WJEC ENGLISH LITERATURE

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WJEC ENGLISH LITERATURE INTERNAL ASSESSMENT LT2 TEACHER GUID ANCE INTRODUCTION We are grateful to the centres which provided us with the examples of students’ work which appear in this booklet as work-in-progress responses to the new LT2 internal assessment unit. The guidance in this booklet is directed at offering advice and support for LT2 Section A and Section B in terms of: 1. Text selection 2. Task setting 3. Assessing student responses. We recommend that you also refer to the advice relating to LT2 in the Teachers’ Guide: http://www.wjec.co.uk/uploads/publications/5482.pdf . LT2 Section A: Prose Study (1500 words approximately) 1. Text selection Ce ntres should nominate for WJEC approval core texts (for detailed study, by an author from the list of specified authors) and partner texts (for wider reading) for this prose study, by the date advertised online in the specification, Teachers’ Guide and GCE English Literature Teachers’ Bulletin. The term 'prose text' for both core and partner texts will be taken to include the novel, a collection of short stories, autobiography and memoir, travel writing and essays. In choosing the partner text, please remember that the texts chosen should be of sufficient substance and challenge for Key Stage 5 students. Nominations will not be accepted for texts which WJEC considers to be of insufficient substance and challenge for A level study, e.g. texts already established as popular options at Key Stages 3 and 4, or popular fiction which offers little in terms of widening students’ knowledge and understanding of writers’ use of literary concepts and contexts, form, structure and language. Remember that the text chosen for partner text in Section A is one of the six texts to be read across the AS course, and one of the twelve texts to be read across the A level course as a whole. Teachers should act as the ‘first filter’ for accepting texts selected for independent reading, and should consider carefully whether the text selected by the student enriches the student’s A level English curriculum as a whole. It is important to remember the following: • If the collection of short stories is the core text, it should be studied as a whole text, with candidates making reference to a range of stories. • If the collection of short stories is the partner text, candidates would have more opportunity to illuminate their core text study if a number of short stories 1
from the collection were considered and referred to in the essay. Exceptions to this would be where a single, longer story such as The Awakening is chosen. 2. Task-setting Te achers should note the following: • Tasks should allow students to address equally the relevant assessment objectives • Tasks should be focused on comparisons of the two chosen prose texts, with the emphasis falling on the core text • Tasks should offer candidates one or more readings with which to engage, or allow candidates the opportunity to engage with critical discussion • Tasks should allow students to consider the importance of contexts in the writing and receiving of both core and partner text, with the emphasis falling on the core text. • Setting a single task for the whole group should be avoided: individual interests should be taken account of, and students should be encouraged to formulate their own titles, with careful monitoring by the teacher. • It is not a requirement to nominate tasks to WJEC. Some useful approaches might be to: • foreground the core text in the wording of the task • remember that the focus on the partner text should be to illuminate the core text • use a quotation on the core text as a focus for the essay in order to give candidates an opportunity to address AO3 • use the word ‘present’ or ‘presentation’ in order to remind candidates to treat the texts as literary constructs • give the students as narrow a focus as possible on the texts in order to stay within the suggested 1500 word limit Tasks could be set on texts by the same author, e.g. Forster's A Room with a View and Where Angels Fear to Tread, or Austen's Pride and Prejudice and Emma. Tasks could be set on texts from the same period or different periods by different authors, one or both from the prescribed list of 1800-1945, e.g. Jane Eyre and Wide Sargasso Sea, The Return of the Native and Wuthering Heights, The Remains of the Day and A Room with A View. Alternatively, candidates could study texts of different prose genres by the same author, e. g. a novel and short stories by D.H. Lawrence, or short stories and travel writing by D.H. Lawrence, or texts of different prose genres by different authors. To ensure a firm focus on the core text, rather than an equal treatment of core and partner texts, questions may be pointed towards a detailed discussion of the core text. 2
Page 1: GCE TEACHER GUIDANCE LT2 Internal A
Page 5 and 6: Applying the assessment objectives
Page 7 and 8: • pastiche • modernising origin
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Page 11 and 12: power. She again becomes an object
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Page 15 and 16: is perhaps not as acute as Victor
Page 17 and 18: Principal Moderator’s Comments Ho
Page 19 and 20: How do Kate Chopin and Anne Bronte
Page 21 and 22: with a violent husband, whereas for
Page 23 and 24: LT2 SECTION B: CREATIVE READING Can
Page 25 and 26: Next day, my fate arrives. The rope
Page 27 and 28: Commentary Having read William Faul
Page 29 and 30: Principal Moderator’s Comments Cr
Page 31 and 32: Foolish Affairs Dearest John, I kno
Page 33 and 34: Commentary “Like giving into the
Page 35 and 36: are brought to question: when Jo sp
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Page 39 and 40: Commentary At first, this short sto
Page 41 and 42: Appendix 1 LT 2 SECTION B: Guidance
Page 43 and 44: AS ENGLISH LITERATURE LT2 Section A

WJEC ENGLISH LITERATURE

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