171202-specification-accredited-a-level-gce-english-language-and-literature-h474

A LEVELSpecificationENGLISHLANGUAGE ANDLITERATURE (EMC)H474For first assessment in 2017ocr.org.uk/alevelenglishlanguageandliterature

ContentsIntroducing… A Level English Language and Literature (EMC) (from September 2015)Teaching and learning resourcesProfessional development1 Why choose an OCR A Level in English Language and Literature (EMC)? 11a. Why choose an OCR qualification? 11b. Why choose an OCR A Level in English Language and Literature (EMC)? 21c. What are the key features of this specification? 31d. How do I find out more information? 32 The specification overview 42a. Overview of A Level in English Language and Literature (EMC) (H474) 42b. Content of A Level in English Language and Literature (EMC) (H474) 52c. Content of Exploring non-fiction and spoken texts (Component 01) 62c. Content of The language of poetry and plays (Component 02) 72c. Content of Reading as a writer, writing as a reader (Component 03) 92d. Content of non exam assessment in A Level in English Language and Literature (EMC) 102e. Prior knowledge, learning and progression 123 Assessment of OCR A Level in English Language and Literature (EMC) 133a. Forms of assessment 133b. Assessment objectives (AO) 143c. Assessment availability 153d. Retaking the qualification 153e. Assessment of extended responses 153f. Non exam assessment 163g. Non exam assessment marking criteria for: Task 1 Analytical and comparative writing 183h. Non exam assessment marking criteria for: Task 2 Original writing non‐fiction 213i. Synoptic assessment 233j. Calculating qualification results 234 Admin: what you need to know 244a. Pre-assessment 244b. Accessibility and special consideration 254c. External assessment arrangements 254d. Non exam assessment 254e. Results and certificates 274f. Post-results services 274g. Malpractice 275 Appendices 285a. Grade descriptors 285b. Overlap with other qualifications 285c. Avoidance of bias 285d. Component 01: Exploring non-fiction written (W) and spoken (S) texts anthology 295e. Component 02: The language of poetry and plays text list 305f. Component 03: Reading as a writer, writing as a reader text list 335g. Component 04: Independent study: analysing and producing texts text list 335h. Text(s) and Task(s) Proposal Form 34© OCR 2014A Level in English Language and Literature (EMC)iiiiiivi

Introducing…A Level English Language and Literature (EMC) (from September 2015)OCR’s A Level in English Language and Literature (EMC)is a unique and distinctive qualification producedin partnership with the English and Media Centre.Together, the English team at OCR and EMC havedeveloped a new A level that engages students in thestudy of English and prepares them for university.At A level, English students explore the richness oflanguage and literature and cultivate their own criticalresponses. This A Level English Language and Literature(EMC) enables depth and breadth of study, withflexible content that supports independence, widereading and creativity.A Level English Language and Literature (EMC) presentsclear continuity from GCSE English and GCSE EnglishLiterature with the study of literary and non-fictionwritten and spoken texts. The course also enablesstudents to develop their creativity and expertise byproducing their own original writing. Students exploretexts of greater variety and challenge than thoseencountered at GCSE and learn to apply linguistic andliterary concepts and methods to their analysis oftexts.Our aim is to provide a clear and coherent course withconcepts and methods clearly defined. We have madethe most of the creative elements of the course andencourage students to ‘read as a writer, and write as areader’. The wide range of text choices and approachto coursework tasks provide great flexibility within asupportive structure.Meet the teamWe have a dedicated team of people working on ourEnglish Language and Literature (EMC) qualifications.Find out more about our English Language andLiterature (EMC) team at ocr.org.uk/englishteamIf you need specialist advice, guidance or support, getin touch as follows:••01223 553998••english@ocr.org.uk••@OCR Englishii© OCR 2014A Level in English Language and Literature (EMC)

Teaching and learning resourcesWe recognise that the introduction of a newspecification can bring challenges for implementationand teaching. Our aim is to help you at every stage andwe’re working hard to provide a practical package ofsupport in close consultation with teachers and otherexperts, so we can help you to make the change.Designed to support progression for allOur resources are designed to provide you with arange of teaching activities and suggestions so you canselect the best approach for your particular students.You are the experts on how your students learn andour aim is to support you in the best way we can.We want to…••Support you with a body of knowledgethat grows throughout the lifetime of thespecification••Provide you with a range of suggestions soyou can select the best activity, approachor context for your particular students••Make it easier for you to explore andinteract with our resource materials, inparticular to develop your own schemesof work••Create an ongoing conversation so we candevelop materials that work for you.Plenty of useful resourcesYou’ll have four main types of subject-specific teachingand learning resources at your fingertips:••Delivery Guides••Transition Guides••Topic Exploration Packs••Lesson Elements.Along with subject-specific resources, you’ll also haveaccess to a selection of generic resources that focuson skills development and professional guidance forteachers.Skills Guides – we’ve produced a set of Skills Guidesthat are not specific to English Language andLiterature (EMC), but each covers a topic that couldbe relevant to a range of qualifications – for example,communication, legislation and research. Downloadthe guides at ocr.org.uk/skillsguidesActive Results – a free online results analysis serviceto help you review the performance of individualstudents or your whole school. It provides access todetailed results data, enabling more comprehensiveanalysis of results in order to give you a more accuratemeasurement of the achievements of your centre andindividual students. For more details refer toocr.org.uk/activeresults© OCR 2014A Level in English Language and Literature (EMC)iii

Professional developmentTake advantage of our improved ProfessionalDevelopment Programme, designed with you in mind.Whether you want to come to face-to-face events,look at our new digital training or search for trainingmaterials, you can find what you’re looking for all inone place at the CPD Hub.An introduction to the new specificationsThese events are designed to help prepare you for firstteaching and to support your delivery at every stage.Watch out for details at cpdhub.ocr.org.ukTo receive the latest information about the trainingwe’ll be offering, please register for A level emailupdates at ocr.org.uk/updatesWe’ll be running events to help you get to grips withour A Level English Language and Literature (EMC)qualification.iv© OCR 2014A Level in English Language and Literature (EMC)

1 Why choose an OCR A Level in EnglishLanguage and Literature (EMC)?1a. Why choose an OCR qualification?Choose OCR and you have the reassurance that you’reworking with one of the UK’s leading exam boards.Our new A Level in English Language and Literature(EMC) course has been developed in consultation withteachers, employers and Higher Education to providestudents with a qualification that is relevant to themand meets their needs.We’re part of the Cambridge Assessment Group,Europe’s largest assessment agency and a departmentof the University of Cambridge. Cambridge Assessmentplays a leading role in developing and deliveringassessments throughout the world, operating in over150 countries.We work with a range of education providers, includingschools, colleges, workplaces and other institutionsin both the public and private sectors. Over 13,000centres choose our A levels, GCSEs and vocationalqualifications including Cambridge Nationals,Cambridge Technicals and Cambridge Progression.Our SpecificationsWe believe in developing specifications that help youbring the subject to life and inspire your students toachieve more.We’ve created teacher-friendly specifications based onextensive research and engagement with the teachingcommunity. They’re designed to be straightforwardand accessible so that you can tailor the delivery ofthe course to suit your needs. We aim to encouragelearners to become responsible for their own learning,confident in discussing ideas, innovative and engaged.We provide a range of support services designed tohelp you at every stage, from preparation through tothe delivery of our specifications. This includes:••A wide range of high-quality creative resourcesincluding:oooooDelivery GuidesTransition GuidesTopic Exploration PacksLesson Elements…and much more.••Access to subject specialists to support youthrough the transition and throughout thelifetime of the specifications.••CPD/Training for teachers including face-tofaceevents to introduce the qualifications andprepare you for first teaching.••Active Results – our free results analysis serviceto help you review the performance of individualstudents or whole schools.••ExamCreator – our new online past papersservice that enables you to build your own testpapers from past OCR exam questions.All A level qualifications offered by OCR are accreditedby Ofqual, the Regulator for qualifications offeredin England. The accreditation number for OCR’sA Level in English Language and Literature (EMC) is(QN: 601/4704/0).1© OCR 2014A Level in English Language and Literature (EMC) 1

