically:a) demonstrate some ability to write in

a form and style matched toaudience or purpose

b) manipulate relevant content increative ways

c) identify where key linguistic andliterary features are used in theirwriting to create specific effects.

GCE AS and A ENGLISH LANGUAGE & LITERATURE 28

8 INTERNAL ASSESSMENT GUIDELINES

INTRODUCTION

Internal assessment is an integral and significant element in this specification,accounting for 40% of the marks available at AS level, A2 level and for the full A level.

In this specification, internal assessment:

• develops creative skills related to planning, drafting, editing and presentingoriginal writing and in the analysis of a range of texts;

• offers the chance to develop competence in written expression in a range ofgenres;

• enables candidates to undertake research in exploring contextual factors thathave helped shaped the production and reception of texts;

• allows centres and candidates to select material that is culturally, personallyand academically relevant;

• encourages integration of knowledge, understanding and skills in extendedpieces of work;

• provides opportunities to develop and reflect on candidates’ own spoken texts;

• allows the sustained and detailed comparison of aspects of whole texts.

Task-Setting

It is important that centres give due consideration to the setting of internal assessmentassignments to ensure that they make full use of the internal assessment situation andallow candidates to display those skills necessary for attainment at the highest levels ofperformance.

It is unwise to use an old question from an examination paper, for instance, withoutfully considering the different purpose of such a task. Candidates should be directed tothe assessment objectives relevant to the internal assessment.

If in doubt about an internal assessment task then it is always possible to consult theSubject Officer.

Texts nominated for LL3 must be approved in advance, no later than the end ofDecember of the academic year in which the internal assessment is moderated.


AS

LL2

80 marks

The assessment is based on a folder of work of approximately 3,000 words,comprising three pieces in total:

Candidates are required to produce two pieces of original writing, and acommentary on both pieces.

(a) One piece of writing must be literary, inspired by the candidate’s widerindependent reading. (20 marks)

(b) The second piece must be non-literary: journalism, reviews, information texts,etc. (20 marks)

The pieces do not need to be of equal length, but should total approximately 2,000words.

Examples of original writing might include:(a)

• a short story;• opening chapter of a novel/biography of a fictional character/autobiography;• additional chapters modelled on the style of another text;• a collection of poems;• play script.

(b)• travel writing/guides;• a magazine article;• a newspaper report/editorial;• obituary writing;• theatre/film/music/art reviews;• an advertising campaign.

NoteTasks need to be set that provide opportunities for students to produce originalwriting.Centres need to be vigilant against plagiarism.

(c) Commentary (40 marks)

Candidates will be required to produce a commentary of approximately 1000 words.

The commentary formally assesses candidates’ understanding of their choices ofcontent, form, and style in both pieces of their original writing, making points ofcomparison and contrast between them.


A Level

LL3

Analysing and producing performance texts

This unit develops extended, independent research skills relating to dramatic texts andthe production of two texts designed for performance.

Candidates are required to apply their knowledge of integrated linguistic and literarymethods and concepts in the study of spoken, written and multi-modal texts.

Analysis of writing designed to be spoken is the link between both parts of this unit.

Candidates are required to produce a folder of work of approximately 3,000 words intotal, divided between two sections.

Section A (40 marks)

Dramatic texts in context (1500 words approximately)

Candidates will be assessed on their ability to explore two dramatic texts, showing howtheir readings of both have been informed by understanding the influence of contextualfactors on the production and reception of the texts.

The aim of this task is to enrich understanding of an author’s work and the period inwhich the text was originally produced.

One of the dramatic texts must be by Shakespeare.

The other can be chosen from any period, but must not be by Shakespeare.

Centres are free to choose their own texts. Centres must inform WJEC of their choiceof texts by the end of December of the A2 year. Texts must have sufficient demand toenable productive research and study for candidates in the second year of a coursethat integrates linguistic and literary approaches, concepts and terms.

Task setting

Candidates must be given the opportunity to pursue their own interests. Centresshould encourage individual titles or provide a wide range of titles from whichcandidates can choose. Tasks must allow candidates to demonstrate their knowledgeof integrated linguistic and literary methods and concepts.

Examples of tasks:

• Compare how language is used to establish power relationships in King Lear andPinter’s The Homecoming.


• Compare and contrast how dramatists use linguistic and literary techniques topresent magic in The Tempest and The Crucible.

• By close analysis of linguistic and dramatic devices, explore how humour is usedin both Hamlet and Rosencrantz and Guildenstern are Dead to present importantthemes.

• Using integrated linguistic and literary approaches, discuss how language is usedto convey attitudes to women in Much Ado About Nothing and Oleanna.

Section B (40 marks)

Producing texts for performance (1500 words approximately)

This section tests a candidate’s ability to produce two spoken texts for performance.These texts can either be spontaneous or prepared.

