WJEC ENGLISH LITERATURE

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Appendix 2 Guidance on WJEC administration of coursework The 5 steps 1. Centres are required to assess their students’ work by applying the relevant assessment grids, which appear in Appendix 3, and which also appear in the Teachers’ Guide and specification. 2. It is vital that all candidates complete a coversheet and that both candidate and teacher sign the coversheet to authenticate the work. According to JCQ regulations, if a signature is missing, the centre is asked to obtain it, or risk a mark of zero for that candidate. 3. Where possible, internal moderation should take place, with teachers, or just one teacher, moderating the work of colleagues by inspecting a sample. 4. Once standards within the centre have been agreed, a sample of work must be selected and sent to the external moderator. Exams officers will receive moderator details. In addition to the work, a marksheet must be sent, listing the sampled candidates only, in rank order. The work must be sent by May 15. 5. A moderator’s report on the work of the centre is sent to the Exams Officer normally by early September. For advice on how to select the sample, please consult the online Internal Assessment Manual: ht tp://www.wjec.co.uk /uploads/publications/2019.pdf Note: The moderator may contact the centre to request further samples, so you are advised to keep the rest of the candidates’ work, (those not sent off as the sample) complete with coversheets, together in a safe place. The coversheet and marksheet for recording the sample can be downloaded from the subject area of the website via these links: http://www.wjec.co.uk/uploads/publications/6369.doc http://www.wjec.co.uk/uploads/publications/6371.doc Candidates must record the word count for their responses, and for Section A include a bibliography where appropriate. While WJEC does not penalise for excessive length, we advise that candidates risk penalising themselves through a possible loss in focus and organisation. We suggest a tolerance threshold of 10%, although this is a rough guide only. For example, for a word count of 750 in Section B, we would tolerate an excess of 100-150, but candidates must appreciate that producing a much longer piece makes it difficult for moderators (and teachers) to ensure a fair assessment of all candidates’ work. There is no requirement to hand-write any of the work, and no particular requirements regarding word-processing in terms of such matters as line spacing or font. It is important that the work is easy to assess for both teacher and moderator. 41
AS ENGLISH LITERATURE LT2 Section A Assessment Grid (Note: all AOs in this section have equal weighting:10 marks each) AO1 AO2 AO3 AO4 Arti culate creative, informed and Demon strate detailed critical Explore connections and Demonstrate understanding Ba nds Marks relevant responses to literary texts, using appropriate terminology and concepts, and understanding in analysing the ways structure form and language shape meanings in comparisons between different literary texts informed by interpretations of other of the significance and influence of the contexts in which literary texts are coherent, accurate written literary texts readers. written and received. expression Response to texts lacks Understands literary texts at a Struggles to make connections Describes wider context(s) in 1 0-10 relevance, structure and creativity. superficial level. Comments on between texts, Limited personal which a text was produced, with Limited understanding of ideas, surface meanings with little response. Can describe other limited or no understanding of with little or no terminology. connection to language, form and views with limited or confused significance of contexts. understanding. Frequent errors in expression. structure. Makes some attempt to organise Beginnings of awareness of the Makes basic, usually valid Some awareness of what can 2 11-20 a creative response, particularly link between language/form and connections between texts, constitute a context. towards the top of the band. meaning at the bottom of the stronger towards the top of the Beginning to grasp the Occasional, not always relevant band, stronger towards the top of band. importance of contextual factors use of concepts and terminology. the band. Sometimes supports Some personal response with in shaping literary works. Expression features some views by reference to the links increasing awareness through the Attempts to make links between inaccuracies, particularly marked between meanings and the band that texts may be text and contexts. towards the bottom of the band. author's technique, with less interpreted in more than one way. support towards the bottom of the band. Occasional implicit readings. Makes an appropriate creative Clear grasp of authors' use of Clear and appropriate Makes clear and appropriate 3 21-30 response to texts. Clear grasp of form, structure and language to comparisons/connections links between text and contexts. key concepts. An increasingly create meaning. between texts, particularly Increasingly detailed knowledge shaped response with relevant Increasingly appropriate textual appropriate towards the top of the and understanding of the use of concepts and appropriate band. Increasing evidence that significance and influence of terminology. Written expression support. Shows an increasingly personal reading has been relevant contextual factors. generally accurate and clear, detailed critical understanding of informed by other relevant particularly towards the top of the texts and response to implicit interpretations. band. meanings. Creative, effectively structured Sound analysis and evaluation of Specific and productive Specific and productive 4 31-40 and often individual response to writers' techniques. connections and comparisons connections between texts and texts, particularly towards the top Overview and detailed critical between texts. Clear and contexts. Sound, confident of the band. understanding of texts with confident judgements which appreciation of the significance Incr easingly confident grasp of concepts and use of terminology. increasingly confident handling of absorb other critical opinions, and and influence of relevant Written expression is accurate implicit meanings. show some sophistication at the contexts. and fluent. top of the band. 42
Page 1 and 2: GCE TEACHER GUIDANCE LT2 Internal A
Page 3 and 4: from the collection were considered
Page 5 and 6: Applying the assessment objectives
Page 7 and 8: • pastiche • modernising origin
Page 9 and 10: LT2 SECTION A: PROSE STUDY Candidat
Page 11 and 12: power. She again becomes an object
Page 13 and 14: LT2 SECTION A: PROSE STUDY Candidat
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
Page 37 and 38: LT2 SECTION B: CREATIVE READING Can
Page 39 and 40: Commentary At first, this short sto
Page 41: Appendix 1 LT 2 SECTION B: Guidance

WJEC ENGLISH LITERATURE

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