2 The specification overview2a. Overview of A Level in English Language and Literature (EMC) (H474)Learners must complete all components (01, 02, 03 and 04) to be awarded the A Level in English Language andLiterature (EMC).Content OverviewAssessment Overview2••Component 01 focuses on an OCR (EMC)anthology of 20 non-fiction spoken andwritten texts across different time periodsand contexts.••Comparative and contextual study basedon the anthology and unseen texts.Exploring non-fiction andspoken texts(01)Closed text32 marksWritten paper:1 hour16%of totalA level••Component 02 focuses on one poetrycollection from a choice of six and onedrama text from a choice of six.••Exploration of the texts through stylisticand dramatic analysis.The language of poetryand plays(02)Closed text64 marksWritten paper:2 hours32%of totalA level••Component 03 focuses on exploring thenature of narrative in one prose fictiontext from a choice of six.••Writing as a reader develops theunderstanding of narrative techniquethrough a creative writing task (500words) and a commentary (250 words).Reading as a writer,writing as a reader(03)Open text64 marksWritten paper:2 hours32%of totalA level••Independent study allowing learners topursue particular interests and developtheir expertise through an analyticalcomparative essay on a set text from a listof 12 non-fiction texts and a second freechoice text. One text must be post-2000.••Learners also produce a piece of originalnon-fiction writing.Independent study:analysing and producingtexts(04)*Non examinedassessment:40 marks20%of totalA level* Indicates synoptic assessmentLearners who are retaking the qualification may carry forward their result for the non exam assessmentcomponent.4© OCR 2014A Level in English Language and Literature (EMC)

2b. Content of A Level in English Language and Literature (EMC) (H474)The OCR A Level in English Language and Literature(EMC) develops learners’ ability to apply and integratelinguistic and literary approaches. Learners developtechniques of analysis, evaluation and production oftexts.Learners study a wide range of spoken and writtentexts from different times including six substantialtexts, which include prose, poetry, drama and nonliterarytexts.The OCR A Level in English Language and Literature(EMC) requires learners to show knowledge andunderstanding of:••how language choices shape meanings in texts••ways in which texts are interpreted by differentreaders or listeners••ways in which texts relate to each other and tothe contexts in which they are produced andreceived••how linguistic and literary approaches caninform interpretations of texts••the significance of contextual factors in theproduction and reception of texts••how to apply linguistic and literarymethodologies and concepts to informresponses to and interpretations of texts.Learners are required to show awareness of thedifferent language levels, drawn from:••phonetics, phonology and prosodics••lexis and semantics••grammar including morphology••pragmatics••discourse.2© OCR 2014A Level in English Language and Literature (EMC) 5

2c. Content of Exploring non-fiction and spoken texts (Component 01)2Exploring non-fiction and spoken texts (Component01) focuses on an OCR (EMC) anthology of 20 spokenand written texts from different time periods, typesof text and contexts (see Appendix 5d). Some of thespoken texts in the anthology will be spontaneous orsemi-spontaneous talk but will be confined to textsExploring non-fiction and spoken textsthat are for a public audience. Texts in the anthologywill be refreshed after three years and centres will benotified in advance. A balance of spoken and written,historical and contemporary texts will be maintained.The anthology is available to download from theOCR website.Topic Content Learners should be able to:Exploring non-fiction andspoken texts••Explore connectionsacross a wide range ofnon-literary and spokentexts.••Apply relevant methodsfor text analysis drawingon linguistic fields.••Apply concepts andmethods from linguisticstudy.••explore connections between twotexts, one studied and one unseen••analyse how language choices shapemeanings••consider the ways in which thetexts relate to each other and to thecontexts in which they were producedand received••use a range of techniques to evaluatethe effectiveness of texts for differentaudiences and purposes informed bywide reading and listening••apply varied strategies for readingand listening according to text typeand purpose for study••identify and describe how meaningsand effects are created in non-fictionand spoken texts••identify linguistic methods such asphonology, lexis, semantics, grammar,morphology, pragmatics anddiscourse••apply linguistic methodologies andconcepts to inform their responses toand interpretations of texts••use English and terminologyappropriately and coherently••make accurate references to texts.6© OCR 2014A Level in English Language and Literature (EMC)

2c. Content of The language of poetry and plays (Component 02)The language of poetry and plays (Component 02) issplit into two parts.Section A focuses on one poetry collection from achoice of six, each with 15 poems identified for study(see below and Appendix 5e).Section B focuses on one drama text from a choiceof six (see below and Appendix 5e). This componentdraws on the discipline of stylistics to provide a helpfulstructure for the integrated study of linguistic andliterary approaches to poetry and drama.The set texts will be reviewed after three years andmay be subject to change. Each set text will remainon the list for the lifetime of the qualification, unlessthe review process identifies a necessary change. If atext is to be removed from the list and replaced withanother text, centres will be notified a year in advance.2The language of poetry and playsTopic Content Learners should be able to:Section A – Poetry: stylisticanalysisStudy of one substantial poetrytext from the following choiceof six (15 poems prescribed foreach text):••William Blake: Songs ofInnocence and Experience••Emily Dickinson: TheComplete Poems••Seamus Heaney: OpenedGround: Poems 1966–1996••Eavan Boland: NewCollected Poems••Carol Ann Duffy: Rapture••Jacob Sam-La Rose:Breaking Silence••Show knowledge andunderstanding of asubstantial poetrycollection.••Apply relevant methodsfor text analysis, drawingon linguistic and literaryfields.••Analyse poetic andstylistic techniques.••Explore connectionsacross poems.••Explore how linguistic andliterary approaches caninform interpretations oftexts.••Explore literary, culturaland stylistic contexts.••analyse the use and impact ofpoetic techniques such as imagery,symbolism, rhythm, rhyme, tone,form and structure••analyse the use and impact oflinguistic choices (e.g. phonological,lexical, semantic, grammatical)••analyse aspects of the textforegrounded through the use ofrepetition, pattern-making, patternbreakingand deviation••identify and describe how meaningsand effects are created and conveyedthrough language••consider the ways in which the poemsrelate to each other and significantliterary or other relevant contexts••use English and terminologyappropriately and coherently••make accurate references to texts.© OCR 2014A Level in English Language and Literature (EMC) 7