Assessment will be based on the quality of the creative production in both texts andthe quality of the evaluative analysis of one of the two texts.

Tapes from which the transcription has been made should not be submitted.

Candidates will submit:• two original texts designed for performance: one must be in transcription

form (i.e. showing pausing, stress, intonation and other prosodic features),having been performed (not necessarily by the candidate), taped andtranscribed;

• a brief evaluation (approximately 500 words) for one of the two scripts thatevaluates:

• the contextual factors that have influenced the production andperformance of the text;

• the key features of style;• the impact of the text in performance;• the influence of other texts, both literary and non-literary.

Example:

(a) a stand-up comedy routine that has been performed, taped andtranscribed;

(b) a script for a sit-com;(c) a 500 word evaluation of one of the two routines.

Or,

(a) a commentary of a public or sporting event e.g. a royal wedding; theopening of the Olympics that has been performed, taped andtranscribed;

(b) a commentary for a DVD of a film;(c) a 500 word evaluation of one of the two commentaries.


Assessment

Marking of Internal Assessment

Each folder of work will be marked as follows:

• LL2 out of 80 marks (2 x 20, 1 x 40);

• LL3 out of 80 marks (2 x 40).

In awarding marks, teachers must pay close attention to the Assessment Objectives.The notes below should help to clarify which objectives apply to internal assessment.The assessment objectives are printed in full in Section 3 of this specification. Thereare also assessment grids which help in awarding precise marks, two for AS and twofor A2. These also show the full wording of the assessment objectives.

AS Assessment (LL2)


TOTAL 40 (20) 5 (2.5) 5 (2.5) 10 (5) 20 (10)

Each of the 2 pieces of original creative writing is marked out of 20, giving a total of40 marks.

The relevant AO here is AO4:

Demonstrate expertise and creativity in using language appropriately for avariety of purposes and audiences, drawing on insights from linguistic andliterary studies.

The Commentary is marked out of 40.

The dominant AO is AO3, which accounts for half the marks for the commentary:

Use integrated approaches to explore relationships between texts, analysingand evaluating the significance of contextual factors in their production andreception.

The two other AOs which each account for a quarter of the marks for thecommentary are:

AO1:

Select and apply relevant concepts and approaches from integrated linguisticand literary study, using appropriate terminology and accurate, coherentwritten expression.

AO2:

Demonstrate detailed critical understanding in analysing the ways in whichstructure, form and language shape meanings in a range of spoken and writtentexts

The total mark for this internally assessed unit is 80.


A2 Assessment (LL3)


SECTION A 20 (10) 5 (2.5) 5 (2.5) 10 (5)

SECTION B 20 (10) 5 (2.5) 15 (7.5)

TOTAL 40 (20) 5 (2.5) 10 (2.5) 10 (5) 15 (7.5)

Section A

In Section A, the comparison of the two drama texts is marked out of 40.

The dominant Assessment Objective is AO3, accounting for half the marks on SectionA:

Use integrated approaches to explore relationships between texts, analysingand evaluating the significance of contextual factors in their production andreception.

The two other AOs are AO1 and AO2, which each account for one quarter of themarks on Section A:

AO1:Select and apply relevant concepts and approaches from integrated linguisticand literary study, using appropriate terminology and accurate, coherentwritten expression.

AO2:Demonstrate detailed critical understanding in analysing the ways in whichstructure, form and language shape meanings in a range of spoken and writtentexts.

Section B

In Section B, the two texts for performance and the evaluation are marked out of atotal of 40. The two texts for performance carry 15 marks each in Section B. Eachperformance text should be marked as follows:

Band 1: 0-3 Band 2: 4-7 Band 3: 8-11 Band 4: 12-15.

The relevant Assessment Objective for each of these performance texts is AO4:

Demonstrate expertise and creativity in using language appropriately for avariety of purposes and audiences, drawing on insights from linguistic andliterary studies.

The commentary on one of the performance texts carries 10 marks, and should bemarked as follows:

Band 1: 0-2 Band 2: 3-4 Band 3: 5-7 Band 4: 8-10.

The relevant Assessment Objective for the commentary is AO2:

Demonstrate detailed critical understanding in analysing the ways in whichstructure, form and language shape meanings in a range of spoken and writtentexts.

Centres should consult the LL3 Section B Assessment Grid when determining thefinal ‘best-fit’ mark for the section as a whole.


AS and A Level

Validation: LL2 and LL3

It is important that internal assessment is rigorously monitored by centres toensure that candidates' work is their own. According to JCQ regulations, allcandidates are required to sign a statement endorsing the originality of theirassignment(s) and centres must countersign that they have taken all reasonable stepsto validate this. The WJEC Internal Assessment Folder form should be completedfor all candidates, not just for those candidates selected for the sample to be sent tothe moderator. The forms can be downloaded from the WJEC website, and are alsodespatched to centres in hard copy. Validity can be further enhanced by carefulattention to the following points:

* Acknowledgements

References to particular critics' work or other sources must always be clearlyacknowledged: by direct reference if a quotation is used; and by an appendedbibliography.

