1. AS English Literature and Language

2. Defining Lit and Lang LanguageLiterature

3. LanguageLiterature A way of communicating Agreed between two people Spoken form or written form Written works Beauty of language Has an emotional effect

4. What you are assessed on… AO1AO2AO3AO4AO5 Apply concepts and methods from integrated linguistic and literary study as appropriate, using associated 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 are produced 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

5. Friendly AO’s AO1AO2AO3AO4AO5

6. Exam 1: Poetry and Creative Writing AO1 (15 + 5) 20 / 120 AO2 (15 + 10) 25 / 120 AO3 (15 + 0) 15 / 120 AO4 (15 + 15) 30 / 120 AO5 (0 +30) 30 / 120 Apply concepts and methods from integrated linguistic and literary study as appropriate, using associated 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 are produced 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

7. Exam 2: Drama and Prose AO1 (15 + 20) 35 / 120 AO2 (30 + 15) 45 / 120 AO3 (15 + 25) 40 / 120 AO4 (0 + 0) 0 / 120 AO5 (0 +0) 0 / 120 Apply concepts and methods from integrated linguistic and literary study as appropriate, using associated 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 are produced 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

8. So… AO2 - Analyse ways in which meanings are shaped in texts.

10. What is Analysis? Task 2: Firstly, individually think about what analysis means to you and then share your ideas with the person next to you. You need to channel the powers of an eagle and zoom in to attack a certain aspect of the text, reflecting upon how it’s effective!

12. Often you analyse and read between the lines without realising! Task: You will be given a series of images from A Streetcar Named Desire. Using your analysis skills, by reading between the lines, decide what the plot of the play might possibly be about!

13. What do you see in these pictures? 1 2 4 5 3

14. AS you do with Images, you apply the same Skills to the language of a text

15. “Sit there and stare at me, thinking I let the place go? I let the place go? Where were you! In bed with your–Polack!” What does this tell us about the character, Blanche DuBois?

16. “Oh, I guess he’s just not the type that goes for jasmine perfume, but maybe he’s what we need to mix with our blood now that we’ve lost Belle Reve.” What impression do we get of Stanley?

17. She springs up and crosses to it, and removes a whiskey bottle. She pours a half tumbler of whiskey and tosses it down. She carefully replaces the bottle and washes out the tumbler at the sink. This stage direction tells us the first thing that Blanche does in Stella and Stanley’s home. What does it tell us about her character?

18. Stella: “And admire her dress and tell her she’s looking wonderful That’s important with Blanche. Her little weakness!” What does this tell us about sisterly relationships?

19. When we analyse texts we are primarily exploring meaning. Without keeping the focus on meaning you will be feeding the examiner a dry cone of frameworks. But without the cone, you are likely to end up with meaning melting and running through your fingers – yuk! Remember: you can get ice creams with different scoops of flavour; always try to explore different ways of reading a text. Sentence level / Grammar Sentence types Syntax (word order) Parallelism, foregrounding, end-focus, non-standard features Mood (declarative, interrogative, imperative) Tense Standard/ non-standard dialect Ellipsis Word level / lexis Word class (pronouns, verbs, abstract nouns etc.) Register Lexical sets Connotations Idioms Archaisms Standard/ non-standard features Literary and rhetorical techniques: simile, metaphor, allusion, imagery, symbolism. Overview: CONTENT; CONTEXT; AUDIENCE; ATTITUDES; PURPOSE; TEXT TYPE; TONE; THEMES Style Your own written and spoken expression has an impact on how your ideas are perceived by others. Always use an appropriate style and register for the context in which you are writing or speaking. Punctuation and vocabulary need to be used accurately! Form and Structure / Discourse Genre Narrative stance (1 st, 2 nd, 3 rd person address) Narrative voice (active/ passive) Dialogue Verse type (sonnet – petrarchan/ Shakespearean) Order of content; development of ideas / argument, chronology, juxtaposition of content, chapters, flashback, stanza structure, rhyme scheme, meter, enjambement, turn-taking, pausing, non-fluency features, overlapping, latching. Phonology Accent/ Pronunciation e.g. elision, phonemes, plosives, fricatives, sibilants, IPA, received pronunciation, regional accents. Prosodic features; stress, pitch, tempo, intonation, volume Sound; alliteration, assonance, rhyme (couplets, masculine, half-rhyme, eye-rhyme) rhythm, iambic and trochaic feet. Sound effects; onomatopoeia. Typography; font, punctuation, graphemes, pictorial elements, use of colour, orthography. Phonology/ Typography Word Level Sentence Level Form Meaning Style

21. P.E.T.EP.E.T.E  Point  Evidence  Terminology  Exploration Williams displays the character Blanche as an individual that is exasperated by her circumstance. We can see this in the development of her speech, “thinking I let the place go? I let the place go? Where were you!” The repetition of the first person personal pronoun ‘I’ suggests that Blanche believes her sister blames her for losing their family home. From the rhetorical to the exclamatory, Blanche’s tone then shifts as she becomes defensive, which can be seen in her direct use of the second person personal pronoun ‘you’; an attempt to relocate blame. This leaves us to feel that Blanche is displaying signs of guilt and regret as she attempts to dispel these feelings through disassociation.