Topic Content Learners should be able to:2Section B – Plays: dramatic andcontextual analysisStudy of one drama text fromthe following choice of six:••Shakespeare: Othello••Oscar Wilde: TheImportance of BeingEarnest••Tennessee Williams: AStreetcar Named Desire••Brian Friel: Translations••Timberlake Wertenbaker:Our Country’s Good••Jez Butterworth:Jerusalem••Show knowledge andunderstanding of onedrama text.••Use linguistic and stylisticapproaches and anunderstanding of dramatictechniques to develop ananalysis of the text.••Apply relevant methodsfor text analysis, drawingon linguistic and literaryfields.••Explore contexts andconnections between thescene and the play as awhole, as well as literaryand generic contexts.••explore dramatic techniques suchas on-stage and off-stage action,paralinguistic features (gesture/manner of speech/facial expressions),soliloquy, asides and dramatic irony••analyse aspects of the textforegrounded through the use ofrepetition, pattern-making, patternbreakingand deviation••identify and describe how meaningsand effects are created and conveyedthrough language••consider the significance of relevantdramatic or other contexts••use English and terminologyappropriately and coherently••make accurate references to texts.8© OCR 2014A Level in English Language and Literature (EMC)

2c. Content of Reading as a writer, writing as a reader (Component 03)Reading as a writer, writing as a reader (Component 03)is split into two parts.Section A focuses on the nature of narrative in oneprose fiction text from a choice of six (see below andAppendix 5f).Section B requires the learners to draw upon theirunderstanding of how narratives work as the basis fortheir own original writing in the genre of narrative. Thisis intended to develop further learners’ understandingof narrative technique and allow them to demonstrateexpertise and creativity in the use of English tocommunicate in different ways.The set texts will be reviewed after three years andmay be subject to change. Each set text will remainon the list for the lifetime of the qualification, unlessthe review process identifies a necessary change. If atext is to be removed from the list and replaced withanother text, centres will be notified a year in advance.2Reading as a writer, writing as a readerTopic Content Learners should be able to:Section A – Reading as a writer••Charlotte Brontë: JaneEyre••F Scott Fitzgerald: TheGreat Gatsby••Chinua Achebe: ThingsFall Apart••Arundhati Roy: The God ofSmall Things••Ian McEwan: Atonement••Jhumpa Lahiri: TheNamesakeSection B – Writing as a reader••Show knowledge andunderstanding of onesubstantial prose fictiontext.••Show knowledge andunderstanding of howlanguage choices shapemeanings in texts.••Show awareness of thesignificance of contextualfactors in the productionof texts, in particularliterary and genericcontexts.••Show knowledge andunderstanding of howlanguage choices shapemeanings in texts.••Produce an originalnarrative text and acommentary.••show knowledge and understandingof how literary and linguistic methodscan inform interpretations of texts••apply relevant methods for textanalysis, drawing on linguistic andliterary techniques••identify how meanings and effects arecreated and conveyed in texts••draw on generic and literary contextsto analyse a narrative text.••demonstrate expertise and creativityin the use of English to communicatein different ways••apply relevant methods for textanalysis, drawing on linguistic andliterary fields••identify and describe how meaningsand effects are created and conveyedin texts.© OCR 2014A Level in English Language and Literature (EMC) 9

2d. Content of non exam assessment in A Level in English Language andLiterature (EMC)Content of Independent study: analysing and producing texts (Component 04)2Independent study: analysing and producing texts(Component 04), includes a comparative analysisof two substantial texts and original non-fictionwriting. The non examined component gives learnersthe opportunity to work independently, pursuing aparticular interest and developing expertise that buildson an area of study from elsewhere in the course.The non examined component has two sections. Fortask 1, Analytical and comparative writing, learnerswrite an essay of 1500–2000 words on a non-fictiontext chosen from a list set by OCR (see below andAppendix 5g) and a second free choice text. One of thetexts must have been published after 2000. For task 2,learners produce a piece of original non-fiction writing.Both tasks build on the knowledge and understandingrequired for the examined components. Task 1 requireslearners to choose a second text independently and toresearch, plan, draft and edit their own work. Task 2requires learners to draw on their study of spoken andwritten texts and produce independent, original nonfictionwriting.There is an emphasis on depth and breadth of study,allowing learners to apply synoptically the knowledgeand skills developed across the qualification as awhole.The texts and tasks for Component 04 should bechosen by the learner in discussion with the teacher.All texts and task titles must then be checked by OCR.Centres must use the Text(s) and Task(s) ProposalForm to submit all proposed texts and tasks to OCR forapproval.You can access the Text(s) and Task(s) Proposal Formthrough the OCR website (see also Appendix 5h).Centres must submit the Text(s) and Task(s) ProposalForm every series even if the texts and/or tasks havebeen approved previously. There is no restriction onthe number of learners choosing the same textsand/or tasks. However, this non examined assessmentcomponent is an opportunity for learners to developtheir independent skills analysing and producing texts.It is not advisable for any two learners to do the sametask on the same two texts.OCR will approve that the texts and tasks chosen meetthe criteria for this component:••That at least one of the two texts must bechosen from the prescribed list of non-fictionand at least one text must have been publishedpost-2000.••The free-choice text must be a text published inbook form, from any genre.••The original non-fiction writing is an appropriategenre and task.It is the centre’s responsibility to ensure that the textsand tasks for all learners are acknowledged in theText(s) and Task Title(s) Proposal Form.OCR consultants may contact centres requestingfurther information in order to be able to confirmthe appropriateness of the text(s) and/or task(s).Centres are advised to wait until they have receivedconfirmation from OCR that the chosen texts and tasksare suitable before learners begin working on thetasks.More information about the deadlines for submittingthe form and expected turnaround times can be foundin the OCR Admin Guide and Entry Codes: 14–19Qualifications, which can be downloaded from the OCRwebsite: www.ocr.org.uk.10© OCR 2014A Level in English Language and Literature (EMC)

Analytical and comparative writingAt least one of the two texts must be chosen fromthe list below and at least one text must have beenpublished post-2000. The post-2000 texts below aremarked *.Text 1 – At least one text should be selected from thefollowing:••George Orwell: Down and Out in Paris andLondon••Jenny Diski: Skating to Antarctica••Alexander Masters: Stuart: A Life Backwards*••Allie Brosh: Hyperbole and a Half*••Bill Bryson: The Lost Continent••Anon: I Am The Secret Footballer*••Anna Funder: Stasiland*••Jeannette Winterson: Why Be Happy When YouCould be Normal?*••Stephen Grosz: The Examined Life*••Solomon Northrop: Twelve Years a Slave••Xinran: What the Chinese Don’t Eat*••Truman Capote: In Cold Blood.Text 2 – Free choice:The second text must be a text published in book form,drawn from any genre. The text could be from a literarygenre (novels, short stories, plays, poetry or literarynon-fiction). Alternatively, it could be a publishedwork or a collection from a non-literary genre (suchas collections of journalism, essays, speeches, diaries,letters and interviews). More unusual text types, suchas graphic novels or comedy scripts, television or filmscreenplays, as long as they have been published inbook form, are equally acceptable. Learners couldselect their second text from the Text 1 list providedthat at least one of the two texts selected for thissection has been published post-2000. Learners are notpermitted to choose a text from the set list of texts forany other component in this A Level in Language andLiterature (EMC) specification.The non examined assessment should provideopportunities for learners’ independent choice andspecialisation. It is not advisable for any two learnersto do the same task on the same two texts.The purpose is for learners to pursue an area ofindividual interest, drawing on what they’ve learnedduring the course, using literary and linguisticmethods. For example:••how the writers create the ‘expert’ voice in TheExamined Life and Malcolm Gladwell’s Blink••how Anna Funder uses the first person narrativevoice differently in Stasiland and All that I Am,two different accounts of life in East Germany••how Bill Bryson and Stewart Lee use satire topoke fun at the behaviour of ordinary people,in The Lost Continent and How I Escaped MyCertain Fate••how the writers create the voice of theirsubject(s) through dialogue in Stuart: A LifeBackwards and in In Cold Blood.Learners should be able to:••apply relevant methods of text analysis, drawingon linguistic and literary fields••identify and describe how meanings and effectsare created and conveyed••make accurate reference to texts and sources• • synthesise and reflect on their knowledge andunderstanding of linguistic and literary conceptsand methods in the study of texts.2© OCR 2014A Level in English Language and Literature (EMC) 11