* Drafting

Guidance may be given by teachers in the re-drafting of assignments but this mustonly consist of general observations. Once an assignment is finally submitted andmarked the work may not be further revised. In no cases are fair copies of markedwork acceptable. Drafts must be included for the external moderator where they arelikely to be important for a fair assessment of the final version.

* Plagiarism

Centres are required to be vigilant and to refuse to award marks or submit formoderation any work which they consider to be not the candidate’s own. Candidateswill be penalised for any attempt to plagiarise. General advice and guidance on how toproceed if plagiarism is suspected can be found in the WJEC Internal AssessmentManual, http://www.wjec.co.uk/uploads/publications/2019.pdf and also on the JCQwebsite http://www.jcq.org.uk.

The Assessment Grids

When assessing folders of internal assessment, teachers should study theassessment grids, which are designed to present a system that links the assessmentobjectives to marks, and which helps to discriminate clearly between the varyinglevels of achievement.

Thinking along the lines of ‘best fit’ is the best way to approach the use of each grid.Over-adherence to any marking grid can lead to a depression of marks. The gridshould support marking, not constrain it.

The grids will be of most value when used in conjunction with examples of internalassessment which will be issued annually to help centres identify the quality of workassociated with the various mark bands.

Teachers must try to make specific reference to the assessment objectives in thecomments that they write on the work and on the coversheets.


Administration

Each centre must submit a moderation sample form.• Only the candidates selected for the sample should be listed, and in rank

order, on this form.• Each selected candidate’s internal assessment folder must be accompanied

by an Internal Assessment Folder coversheet on which the candidate mustsupply brief titles and/or explanations of each piece, and the teacher mustprovide an overall comment for the moderator.

• The coversheet must be signed by both the candidate and the teacher.

N.B. Please remember that all candidates’ work, not just the sample, must beauthenticated internally by signing a coversheet.

Examples of both forms appear at the end of this section.

Moderation sample sheets plus candidates' work should be sent to the externalmoderator by an agreed date in the summer term of the AS/A2 year. Instructions forthe selection of the sample are given in the WJEC Internal Assessment Manual,(available from examinations officers at centres and on the WJEC websitehttp://www.wjec.co.uk/uploads/publications/2019.pdf.) Centres with 10 candidates orfewer will be required to submit all folders.

Short/overlong folders

Candidates are expected to follow the guidelines on the length of folders as stated inthis specification. Candidates who offer work that is too short are penalisingthemselves by not allowing appropriate coverage of the required assessmentobjectives. Candidates who significantly exceed the word limit are penalisingthemselves through a lack of precision and focus.

Moderation

Moderation will occur at three levels:

(i) Within centre, to ensure that a reliable rank order is produced by the centre.Standardising material will be issued by WJEC to assist with this process.

(ii) Through discussion of work at INSET meetings.(iii) Through the inspection of a sample of work from each centre by WJEC’s

external moderators.

In order that assessments may be standardised fairly, each centre is assigned anexternal moderator by WJEC. It is essential that the moderator is aware of the aims ofthe assignments, the processes that have led up to the finished products, and the waythat criteria have been used to make a final assessment.

The process of external moderation will not normally involve adjustments to the rankorder produced by teachers within a centre. It is therefore essential that whatever theinitial marking policy, the final assessment is made according to an agreed singlestandard for all the teaching groups involved. Consultation between teachers shouldinclude the opportunity for the work of candidates to be marked by at least onemember of staff not responsible for the teaching of those candidates.


Moderators’ Reports

All centres will receive reports from their moderators in the autumn term after theexamination. There will be a separate report for LL2 and LL3.

The reports will comment on the following aspects of the internal assessment process:

• Administration• Task-setting• Assessment• Advice/Guidance.


AS ENGLISH LANGUAGE & LITERATURE: LL2 Assessment Grid for Original WritingTasks (a) and (b)

Band Marks

AO4

Demonstrate expertise and creativity in usinglanguage appropriately for a variety ofpurposes and audiences, drawing oninsights from linguistic and literary studies.

1 0-5

Limited attempt to vary register in response toaudience and purpose, less limited towards thethe top of the band. Limited attempt to applyknowledge and understanding from integratedstudy to own writing.

2 6-10

Some variation in register in response toaudience, purpose and genre, increasinglysuccessful towards top of band. Beginning toapply knowledge and understanding fromintegrated study to own writing, less successfullytowards bottom of band.

3 11-15

Register is more clearly suited to audience andpurpose, particularly appropriate towards the topof band.Appropriate and increasingly purposeful use ofsome linguistic and literary features.Style and tone are appropriate for audience,purpose and genre. Clear sense of engagementwith writing tasks.

