English Literature A2 An Introduction to F663

Synoptic assessment tests the candidates’ understanding of the connections between different elements of the subject. Both A2 units fulfil this requirement. They build on the knowledge, understanding and skills acquired in the AS units, and require: the explicit synthesis of insights gained from a close and detailed study of a range of texts important for the development of English literature; evidence of the ways in which contextual factors and different interpretations of texts illuminate their own readings; skills of interpretation and expression to give insightful, accurate, well-argued responses to texts. A2 – Synoptic Assessment

Your six texts this year are... Three of your own choice (including one poetry text) - coursework A Midsummer Night’s Dream by William Shakespeare - exam The Rivals by Richard Brinsley Sheridan - exam Songs of Innocence and Experience by William Blake - exam

Key Dates 2013/14: Coursework weeks: 1-4 of Autumn 2 First draft of F664 coursework: Friday 29 th November Returned: Monday 16 th December Tutorials: weeks 5-7 of Autumn 2 (1 lesson per week; exam work during other lessons) Coursework week: 1 of Spring 1 (tutorials) Second draft of F664 coursework: Friday 10 th January Returned: Monday 20 th January Final draft of F664 coursework: Monday 3 rd February F663 Exam: Friday 6 th June (am)

k/Comparative-Essays- OCR-English- Literature/dp/ /ref=sr_1_2?ie=UTF8&qi d= &sr=8- 2&keywords=ocr+gce+en glish+literature Helpful for Section B

ghts+dream&keywords=midsummer+nights+dream&ie=UTF8&qid= &rnid= For A Midsummer Night’s Dream...

Assessment Objectives AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression. AO2: Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts. AO3: Explore connections and comparisons between different literary texts informed by interpretations of other readers AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression. Be imaginative and original Know about Shakespeare; the nature of plays in that period and in general etc. Answer the question! Use key terms from the question in your answer Know your terminology Check your spelling, punctuation, grammar and structure. Are you easily understood? Does your argument flow?

AO2: Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts. Look closely at the detail of the text and be precise in your understanding What is the effect? Why? How? Overall layout of the play, e.g. stage directions (implicit or explicit), metre, rhyme scheme... The method and style used by the writer, e.g. soliloquy The way the writer has used words, e.g. alliteration, assonance, personification...

AO3: Explore connections and comparisons between different literary texts informed by interpretations of other readers Different performances and adaptations of the play, e.g. film, theatre, animated... Critical interpretations of theme, meaning etc. Really only assessed in Section B...

AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. Importance to the writer/the creation of the text, and to our understanding of it Social: e.g. role of women in society at time written/set Historical: values and events of the time period Literary: what is this play like in relation to others by the same writer or by his/her contemporaries? Biographical: what were the important influences on the writer at the time? Critical: different reactions to and interpretations of the play since it was written

Key AOs for MND: critical understanding in analysis of language, form and structure responses informed by interpretations of others

‘Interpretations of others’ “Candidates [...] need to consider different interpretations of their set texts. Many candidates were able to name a range of well-known critics and engage with their debates, which worked very well...” “Perhaps an active focus in teaching on discovering critics rather than being given a list of critical quotes to learn would be beneficial.” 1. Critical essays and quotes 2. Plays in performance “...a substantial amount of comment on the plays in performance. This gave an excellent source of (AO3) dramatic interpretation and informed some very intelligent arguments.” “...much relevant and useful comment on the recent production of the play at Shakespeare’s Globe.”

The Globe, London (until 12 th Oct) Newcastle Theatre Royal, 2 nd April – 5 th April dream40.org Also... Opera North Northern Ballet

Peter Hall’s version, starring Judi Dench, Diana Rigg, Helen Mirren and Ian Holm (1968) Adrian Noble’s film of his RSC production (1996) The classic Max Reinhardt and William Dieterle film from 1935, starring James Cagney and Mickey Rooney Michael Hoffman’s 1999 adaptation, starring Michelle Pfeiffer and Rupert Everett

Three steps to an “informed personal response”: 1.Encountering the play a)A ‘return to Shakespeare’ b)First reactions to the text as a whole c)‘Beyond liking or understanding’ – an objective look at your shared reactions 2.Working through the text using the AOs as a framework for detailed analysis a)AO2 – looking at language, action and structure b)AO3 – views of the action within the text, by critics, and in performance c)AO4 – issues of the time; reflections of the age (then/now); how the play works for an audience 3.Focusing on the exam/possible questions (exam practice) a)AO1 – core issues (the play’s central concerns) b)AO2 – dramatic structure, setting, characterisation and register c)AO3/4 – historic criticism and reception; modern criticism; significant/effective productions d)AO4 – sources

1.Encountering the play a) A ‘return to Shakespeare’ What do you know about a) Shakespeare’s Life? b) Shakespeare’s work? c) Shakespeare’s theatre? d) Elizabethan England? e) The Globe? On your table is a sheet of paper. Write your given heading on the paper and note down as much information as you can about your subject. After five minutes you will stop, move to the next table, and add your ideas to that piece of paper too. Make sure you read what’s there already and don’t repeat any ideas! This will continue until you return to your original piece of paper. What new information have you gained?

1.Encountering the play a) A ‘return to Shakespeare’ What do you now know about a) Shakespeare’s Life? b) Shakespeare’s work? c) Shakespeare’s theatre? d) Elizabethan England? e) The Globe? What do you still need to know? Your first independent homework of the year is to add to your given topic and produce a handout to share with the rest of the class. It needs to be thorough, useful, and neatly produced. You can work in your groups or individually – it’s up to you – but everyone needs to submit something.