2Original non-fiction writingTask 2 requires learners to write a piece of originalwriting in a non-fiction form of approximately1000–1200 words with a 150-word introduction. Theoriginal writing could take the form of travel writing,memoir, speeches, digital texts, multi-modal texts orany other text in a non-fiction genre. The range oftext types studied for component 01 is likely to offermodels for some of the kinds of non-fiction formslearners could produce. Learners could also drawon their non-fiction reading for task 1 in this nonexamined component.The 150-word introduction requires learners toidentify some key elements of their original writingthat they would like to draw attention to, showing theway in which their writing reveals understanding oftheir chosen genre and use of literary and linguistictechniques.Learners should be able to:••use a range of techniques to produce andevaluate texts for different audiences andpurposes, informed by wide reading••use English appropriately, accurately andcreatively••synthesise and reflect on their knowledge andunderstanding of some elements of linguisticand literary methods and concepts••demonstrate knowledge and understanding ofhow language choices shape meanings in text.Further support and exemplification of suitablecomparative texts, areas of study and tasks areprovided on the OCR website. You can check thesuitability of non exam assessment texts and tasks withOCR Subject Specialists.2e. Prior knowledge, learning and progressionLearners in England who are beginning an A levelcourse are likely to have followed a Key Stage 4programme of study. Although not a prerequisite forthis specification, it is recommended that, at the startof the course, learners should have obtained at leastgrade C in GCSE English Language or GCSE EnglishLiterature, or an equivalent qualification.This course will enable learners to progress to HigherEducation or directly to employment. There are anumber of English specifications at OCR. Find out moreat: www.ocr.org.uk.12© OCR 2014A Level in English Language and Literature (EMC)

3 Assessment of OCR A Level in EnglishLanguage and Literature (EMC)3a. Forms of assessmentThe assessment of OCR A Level in English Languageand Literature (EMC) is split into four components:three examined components and one non examinedcomponent.Exploring non-fiction and spoken texts (Component 01)Component 01 is a closed text, one hour, writtenexamination worth 32 marks which represents 16% ofthe qualification. In the exam, learners do a linguisticanalysis in which they compare one text from the OCR(EMC) anthology with an unseen text. The questionpaper will have one text reprinted from the anthologyplus one short unseen text. There will be clear pointsof connection between the anthology text and theunseen text such as theme, producer or context.Learners explore the connections between the textsin terms of mode, audience and purpose and considerthe significance of context in terms of productionand reception. This examination tests AssessmentObjectives: AO1, AO2, AO3 and AO4.3The language of poetry and plays (Component 02)Component 02 is a closed text, two hour, writtenexamination worth 64 marks which represents 32% ofthe qualification. The exam comprises two sections.In Section A, Poetry: stylistic analysis, learners answerone question on a poem from the collection theyhave studied and compare it with their choice of oneor two other poems from their collection. There willbe a single poem printed for each text in the exampaper. Learners will demonstrate knowledge andunderstanding of how the poet presents a particularidea or theme in the printed poem and in one ortwo further poems from the collection. The mainfocus here is on the poet’s use of poetic and stylistictechniques and aspects of the poem foregroundedthrough the use of repetition, pattern-making,pattern-breaking and deviation in order to developan interpretation. Learners will need to consider thesignificance of context and connections across poems.This section tests Assessment Objectives: AO1, AO2,AO3 and AO4.In Section B, Plays: dramatic and stylistic analysis,learners answer one question on the play that theyhave studied. There will be a short extract printed fromeach text in the exam paper. Learners must draw upontheir knowledge of dramatic and stylistic techniquesto show knowledge and understanding of the ways inwhich the playwright presents a theme, idea, characteror other aspect of the drama in the extract. The mainfocus is on the way meaning is shaped and furtherdeveloped with reference to context and connectionsacross the play as a whole. Learners will consider thesignificance of the extract within the play and anyrelevant dramatic or other contexts. This section testsAssessment Objectives: AO1, AO2 and AO3.© OCR 2014A Level in English Language and Literature (EMC) 13

Reading as a writer, writing as a reader (Component 03)3Component 03 is an open text, two hour, writtenexamination worth 64 marks which represents 32% ofthe qualification. The exam comprises two sections. InSection A, Reading as a writer, learners will be requiredto answer one generic question, from a choice of two,on an aspect of narrative (such as narrative voice, thehandling of time, moments of crisis), in their chosentext. They will be asked to range across the text toexplore both how the particular aspect of narrativeis created or presented and what role it plays in thenovel. This section tests Assessment Objectives: AO1,AO2 and AO3.In Section B, Writing as a reader, learners write a shortnarrative, drawing on what they have learned aboutnarrative technique in the course of their study forSection A, followed by a short commentary. Learnersmust choose one of two story outlines to develop asthe opening of a narrative (approximately 500 words).They then write a commentary of approximately250 words outlining the key narrative and linguistictechniques used in their opening. The main focus hereis on original writing and how meaning is shaped intexts. This section tests Assessment Objectives: AO1,AO2 and AO5.Component 04: Independent study: analysing and producing texts (non exam assessment)Component 04 is a non examined component worth40 marks which represents 20% of the qualification.For task 1, learners write a comparative essay of1500–2000 words on a non-fiction text chosen from aprescribed list in Appendix 5g and another free-choicetext from any genre. This section tests AssessmentObjectives: AO1, AO2, AO3 and AO4.For task 2, learners write an original non-fiction textof 1000–1200 words and a 150-word introduction tothe text. This section tests Assessment Objectives: AO2and AO5.3b. Assessment objectives (AO)There are five assessment objectives in the OCR A Level in English Language and Literature (EMC). These aredetailed in the table below.Learners are expected to demonstrate their ability to:Assessment ObjectiveAO1AO2AO3AO4AO5Apply concepts and methods from integrated linguistic and literary study as appropriate, usingassociated terminology and coherent written expression.Analyse ways in which meanings are shaped in texts.Demonstrate understanding of the significance and influence of the contexts in which texts areproduced and received.Explore connections across texts, informed by linguistic and literary concepts and methods.Demonstrate expertise and creativity in the use of English to communicate in different ways.14© OCR 2014A Level in English Language and Literature (EMC)

AO weightings in A Level in English Language and Literature (EMC)The relationship between the Assessment Objectives and the components is shown in the following table:Component% of A LevelAO1% AO2% AO3% AO4% AO5% Total%Exploring non-fiction and spoken texts (H474/01) 4% 3% 4% 5% 0% 16%The language of poetry and plays (H474/02) 9% 12% 8.5% 2.5% 0% 32%Reading as a writer, writing as a reader (H474/03) 9% 11% 5% 0% 7% 32%Independent study: analysing and producing texts(H474/04)3% 4% 2.5% 4.5% 6% 20%Total 25% 30% 20% 12% 13% 100%33c. Assessment availabilityThere will be one examination series available eachyear in June to all learners. All examined componentsmust be taken in the same examination series at theend of the course.This specification will be certificated from the June2017 examination series onwards.3d. Retaking the qualificationLearners can retake the qualification as many times as they wish. They retake all components of the qualification.3e. Assessment of extended responsesThe assessment materials for this qualification providelearners with the opportunity to demonstrate theirability to construct and develop a sustained andcoherent line of reasoning and marks for extendedresponses are integrated into the marking criteria.© OCR 2014A Level in English Language and Literature (EMC) 15