4 16-20

Style demonstrates some flair and is accuratelypitched for audience, purpose and genre.Stylistic choices show a detailed knowledge oflinguistic and literary features and their impact.Evidence of individuality most marked at top ofband.


AS ENGLISH LANGUAGE & LITERATURE: LL2 Assessment Grid for Commentary Task (c)

Band Marks

AO1Select and apply relevant concepts andapproaches from integrated linguistic andliterary study, using appropriate terminologyand accurate, coherent written expression.

Weighting: 10 marks

AO2Demonstrate detailed criticalunderstanding in analysing the ways inwhich structure, form and languageshape meanings in a range of spokenand written texts.Weighting: 10 marks

AO3Use integrated approaches to explorerelationships between texts, analysingand evaluating the significance ofcontextual factors in their productionand reception.Weighting: 20 marks

1

0-10Limited evidence of integrated study. Minimalapplication of concepts and approaches. Writtenexpression often has lapses in accuracy andclarity. Basic terminology often misunderstoodand misapplied, and poor structure to response.

Limited awareness of how some of themost obvious choices in form, structure andvocabulary create basic meaning in texts,though stronger towards the top of theband.

Describes wider context(s) in which textsare produced. Limited sense of genre,purpose and audience. Limited evidence ofunderstanding relationships between texts,particularly towards the bottom of the band.

2

11-20Some basic evidence of integrated study.Beginning to apply key concepts andapproaches. Some use of key terminology, butsketchy or descriptive at the bottom of the band.Generally accurate expression, but with lapses,particularly towards bottom of band.Straightforward vocabulary and sentencestructure. Attempts to organise response,particularly towards top of band.

Some awareness of some key languagefeatures. Analysis mainly at word level,tending to be descriptive towards bottom ofband.Engages with basic meaning of texts on astraightforward level, more focused towardstop of band.

Reasonable observations of some keycontextual factors. Selection and discussionof some of the more obvious and relevantpoints of comparison and contrast.Attempts to use integrated approaches,more successfully towards top of band.

3

21-30Clear evidence of integrated study, moremarked towards top of band.Sound use of appropriate terminology. Relevantand purposeful application of some relevant keyconcepts and approaches. Generally accurate,coherent expression, and sensibly organised.

More sustained focus on language use tocreate meaning, including some convincingphrase and straightforward sentence levelanalysis. Clear grasp of meaning, withincreasingly detailed appreciation ofwriters’/speakers’ techniques. Developingeye for detail, most apparent at top of band.

Sensible and clear discussion of some keysimilarities and differences between texts.Developing and increasingly convincingoverview.Clear evidence of integrated approaches,with appropriate textual support, mostappropriate towards top of band.

4

31-40Thorough knowledge, understanding andinsights gained from integrated study. Confidentapplication of concepts and approaches.Accurate and sensitive use of terminology.Written expression confident and fluent. Well-organised material.

Perceptive awareness of how choices ofform, structure and language affect readers.Sound analysis and increasingly confidentevaluation of writers’/speakers’ techniques.Clear and sustained focus on HOWlanguage is used to create differentimpacts.

Confident awareness and discussion ofrelationships between texts, making specificand productive connections. Sound,increasingly confident appreciation ofcontextual factors and their significance.


A2 ENGLISH LANGUAGE & LITERATURE: LL3 Section A Assessment Grid

Band Marks

A01Select and apply relevant concepts andapproaches from integrated linguistic andliterary study, using appropriate terminologyand accurate, coherent written expression.

Weighting: 10 marks

A02Demonstrate detailed criticalunderstanding in analysing the ways inwhich structure, form and languageshape meanings in a range of spokenand written texts.Weighting: 10 marks

AO3Use integrated approaches to explorerelationships between texts, analysingand evaluating the significance ofcontextual factors in their productionand reception.Weighting: 20 marks

10-10

Limited evidence of integrated study. Minimal,unconvincing application of concepts andapproaches. Written expression often has lapsesin accuracy and clarity. Response may lackorganisation. Basic terminology oftenmisunderstood and misapplied.

Limited awareness of how some of the mostobvious choices in form, structure andvocabulary create basic meanings. Somedifficulty in understanding meaning in texts.

Some simplistic awareness of the broadestcontextual factors. Limited sense of genre.Limited evidence of understanding basicpoints of comparison and contrast. Textsmay be discussed individually andunevenly.

2

11-20

Some basic evidence of integrated study. Someapplication of key concepts and approaches.Some use of key terminology. Generally clearexpression, but with lapses in accuracy.Straightforward vocabulary and sentenceorganisation, becoming more complex towardstop of band. Clear organisation towards top ofband.