3f. Non exam assessmentTask 1: Analytical and comparative writing. AssessmentObjectives AO1, AO2, AO3 and AO4 are assessed in thistask.Task 2: Original writing: non-fiction. AssessmentObjectives AO2 and AO5 are assessed in this task. Usethe internal assessment criteria on the following pageto assess learners’ work.Non exam assessment guidance3There are four different stages in the production of non exam assessed work: planning of the task; first draft;marking; final submission.1. Planning of the taskIt is expected that the teacher will provide detailedguidance to learners in relation to the purpose andrequirement of the task; for example, discussion aboutthe choice of comparative texts and an appropriatetitle for the essay and non-fiction writing.The teacher should ensure that learners are clearabout the assessment criteria which they are expectedto meet and the skills which they need to demonstratein each task. Any explanation or interpretation givenby the teacher must be general and not specific to thelearner’s work.Further guidance about the nature of advice thatteachers can give to learners can be found in the JCQInstructions for conducting coursework.The tasks for the comparative essay and originalnon-fiction writing should be chosen by the learnerin discussion with their teacher. The tasks must bechecked by OCR; see Section 2d and Appendix 5h fordetails.2. First draftWhat teachers can do:Teachers can review learners’ work before it is handedin for final assessment. Advice must remain at thegeneral level, enabling learners to take the initiative inmaking amendments. One review should be sufficientto enable learners to understand the demands of theassessment criteria.What teachers cannot do:Teachers cannot give detailed advice and suggestionsas to how the work may be improved in order to meetthe assessment criteria. This includes indicating errorsor omissions and personally intervening to improve thepresentation or content of the work.Provided that advice remains at the general level,enabling the learner to take the initiative in makingamendments, there is no need to record this advice asassistance or to deduct marks.If a learner requires additional assistance, the teachermust record this assistance and take account of it inthe marking.16© OCR 2014A Level in English Language and Literature (EMC)

3. MarkingMarking should be positive, rewarding achievementrather than penalising failure or omissions. Theawarding of marks must be directly related to themarking criteria. Teachers should use their professionaljudgement to select the best-fit level descriptor thatdescribes the learner’s work. Teachers should use thefull range of marks available to them and award allthe marks in any level for which work fully meets thatdescriptor. Teachers should bear in mind the weightingof the assessment objectives, place the responsewithin a level and award the appropriate mark. If acandidate does not address one of the assessmentobjectives targeted in the assessment they cannotachieve all of the marks in the given level.A response will not be specifically penalised forbeing outside the indicative word count. However, aresponse that significantly differs from the word countwill be self-penalising, either by not demonstratingthe AOs to the required level or by not fulfilling therequirements of the task.Teachers must clearly show how the marks havebeen awarded in relation to the marking criteria. Acombination of the following approaches should beadopted:Summary comments either on the work (usually at theend) or on a cover sheet.Key pieces of evidence flagged throughout the work byannotation either in the margin or in the text.Indications as to how marks have been awardedshould:••be clear and unambiguous••be appropriate to the aims and objectives of thework••facilitate the standardisation of marking withinthe centre••enable the moderator to check the applicationof the assessment criteria to the marking.34. Final submissionCentres must carry out internal standardisation toensure that marks awarded by different teachers areaccurate and consistent across all candidates enteredfor each component. In order to help set the standardof marking, centres should use exemplar materialprovided by OCR, and, where available, work in thecentre from the previous year.Prior to marking, teachers should mark the same smallsample of work to allow for the comparison of markingstandards.Where work for a component has been marked bymore than one teacher in a centre, standardisation ofmarking should normally be carried out according toone of the following procedures:••Either a sample of work which has been markedby each teacher is re-marked by the teacher whois in charge of internal standardisation.••Or all the teachers responsible for markinga component exchange some marked work(preferably at a meeting led by the teacher incharge of internal standardisation) and comparetheir marking standards.Where standards are found to be inconsistent, therelevant teacher(s) should make adjustment to theirmarks or re-mark all learners’ work for which theywere responsible.If centres are working together in a consortium theymust carry out internal standardisation of markingacross the consortium. Centres should retain evidencethat internal standardisation has been carried out.A clear distinction must be drawn between any interimreview of coursework and final assessment for theintended examination series. Once work is submittedfor final assessment it must not be revised. Underno circumstances are ‘fair copies’ of marked workallowed. Adding or removing any material to or fromcoursework after it has been presented by a learner forfinal assessment will constitute malpractice.Further information can be found on the OCR websiteand in Section 4 of this specification, Admin: what youneed to know.© OCR 2014A Level in English Language and Literature (EMC) 17

3g. Non exam assessment marking criteria for: Task 1 Analytical andcomparative writingAO weightings for Task 1: Analytical and comparative writing.AO1 – 3%, AO2 – 2%, AO3 – 2.5%, AO4 – 4.5%, Total – 12%In Task 1 the dominant assessment objective is AO4: Explore connections across texts, informed by linguistic andliterary concepts and methods.Answers will also be assessed for AO1, AO3 and AO2.3Answers should explore connections between the two chosen texts, including similarities and differences (AO4).They should develop a coherent argument, using relevant concepts and methods from linguistic and literary studyand associated terminology (AO1). Responses should consider the significance of the contexts in which texts areproduced and received (AO3) and analyse how meanings are shaped in the chosen texts (AO2).The criteria below are organised to reflect the order of the dominant assessment objectives.A response that does not address any one of the four assessment objectives targeted cannot achieve all of themarks in the given level.Level 6: 24–21 marksAO4AO1AO3AO2Excellent and detailed exploration of connections across texts informed by linguistic andliterary concepts and methods.Excellent application of relevant concepts and methods from integrated linguistic and literarystudy as appropriate. Consistently coherent and fluent written expression and apt andconsistent use of terminology relevant to the task and texts.Perceptive understanding of the significance and influence of the contexts in which texts areproduced and received.Excellent, fully developed and detailed critical analysis of ways in which meanings are shaped intexts.Level 5: 20–17 marksAO4AO1AO3AO2Clearly developed exploration of connections across texts informed by linguistic and literaryconcepts and methods.Secure application of relevant concepts and methods from integrated linguistic and literarystudy as appropriate. Consistently clear written expression and appropriate use of terminologyrelevant to the task and texts.Clear and relevant understanding of the significance and influence of the contexts in whichtexts are produced and received.Clear and well-developed critical analysis of ways in which meanings are shaped in texts.18© OCR 2014A Level in English Language and Literature (EMC)

Level 4: 16–13 marksAO4AO1AO3AO2Competent exploration of connections across texts informed by linguistic and literary conceptsand methods.Competent application of relevant concepts and methods from integrated linguistic and literarystudy as appropriate.Generally clear written expression and mainly appropriate use of terminology relevant to thetask and texts.Some understanding of the significance and influence of the contexts in which texts areproduced and received.Competent analysis of ways in which meanings are shaped in texts.3Level 3: 12–9 marksAO4AO1AO3AO2Some attempt to explore connections across texts informed by linguistic and literary conceptsand methods.Some application of relevant concepts and methods selected appropriately from integratedlinguistic and literary study. Generally clear written expression with occasional inconsistenciesand some appropriate use of terminology relevant to the task and texts.Some awareness of the significance and influence of the contexts in which texts are producedand received.Some analysis of ways in which meanings are shaped in texts.Level 2: 8–5 marksAO4AO1AO3AO2Limited attempt to make connections across texts informed by linguistic and literary conceptsand methods.Limited attempt to apply relevant concepts and methods from integrated linguistic and literarystudy appropriately. Some inconsistent written expression and limited use of terminologyrelevant to the task and texts.Limited awareness of the significance and influence of the context in which texts are producedand received.Limited analysis of ways in which meanings are shaped in texts.© OCR 2014A Level in English Language and Literature (EMC) 19

Level 1: 4–1 marks3AO4AO1AO3AO2Very little attempt to make connections across texts informed by linguistic and literary conceptsand methods.Very little attempt to apply relevant concepts and methods from integrated linguistic andliterary study appropriately. Inconsistent written expression and little use of terminologyrelevant to the task and texts.Very little awareness of the significance and influence of the contexts in which texts areproduced and received.Very little analysis of ways in which meanings are shaped in texts.0 marks: No response or no response worthy of credit.Note: The marking of all tasks should be on a ‘best fit’ principle, bearing in mind the weighting of the AssessmentObjectives. Learners’ work which fully meets all criteria for a level should be awarded the top mark in the level.20© OCR 2014A Level in English Language and Literature (EMC)

3h. Non exam assessment marking criteria for: Task 2 Original writingnon‐fictionAO weightings for Task 2: Original writing non-fiction.AO2 – 2%, AO5 – 6%, Total – 8%The dominant assessment objective is AO5: Demonstrate expertise and creativity in the use of English tocommunicate in different ways. Answers should also demonstrate understanding of how meanings are shaped intheir original writing (AO2).A response that does not address one of the two assessment objectives targeted cannot achieve all of the marksin the given level.Level 6: 16–14 marksAO5AO2Flair, originality and a high degree of control demonstrated in the use of English tocommunicate in different ways.Excellent, fully developed and detailed demonstration of ways in which meanings are shaped intexts.3Level 5: 13–11 marksAO5AO2Control and creativity demonstrated in the use of English to communicate in different ways.Clear and well-developed demonstration of ways in which meanings are shaped in texts.Level 4: 10–8 marksAO5AO2Competence and engaging effects demonstrated in the use of English to communicate indifferent ways.Competent demonstration of ways in which meanings are shaped in texts.Level 3: 7–5 marksAO5AO2Some accuracy and attempt to create effects demonstrated in the use of English tocommunicate in different ways.Some demonstration of ways in which meanings are shaped in texts.Level 2: 4–2 marksAO5AO2Limited accuracy and some attempt to create effects demonstrated in the use of English tocommunicate in different ways.Some limited demonstration of ways in which meanings are shaped in texts.© OCR 2014A Level in English Language and Literature (EMC) 21

Level 1: 1 markAO5AO2Little accuracy and little attempt to create effects demonstrated in the use of English tocommunicate in different ways.Very little demonstration of ways in which meanings are shaped in texts.0 marks: No response or no response worthy of credit.Note: The marking of all tasks should be on a ‘best fit’ principle, bearing in mind the weighting of the AssessmentObjectives. Learners’ work which fully meets all criteria for a level should be awarded the top mark in the level.322© OCR 2014A Level in English Language and Literature (EMC)

3i. Synoptic assessmentSynoptic assessment involves the drawing togetherof knowledge, skills and understanding of differentelements of the A level course. Synoptic assessmentis embedded throughout the A Level in Languageand Literature (EMC) specification as learners applytheir knowledge of literary and linguistic conceptsand methods as appropriate in a range of contexts.Learners develop their skills as interpreters andproducers of texts, synthesising their knowledge andunderstanding of how writers shape meanings in texts.3j. Calculating qualification resultsA learner’s overall qualification grade for A Levelin English Language and Literature (EMC) will becalculated by adding together their marks from thefour components taken to give their total weightedmark. This mark will then be compared to theComponent 04 gives learners an opportunity towork independently, pursuing a particular interestand developing expertise that builds on studyfrom elsewhere in the course. Both sections ofcomponent 04 are designed to be integrated withthe examination components. Component 04allows learners to apply their knowledge and skillssynoptically, demonstrating the coherent learning thathas taken place across the course as a whole.qualification level grade boundaries for the entryoption taken by the learner and for the relevant examseries to determine the learner’s overall qualificationgrade.3© OCR 2014A Level in English Language and Literature (EMC) 23

4 Admin: what you need to knowThe information in this section is designed to give anoverview of the processes involved in administeringthis qualification so that you can speak to your examsofficer. All of the following processes require you tosubmit something to OCR by a specific deadline. Moreinformation about these processes, together withthe deadlines, can be found in the OCR Admin Guideand Entry Codes: 14–19 Qualifications, which can bedownloaded from the OCR website: www.ocr.org.uk.4a. Pre-assessmentEstimated entriesEstimated entries are your best projection of thenumber of learners who will be entered for aqualification in a particular series. Estimated entriesshould be submitted to OCR by the specified deadline.They are free and do not commit your centre in anyway.4Final entriesFinal entries provide OCR with detailed data foreach learner, showing each assessment to be taken.It is essential that you use the correct entry code,considering the relevant entry rules.Final entries must be submitted to OCR by thepublished deadlines or late entry fees will apply.All learners taking A Level in English Language andLiterature (EMC) must be entered for one of thefollowing entry options:Entry code Title ComponentcodeComponent titleAssessment type01Exploring non-fiction andspoken textsExternal AssessmentH474English Languageand Literature(EMC)0203The language of poetry andplaysReading as a writer, writing asa readerExternal AssessmentExternal Assessment04Independent study: analysingand producing textsNon Exam Assessment(postal moderation)01Exploring non-fiction andspoken textsExternal AssessmentH474C*English Languageand Literature(EMC)0203The language of poetry andplaysReading as a writer, writing asa readerExternal AssessmentExternal Assessment80Independent study: analysingand producing textsNon Exam Assessment(Carried forward)*Entry option H474C should only be selected for learners who are retaking the qualification who want to carryforward their mark for the non exam assessment.24© OCR 2014A Level in English Language and Literature (EMC)

Estimated gradesAn estimated grade is the grade the centre expects a learner to achieve for a qualification. These should besubmitted to OCR by the specified deadline.4b. Accessibility and special considerationReasonable adjustments and access arrangementsallow learners with special educational needs,disabilities or temporary injuries to access theassessment and show what they know and can do,without changing the demands of the assessment.Applications for these should be made before theexamination series. Detailed information abouteligibility for access arrangements can be found in theJCQ publication Access Arrangements and ReasonableAdjustments.4c. External assessment arrangementsSpecial consideration is a post-assessment adjustmentto marks or grades to reflect temporary injury, illnessor other indisposition at the time the assessment wastaken.Detailed information about eligibility for specialconsideration can be found in the JCQ publicationA guide to the special consideration process.4Regulations governing examination arrangements are contained in the JCQ Instructions for conductingexaminations.4d. Non exam assessmentRegulations governing arrangements for internal assessments are contained in the JCQ Instructions for conductingcoursework.Approval of texts and tasksApproval of non exam assessment texts and tasksis mandatory and centres must submit the chosentexts and tasks to OCR for approval using the Text(s)and Task(s) Proposal Form. This must be done everyseries even if the same texts and/or tasks have beenapproved previously. Centres should wait for approvalbefore learners begin working on their non examassessment.Authentication of learners’ workLearners and centres must declare that the work is thelearner’s own.Teachers must declare that the work submitted forinternal assessment is the learner’s own work bysubmitting a centre authentication form (CCS160) foreach internally assessed component. This should besent to the moderator at the same time as the marks.© OCR 2014A Level in English Language and Literature (EMC) 25