Some awareness of some key languagefeatures. Analysis mainly at word level atbottom of band.Clear grasp of basic meaning. Textsunderstood on a straightforward level.Some generalisation and simplification.Adequate awareness of genre, more securetowards top of band.

Reasonable observations of some keycontextual factors. Some relevantdiscussion of how different contextsinfluence the way the texts have been/arereceived, more relevant towards top ofband. . Selection and discussion of some ofthe more obvious points of comparison andcontrast.

3

21-30Clear evidence of integrated study.Purposeful use of appropriate terminology.Relevant and purposeful application of somerelevant key concepts and approaches.Generally accurate, coherent expression.Effective organisation, particularly towards top ofband.

More sustained focus on language used tocreate meaning, including some convincingphrase and sentence level analysis.Sensible use of key linguistic and literaryconcepts and approaches. Sound reading ofimplicit meaning, with increasingly detailedappreciation of writers’/speakers’techniques.

Sensible and clear awareness of theinfluence of some key contextual factors onthe production and reception of texts. Somesensible evaluation of how differentaudiences/readers in different times mightrespond. Able to present generallyconvincing overview. Points for comparisonand contrast are well-chosen and clearlyargued.

4

31-40Thorough knowledge, understanding andinsights gained from integrated study.Sophisticated application of concepts and a widerange of approaches. Accurate and sensitiveuse of terminology. Very well-organised.Written expression is confident, fluent, withvarying degrees of flair. Mature vocabulary.

Perceptive awareness of how choices ofform, structure and language affect readersand audiences. Assured reading of texts.Convincing and perceptive sub-textualexploration. Some evidence of originalitymay be shown, particularly at top of band .Clear and sustained focus throughoutresponse.

Confident evaluation of the impact ofcontextual factors in shaping the productionof texts and influencing differentaudiences/readers at different times.Points of comparison and contrast areastute and illuminating. Title/questionaddressed consistently and perceptively.


A2 ENGLISH LANGUAGE & LITERATURE: LL3 Section B Assessment Grid

Band Marks

AO4Demonstrate expertise and creativity in usinglanguage appropriately for a variety of purposes andaudiences, drawing on insights from linguistic andliterary studies.

Weighting: 30 marks

A02Demonstrate detailed critical understanding inanalysing the ways in which structure, form andlanguage shape meanings in a range of spoken andwritten texts.

Weighting: 10 marks

1 0-10

Limited attempt to vary register in response to audienceand purpose, less limited towards the top of the band.Limited attempt to apply knowledge and understandingfrom integrated study to own writing. Limited engagementwith tasks.

Limited awareness of how some of the most obviouschoices in form, structure and vocabulary create basicmeanings. Some difficulty in understanding impact of textin performance. Limited awareness of contextualfactors/other texts which may have influenced theproduction/performance.

2 11-20

Can vary register in response to audience, purpose andgenre, increasingly successful towards top of band. Canapply reasonable knowledge and understanding fromintegrated study to own writing, more basic towardsbottom of band. Clearer engagement with tasks towardstop of band.

Some awareness of some key language features. Analysismainly at word level at bottom of band. Somegeneralisation and simplification. Adequate awareness ofgenre and style, more secure towards top of band.Attempts to consider the contextual factors/other texts thatmay have influenced the production and performance ofthe text. Makes reasonable assessment of impact of text inperformance towards top of band.

3 21-30

Register is clearly suited to audience and purpose.Appropriate and increasingly confident application oflinguistic and literary features to own writing.Style and tone accurately pitched for audience, purposeand genre. Increasingly sound engagement with tasks.

More sustained focus on language used to createmeaning, including some convincing phrase and sentencelevel analysis. Sensible use of key linguistic and literaryconcepts and approaches. Sound reading of implicitmeaning, with increasingly detailed appreciation ofwriters’/speakers’ style and techniques. Increasingly soundevaluation of impact of text in performance. Soundawareness of the contextual factors/other texts that mayhave influenced the production and performance of the text

4 31-40

Style demonstrates sophistication, most marked at top ofband and writing is assured in addressing audience,purpose and genre.Stylistic choices show an assured knowledge of linguisticand literary features and their impact. Evidence oforiginality and flair most marked at top of band.

Perceptive awareness of how choices of form, structureand language affect readers/audiences. Assured readingof texts. Convincing and perceptive sub-textualexploration. Some evidence of originality may be shown,particularly at top of band. Confident, perceptive evaluationof impact of text in performance. Sophisticated awareness,most apparent at top of band, of contextual factors/othertexts that may have influenced production/performance.Clear and sustained focus throughout response.


LL2ENGLISH LANGUAGE & LITERATUREAS Internal Assessment Folder

Centre Name: ………………………………..………………. Centre No:

Candidate Name: ………………………………..…………... Candidate No:

ASSIGNMENT DETAILS (to be completed by the candidate)Creative WritingTask (a) Literary writing

Genre:

Title:

Word count:Task (b) Non-literary writing

Genre:

Title:

Word count:Task (c)

Commentary Word count:NOTICE TO CANDIDATE

The work you submit for assessment must be your own.