Internal standardisationCentres must carry out internal standardisation toensure that marks awarded by different teachers areaccurate and consistent across all learners entered forthe component from that centre.4ModerationThe purpose of moderation is to bring the markingof internally assessed components in all participatingcentres to an agreed standard. This is achieved bychecking a sample of each centre’s marking of learners’work.Following internal standardisation, centres submitmarks to OCR and the moderator. If there are fewerthan 10 learners, all the work should be submitted formoderation at the same time as marks are submitted.Once marks have been submitted to OCR and yourmoderator, centres will receive a moderation samplerequest. Samples will include work from across therange of attainment of the learners’ work.The moderation for A Level in English Language andLiterature (EMC) will be postal moderation.Centres will receive the outcome of moderation whenthe provisional results are issued. This will include:Moderation Adjustments Report – Listing anyscaling that has been applied to internally assessedcomponents.Moderator Report to Centres – A brief report by themoderator on the internal assessment of learners’work.Carrying forward non exam assessmentLearners who are retaking the qualification can chooseeither to retake the non exam assessment or to carryforward their mark for that component from theprevious exam series. If a learner decides to carryforward their mark, they must be entered in the retakeseries using the entry code for the carry forward optionH474C.••Learners must decide at the point of entrywhether they are going to carry forward the nonexam assessment, or if they are going to retakeit to count towards their result. It is not possiblefor a learner to retake the non exam assessmentand then choose whether the retake result or acarried forward result is used for certification.••Learners can only carry forward from one yearinto the following year. Where the gap betweenthe initial qualification and the retake is morethan one year, carry forward is not permitted.• • A result for a non exam assessment componentcan only be carried forward once.26© OCR 2014A Level in English Language and Literature (EMC)

4e. Results and certificatesGrade scaleA level qualifications are graded on the scale: A*, A, B,C, D, E, where A* is the highest. Learners who fail toreach the minimum standard for E will be Unclassified(U). Only subjects in which grades A* to E are attainedwill be recorded on certificates.ResultsResults are released to centres and learners forinformation and to allow any queries to be resolvedbefore certificates are issued.Centres will have access to the following resultsinformation for each learner:••the grade for the qualification••the raw mark for each component••the total weighted mark for the qualification.4f. Post-results servicesA number of post-results services are available:••Enquiries about results – If you are not happywith the outcome of a learner’s results, centresmay submit an enquiry about results.4g. MalpracticeAny breach of the regulations for the conductof examinations and coursework may constitutemalpractice (which includes maladministration) andmust be reported to OCR as soon as it is detected.The following supporting information will be available:••raw mark grade boundaries for each component••weighted mark grade boundaries for each entryoption.Until certificates are issued, results are deemed tobe provisional and may be subject to amendment.A learner’s final results will be recorded on an OCRcertificate.The qualification title will be shown on the certificateas ‘OCR Level 3 Advanced GCE in English Language andLiterature (EMC)’.••Missing and incomplete results – This serviceshould be used if an individual subject resultfor a learner is missing, or the learner has beenomitted entirely from the results supplied.••Access to scripts – Centres can request access tomarked scripts.Detailed information on malpractice can be foundin the JCQ publication Suspected Malpracticein Examinations and Assessments: Policies andProcedures.4© OCR 2014A Level in English Language and Literature (EMC) 27

5 Appendices5a. Grade descriptorsDetails to be confirmed by Ofqual.5b. Overlap with other qualificationsThere is some overlap between the content of thisspecification and that of specifications in A and ASLevel English Language and A and AS Level EnglishLiterature. Learners who enter for this A Level inEnglish Language and Literature (EMC) specificationmay not also enter for any other A level specificationwith the certification title English Language or EnglishLiterature in the same examination series.5c. Avoidance of biasThe A level qualification and subject criteria havebeen reviewed in order to identify any feature whichcould disadvantage learners who share a protectedCharacteristic as defined by the Equality Act 2010. Allreasonable steps have been taken to minimise anysuch disadvantage.528© OCR 2014A Level in English Language and Literature (EMC)

5d. Component 01: Exploring non-fiction written (W) and spoken (S) textsanthologyDiary Samuel Pepys: Diary – The Fire of London, 1666 (W)Essay Jonathan Swift: A Modest Proposal, 1729 (W)SpeechDiaryChief Joseph: Surrender Speech, 1877 and Visit toWashington DC, 1879Captain Robert Scott: The Last Expedition – FinalEntries, 1912Letters Letters between Edward and Helen Thomas, 1917 (W)Etiquette Guide Emily Post: Advice on Conversation, 1922 (W)Speech Edward VIII: Abdication Speech, 1936 (S)Newspaper Obituary Alistair Cooke: The Death of Marilyn Monroe, 1962 (W)Graphic Non-Fiction Marjane Satrapi: Persepolis – ‘Kim Wilde’, 2000 (W)Diary Alan Bennett: Diary, 2000 (W)TV Interview Jamie Oliver: TV Show – Speaking to Camera, 2001 (S)TV News InterviewJeremy Paxman: Interview with Dizzee Rascal andValerie Amos, Newsnight, 2008Satire Craig Brown: Obama Buys Ice-cream, 2009 (W)Children’s TVProgrammeCBBC’s Horrible Histories: The Stone Age Report,May 2009Charity Advert NSPCC: Hello, Can You Help Me? 2000– (W)Evidence to aCommitteeRussell Brand: Evidence to a Parliamentary SelectCommittee, 2012Political Speech Julia Gillard: Speech to Parliament, 2012 (S)Radio Lecture Grayson Perry: Reith Lecture, 2013 (S)Twitterfeed Caitlin Moran: Twitter Conversation, 2014 (W)Sports CommentaryEd Leigh and Tim Warwood: The SnowboardingFinal, Sochi, 2014(S)(W)(S)(S)(S)(S)5© OCR 2014A Level in English Language and Literature (EMC) 29

5e. Component 02: The language of poetry and plays text list5Section A: PoetryWilliam Blake: Songs of Innocence (I) and Experience (E):••Introduction (I)••The Ecchoing Green (I)••The Garden of Love (E)••Nurse’s Song (I)••Nurse’s Song (E)••The Divine Image (I)••The Human Abstract (E)••The Clod and the Pebble (E)••The Chimney-Sweeper (I)••The Chimney-Sweeper (E)••London (E)••Holy Thursday (I)••Holy Thursday (E)••The Lamb (I)••The Tyger (E)Emily Dickinson: The Complete Poems:••I felt a Funeral, in my Brain••There’s a certain Slant of light••This World is not Conclusion••It was not Death, for I stood up••One need not be a Chamber – to be Haunted••Because I could not stop for Death••My life had stood – a Loaded Gun••He fumbles at your Soul••After great pain, a formal feeling comes••I heard a Fly buzz – when I died••I like to see it lap the Miles••The Soul selects her own Society••The Soul has Bandaged moments••Going to Heaven!••A narrow Fellow in the Grass30© OCR 2014A Level in English Language and Literature (EMC)