If you copy from someone else, allow another candidate to copy from you, or if you cheat in anyother way, you may be disqualified from at least the subject concerned.Declaration by candidate

I have read and understood the Notice to Candidate (above). I have produced the attached workwithout assistance other than that which my teacher has explained is acceptable the specification.

Candidate’s signature: ……………………………………………………. Date: …………………………


LL2ENGLISH LANGUAGE & LITERATUREAS Internal Assessment Folder

FOLDER ASSESSMENT (to be completed by the teacher)Please comment on the candidate’s work in support of marks given, with detailed reference to the relevantassessment objectives. You are reminded of the assessment objective weightings in brackets.

Creative WritingTask (a) Literary writing

AO4 (20):

Mark: /20Task (b) Non-literary writing

AO4 (20):

Mark: /20Task (c) Commentary

AO1 (10):

AO2 (10):

AO3 (20):

Mark: /40TOTAL FOLDER MARK /80

Declaration by teacher

I confirm that the candidate’s work was conducted under the conditions laid out by the specification.

I have authenticated the candidate’s work and am satisfied that to the best of my knowledge the workproduced is solely that of the candidate.

Teacher’s signature: ……………………………………… Date: ……………………………


GCE ENGLISH LANGUAGE & LITERATURE

MODERATION SAMPLE

Name of Centre: Centre Number:

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Candidate’s Name (Surname first)

SAMPLE ONLY – RANK ORDER

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DECLARATION I certify that the work of the above candidates has been carried out under the conditions required by the WJEC and that, to the best of my knowledge and belief, it hasbeen produced by each candidate’s own efforts.

Subject Teacher Date Moderator

Total Entry

LL2


LL3ENGLISH LANGUAGE & LITERATUREA Level Internal Assessment Folder

Centre Name:………………………………..…………….. Centre No:

Candidate Name:………………………………..…………. Candidate No:

ASSIGNMENT DETAILS: (to be completed by the candidate)Section A: Dramatic Texts in Context

Shakespeare text:

Partner drama text:

Title of assignment:

Word count:Section B: Producing Texts for PerformancePlease give details ofPerformance text (a):

Word count:Performance text (b):

Word count:Commentary (c): Please tick relevant box

text (a) / text (b)

Word count:NOTICE TO CANDIDATE

The work you submit for assessment must be your own.

If you copy from someone else, allow another candidate to copy from you, or if you cheat in anyother way, you may be disqualified from at least the subject concerned.Declaration by candidate

I have read and understood the Notice to Candidate (above). I have produced the attached workwithout assistance other than that which my teacher has explained is acceptable within thespecification.

Candidate’s signature : ……………………………………………………. Date: ……………………………..


LL3ENGLISH LANGUAGE & LITERATUREA Level Internal Assessment Folder

FOLDER ASSESSMENT (to be completed by the teacher)

Please comment on the candidate’s work in support of marks given with detailed reference to therelevant assessment objectives. You are reminded of the assessment objective weighting inbrackets.

SECTION A: Dramatic Texts in Context

AO1 (10):

AO2 (10):

AO3 (20):

Mark: /40SECTION B: Producing Texts for Performance

AO4 (30):

AO2 (10):

Mark: /40TOTAL FOLDER MARK: /80

Declaration by teacherI confirm that the candidate’s work was conducted under the conditions laid out by the specification.

I have authenticated the candidate’s work and am satisfied that to the best of my knowledge the workproduced is solely that of the candidate.

Teacher’s signature: ……………………………………………………… Date: ……………….…


GCE ENGLISH LANGUAGE & LITERATURE

MODERATION SAMPLE

Name of Centre: Centre Number:

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Candidate’s Name (Surname first)

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BLOCK CAPITALS /40 /40 /80 /80

DECLARATION I certify that the work of the above candidates has been carried out under the conditions required by the WJEC and that, to the best of my knowledge and belief, it hasbeen produced by each candidate’s own efforts.

Subject Teacher Date Moderator

Total Entry

LL3


Aspects of Language Study for both AS and Advanced

It is important to stress that there is no more point in learning linguistic terminology for itsown sake than there is, say, in being able merely to identify a metaphor or simile. The pointof learning linguistic terms is so that candidates will be able to articulate more precisely, andtherefore more effectively, their perceptions about literary and non-literary texts. This will, itis hoped, not only enhance their appreciation of other people's writing, but will also helpthem to write more effectively and accurately for a wide variety of purposes.

Inevitably, some of the areas of learning noted below will be similar to those in the AS/Alevel English Language specification, though there will be some differences. The majordifference is quantitative rather than qualitative - it will not be necessary for candidates of Alevel English Language and Literature to have the same depth of knowledge of linguisticconcepts and frameworks as that required for the study of A level English Language.

Style

This is the crucial focus of this specification: why writers and speakers choose one form oflanguage rather than another and what effects are produced by that choice. Candidates will,of course, study the styles of their literary texts in detail, but they will also need to study aswide a range of non-literary material as possible, including newspapers (both tabloid andbroadsheet); different types of magazines; (auto)biography; the language of television andradio, advertisements, children's literature, travel writing, speeches, etc. Literary techniquessuch as figurative language, alliteration, rhythm and metre, etc. are certainly not confined toliterary texts; the application of stylistic approaches usually associated with linguistics willenhance candidates' appreciation and understanding of literary texts.

Context

Neither the study of language nor the study of literature can ever be divorced from itscontext: historical, cultural, social and political. Candidates need to be aware of thesecontexts, as well as being aware that they are reading the text in the context of their ownexperience, and that other readers might bring a different understanding to that text.

The linguistic context in which literary texts are written forms an integral part of this. Ascandidates will be studying texts from periods before 1900 in the AS specification and before1770 in Advanced, they will therefore need to be aware of significant historical and societalfactors affecting the language of the periods of the text they are studying, as well as how itdiffers from contemporary English.

Spoken English

The study of spoken language is a feature of the specification. Candidates will need tounderstand how speech and writing differ and what happens when writers seek to imitatenatural speech patterns in writing, as in drama, dialogue in novels and much modern poetry,or when they consciously alter the natural rhythms of speech, as in poetry with a set metre.

A study of how conversation works, of turn-taking and conversational strategies ofmanagement and control, as well as politeness strategies, will be necessary in order thatcandidates can evaluate how far different writers succeed in writing naturalistic dialogues.So will an understanding of accent and dialect, and how and why writers of literary textsseek to replicate their features.


Candidates will also need to understand how writers (particularly, but not exclusively, poets)manipulate sound in order to create certain effects. The detailed study of phonetics will notbe required.

Points of View

In their study of both literary and non-literary texts candidates will learn to distinguishbetween the points of view and perspectives of characters and narrators and those of theauthor. Equally, in responding to non-literary texts, candidates should be able to recognisethe bias, the moral outlook, the prejudices, attitudes and values of speakers and writers andto be able to analyse how these are conveyed through the language.

Readers, of course, play a very important role in the construction of meanings from texts.Different readers and listeners bring their own experience, backgrounds, prejudices, beliefsand values to their readings of texts, both literary and non-literary, and candidates need todevelop a sound understanding of this.

Own Writing

This specification sees the development of students’ own writing as a vital skill. It isimportant to be able to analyse and to develop reading skills, but students who follow thecourse will learn to use language themselves in a much greater variety of ways.

It is hoped that the course which teachers will devise from this specification will give studentsplenty of practice in using advanced writing skills in a variety of styles and contexts, and willdevelop an awareness of the appropriateness of tenor/tone and degrees of formality andinformality, politeness, impersonality, etc., to suit the purpose and the audience.

Key Constituents of Language

The subject criteria require AS and A Level candidates of English Language and Literatureto show knowledge and understanding of key constituents of language for the study ofspoken and written language. Teachers of this subject are familiar with the key constituentsof phonology, lexis, grammar and discourse. An accessible text for candidates andteachers who are new to the study of language is Mastering Advanced English Language bySara Thorne (Macmillan) 1997. This contains grammatical exercises (with answers) as wellas commentaries that illustrate practical applications of the terminology.

Phonology

This is how the language sounds when it is spoken. It forms a natural part of the study ofpoetry, drama, dialogue in prose, and of conversation and spoken language such asspeeches and broadcasts. In essence it seeks to evaluate aural impact.Useful terms for the study of phonology include:Mode (spoken or written); accent; Received Pronunciation; dialect; standard English/non-standard English; intonation; stress; pitch; pace; phoneme; phonetics; elision.

Typography

This deals with a writer’s choice of the visual features of a text. In essence it deals with thevisual impact of a text and can be relevant to a greater or lesser degree depending on thetext. Advertising texts are often rich in their use of typographical features.Useful terms for the study of typography include:Font (serif; sans serif; size; use of bold, italics or underlining); orthography (especially non-standard or semi-phonetic usage); paragraphing; layout; use of colour; pictorial elements.


Lexis

This label relates to the vocabulary that writers and speakers use. It includes a wide rangeof areas such as: slang; emotive and referential uses of words; degrees of formality; jargon;and words used in particular fields/domains (e.g. the Law, the Social Sciences); colloquialand taboo words; Greco-Latinate words; monosyllabic or polysyllabic words, etc. It is alsoimportant to look at metaphorical/figurative language.Useful terms for the study of lexis include:Connotation; denotation; modification; modifier; word classes (Open: noun-concrete/abstract/common/proper/count/non-count; adjective; verb-stative/dynamic; adverb.Closed: pronoun; preposition); colloquialism; lexical set; register; standard/non-standard;literary-critical terms such as metaphor, imagery, etc.