Section A: Poetry Seamus Heaney: Opened Ground: Poems 1966–1996••Death of a Naturalist••Churning Day••Fodder••Anahorish••The Tollund Man••Funeral Rites••Punishment••Strange Fruit••Act of Union••Oysters••The Toome Road••A Kite for Michael and Christopher••The Haw Lantern••Mycenae Lookout••PostscriptEavan Boland: New Collected Poems••Painting Back from Market by Chardin••The Famine Road••Naoise at Four••From the Irish of Pangur Ban (for Mairin)••Anorexic••Degas’s Laundresses••Woman in Kitchen••The New Pastoral••The Oral Tradition••An Irish Childhood in England: 1951••The Black Lace Fan my Mother Gave Me••Object Lessons••This Moment••White Hawthorn in the West of Ireland••The Pomegranate5© OCR 2014A Level in English Language and Literature (EMC) 31

5Section A: PoetrySection B: PlaysCarol Ann Duffy: Rapture••You••Hour••Rapture••Elegy••Betrothal••Love••New Year••Answer••Wintering••Write••Grief••Ithaca••Epiphany••The Love Poem••OverJacob Sam-La Rose: Breaking Silence••Song for a Spent 100w Bulb••Talk This Way••Make Some Noise••Magnitude••Turning Darker Still••After Lazerdrome, McDonalds, Peckham Rye••Speechless I••Speechless II••Speechless III••Speechless IV••Speechless V••An Undisclosed Fortune••Plummeting••A Spell for Forgetting a Father••Here, Spirits••Shakespeare: Othello••Oscar Wilde: The Importance of Being Earnest••Tennessee Williams: A Streetcar Named Desire••Brian Friel: Translations••Timberlake Wertenbaker: Our Country’s Good••Jez Butterworth: Jerusalem32© OCR 2014A Level in English Language and Literature (EMC)

5f. Component 03: Reading as a writer, writing as a reader text listSection A: Reading asa writer••Charlotte Brontë: Jane Eyre••F Scott Fitzgerald: The Great Gatsby••Chinua Achebe: Things Fall Apart••Arundhati Roy: The God of Small Things••Ian McEwan: Atonement••Jhumpa Lahiri: The Namesake5g. Component 04: Independent study: analysing and producing textstext listSection A: Analyticaland comparativewritingThe post-2000 textsare marked *.••George Orwell: Down and Out in Paris and London••Jenny Diski: Skating to Antarctica••Alexander Masters: Stuart A Life Backward*••Allie Brosh: Hyperbole and a Half*••Bill Bryson: The Lost Continent••Anon: I am The Secret Footballer*••Anna Funder: Stasiland*••Jeannette Winterson: Why Be Happy When You Couldbe Normal?*••Stephen Grosz: The Examined Life*••Solomon Northrop: Twelve Years a Slave••Truman Capote: In Cold Blood••Xinran: What the Chinese Don’t Eat*5© OCR 2014A Level in English Language and Literature (EMC) 33

5h. Text(s) and Task(s) Proposal FormLevel 3 Advanced GCE, H474 (04) non exam assessmentEnglish Language and Literature (EMC)Independent study: analysing and producing texts – Text(s) and Task(s) Proposal FormThe purpose of this form is to ensure that the text(s) and task(s) combinations chosen are suitable.This form must be submitted to OCR before your candidates begin their tasks. More information aboutthis process, including details of the submission deadline for this form and expected turnaround times,can be found in the OCR Admin Guide and Entry Codes: 14-19 Qualifications which can be downloadedfrom the OCR website: www.ocr.org.ukComplete this form electronically and return it using either the ‘Submit’ button at the bottom or bysaving and attaching to an email to [emailaddresstbc@ocr.org.uk].5Centre NameCentre NumberStaff NamePosition at centreContact emailContact telephoneYear of entry34© OCR 2014A Level in English Language and Literature (EMC)

Task 1 – Analytical and comparative essay (1500 – 2000 words): Learners select one text from the prescribed list ofnon-fiction texts and one free-choice text. One of the texts must be post-2000. The free-choice text must be a textpublished in book form, drawn from any genre.Provide the author and title of the free-choice text(s) in the box below. Please indicate post-2000 texts withan *.Provide the Task 1: Analytical and Comparative essay title(s) in the box below.5© OCR 2014A Level in English Language and Literature (EMC) 35

Task 2 – Original non-fiction writing: Learners write a piece of original writing in a non-fiction form (1000 – 1200words) and a short introduction (150 words).Provide the Task 2: Original non-fiction writing task(s) below.5I confirm that the text(s) and task title(s) I have provided:••are the full list of text(s) and task title(s) combinations that will be used by my candidates••will allow access to the full range of marks. SUBMIT BY EMAIL SAVE AND EMAIL LATER36© OCR 2014A Level in English Language and Literature (EMC)

Information and guidanceOCR will confirm receipt of this Text(s) and Task(s) Proposal Form.OCR may, on occasion, require further details of your text(s) and/or task title(s) prior to approval, in which case wewill contact you.OCR will provide confirmation to you once your text(s) and task title(s) have been approved.5© OCR 2014A Level in English Language and Literature (EMC) 37

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40 107932© OCR 2014A Level in English Language and Literature (EMC)

Your checklistOur aim is to provide you with allthe information and support youneed to deliver our specifications.Bookmark ocr.org.uk/alevelenglishlanguageandliteraturefor all the latest resources, information and news on AS andA Level English Language and LiteratureBe among the first to hear about support materials andresources as they become available – register for Englishupdates at ocr.org.uk/updatesFind out about our professional development atcpdhub.ocr.org.ukView our range of skills guides for use across subjects andqualifications at ocr.org.uk/skillsguidesDiscover our new online past paper service atocr.org.uk/examcreatorLearn more about Active Results at ocr.org.uk/activeresultsJoin our English Language and Literature (EMC) socialnetwork community for teachers at social.ocr.org.uk

Download high-quality, exciting and innovative AS and A LevelEnglish Language and Literature (EMC) resources fromocr.org.uk/alevelenglishlanguageandliteratureFree resources and support for our A Level English Language and Literature (EMC) qualification,developed through collaboration between our English Language and Literature Subject Specialists,teachers and other subject experts, are available from our website. You can also contact our EnglishLanguage and Literature Subject Specialists for specialist advice, guidance and support, giving youindividual service and assistance whenever you need it.Meet the team at ocr.org.uk/englishteam and contact them at:01223 553998english@ocr.org.uk@OCR_englishTo stay up to date with all the relevant news about our qualifications, register for email updates atocr.org.uk/updatesEnglish communityThe social network is a free platform where teachers can engage with each other – and with us – to findand offer guidance, discover and share ideas, best practice and a range of English support materials.To sign up, go to social.ocr.org.ukfollow us onfacebook.com/ocrexamslinkedin.com/company/ocr@OCR_englishyoutube.com/ocrexamsFor staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2014 Oxford Cambridge and RSA Examinations is aCompany Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.ocr.org.uk/alevelenglishlanguageandliterature4741108634