Grammar

This includes categorisation of words according to what word class they are: noun; verb;adjective; preposition; pronoun, etc, but these are often most usefully dealt with under Lexis.Most of these terms will already be familiar to teachers; some such as modifier andintensifier might be less familiar.

Candidates will need to know about verb tenses and aspect, the difference between theactive and the passive voice and the impact of, for example, the imperative mood.

The other important element here is syntax: how words are put together in phrases(especially the function of prepositional phrases as adverbials and pre-modification and post-modification of noun phrases), clauses and sentences. Candidates need to know thedifferences between these and how to recognise the different degrees of complexity insentences. They will need to know the difference between simple, complex, compound andcompound/complex sentences and about different types of subordinate clauses, especiallywhen they function as adverbials. An understanding of the usual order of sentences inEnglish (i.e. Subject, Verb, Object or Subject, Verb, Adverbial) will enable them to recognisewhat happens when writers and speakers use non-standard "ungrammatical" forms.

Some useful terms for the study of grammar include:Verb tense and aspect: present tense; past tense; present progressive; past progressive;present perfect; past perfect; auxiliary verb; lexical verb; finite/non-finite verbs; modalauxiliary; ellipsis.Phrases: pre-modifier; post-modifier/qualifier; head word.Clause elements: subject (S); predicator (P); object (O); adverbial (A); complement (C);coordinating conjunction; subordinating conjunction; parenthesis; parallelism marked theme;end focus.Sentence types: simple; compound; complex; compound/complex; active/passive voice;declarative; imperative; interrogative.

Discourse

This area deals with the ways in which writers order their material. It includes the narrativestance and the point of view adopted. It also includes the wider arrangement of the contentin terms of its organisation and development and any juxtaposition of the content. It alsoaddresses the ways in which conversations are managed.

Useful terms for the study of discourse include:first/second/third person narrative; point of view; juxtaposition; chronology; flashback; turn-taking; topicalisation; politeness markers.


Bibliography

The list below features a wide range of publications that are relevant to the AS andAdvanced specifications. These are not prescribed texts: they may, however, be useful tothose studying and teaching the course.* texts particularly suitable for students following the AS course** texts particularly suitable for students following the Advanced course

Comprehensive Reference BooksThe Cambridge Encyclopaedia of the English Language: David Crystal (CUP) 1995The Oxford Companion to the English Language: ed. Tom McArthur (OUP) 1992

General books accessible to studentsLanguage Change: Progress or Decay? Jean Aitchison (CUP 2nd edition), 1991Mother Tongue: Bill Bryson (Penguin) 1990*An Introduction to Stylistics: Urszula Clark (Stanley Thorne) 1996Rediscover Grammar: David Crystal (Longman) 1988Style: Dennis Freeborn (Macmillan) 1996An Introduction to The Nature and Functions of Language: Jackson & Stockwell (StanleyThorne) 1996Writing in Action: Paul Mills (Routledge) 1996The Story of English: McCrum, MacNeil & Cran (Faber) 1992Variety in Contemporary English: W.R. O'Donnell & Loreto Todd (Routledge) 1991Grammar, Structure and Style: Shirley Russell (OUP) 1993*Mastering Advanced English Language: Sara Thorne (Macmillan) 1997**Language: The Basics: R.L. Trask (Routledge) 1995

Books on the Language of LiteratureA Linguistic History of English Poetry: Richard Bradford (Routledge) 1993Stylistics: Richard Bradford (Routledge) 1997Language and Literature: ed. Ronald Carter (Routledge) 1981Linguistic Criticism: Roger Fowler (OUP) 1996English in Speech and Writing: Rebecca Hughes (Routledge) 1996Style in Fiction: Leech & Short (Longman) 1981Language in Popular Fiction: Walter Nash (Routledge) 1990Literature about Language: Valerie Shepherd (Routledge) 1994Language through Literature, An Introduction: Paul Simpson (Routledge) 1997**Mastering Poetry: Sara Thorne (Palgrave) 2006

Books on the History of the English LanguageA History of the English Language (Fourth edition): Baugh & Cable (Routledge) 1993A Social History of English: Dick Leith (Routledge) 1993

Books about GrammarEnglish Grammar for Today: Leech, Deuchar & Hoogenraad (Macmillan) 1982English Grammar: Edward Woods (Penguin) 1995

GCE English Language & Literature Specification (2009-2010)/JD16 December 2009

GCE English Language & Literature Specification 2009-2010 · Internal Assessment Guidelines 25...

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