Introduction to AS level WJEC English Language and Literature for 2015 entry.

1. AS ENGLISH LANGUAGE AND
LITERATURE
L.O: To understand the
structure and assessment
objectives for LL1.
To plan a presentation on
terminology

2. Title: Defining Lit and Lang
Language Literature

3. Language Literature
Vessel for
communication
Agreed between people
Spoken or written
Written works
Beauty of language
Has an emotional effect
The study of language and literature has a
set of terminology and clear frameworks
we will use for analysis.

4. WHAT WE’LL DO THIS YEAR
LL1 – Exam preparation (2 ½ hour written paper 80 marks)
Critical reading of literary and non-literary texts
Section A: Poetry pre-1900 plus an unseen text
You will answer one of two questions.
Section B: Prose
Read two prose texts: Choose one from two questions

5. LL2 COURSEWORK
The unit is based on a folder of work of
approximately 3,000 words, comprising three
pieces in total, each of approximately 1,000 words.
Candidates are required to produce:
(a) one literary piece of original writing
(b) one non-literary piece of original writing
(c) one commentary on both pieces of original
writing.

6. SECTION A: POETRY PRE-1900 PLUS AN
UNSEEN TEXT
 In this section you will be asked to compare one
of the poems from the Anthology with an unseen
text.
 Over the next term we will be analysing the
poems from this anthology in detail.
 The unseen text can be from any genre so to
prepare for this we will focus on learning the
terminology and skills of analysis.

7. WHAT YOU ARE ASSESSED ON
AO1 (16/40) AO2 (8/40) AO3 (16/40)
Select and apply
Demonstrate
relevant concepts
detailed critical
and approaches
understanding in
from integrated
analysing the
linguistic and
ways in which
literary study,
structure, form
using appropriate
and language
terminology and
shape meanings in
accurate,
a range of spoken
coherent written
and written
expression.
texts.
Use integrated
approaches to
explore
relationships
between texts,
analysing and
evaluating the
significance of
contextual
factors in their
production and
reception.

8. PUPIL FRIENDLY AOS
AO1 (16/40) AO2 (8/40) AO3 (16/40)

9. FORM & STRUCTURE
SENTENCE LEVEL
WORD LEVEL
Word level/Lexis
Modifiers, Register Word classes (e.g. pronouns,
verbs, abstract nouns)
Lexical sets Connotations
Standard/Non-standard
features/Dialect/Idioms/Archaisms
Literary and Rhetorical techniques including:
metaphor, simile, allusion, imagery, symbolism,
personification, anthropomorphism, pathetic fallacy,
Form and structure/Discourse
Genre, narrative stance (first person, third person,
second person address), narrative voice, dialogue,
verse type e.g. sonnet (Petrarchan/Shakespearean),
ballad, lyric, free verse, epistolary form, prose/verse
Order of content; development of ideas/argument,
chronology, juxtaposition of content, chapters,
flashback, stanza structure (couplet; quatrain, sestet,
octave, enjambment, caesura, volta) rhyme scheme,
metre, scansion, enjambment, turn-taking, pausing,
non-fluency, overlapping, latching
Phonology
Accent/Pronunciation e.g. elision,
phonemes //, plosives, fricatives, sibilants,
IPA, Received Pronunciation, regional
accents. .Prosodic features (loudness, stress, pitch,
intonation, etc.)
Sound alliteration, assonance, rhyme
(couplets, masculine, half-rhyme, eye
rhyme), rhythm, iambic and trochaic feet,
sound effects, onomatopoeia, )
Typography –Font, Punctuation
Orthography Graphemes <>
Pictorial elements, Use of colour
Sentence level/Grammar
Sentence types
Syntax (word order)
(especially: parallelism, foregrounding; end focus;
nonstandard features) Mood (Declarative,
Interrogative,
Imperative)
Tense, Standard/Non-standard features/Dialect
Ellipsis
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.
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.
MEANING
Phonology &
Typography
Overview
CONTENT; CONTEXT; AUDIENCE;
ATTITUDES; PURPOSE; TEXT
TYPE;
TONE; THEMES

10. NEXT LESSON
 In groups you will be preparing to teach the rest
of the class about the terminology you have been
given.
 You will need to produce a detailed definition for
each of your terms.
 Try to come up with interesting ways to help
your classmates remember the terminology.
 Present your work as a PowerPoint, video or Prezi
and have something such as a worksheet to share
with the class.

11.  Tasks:
a) One piece of writing must be literary, inspired
by the candidate’s wider independent reading.
b) The second piece must be non-literary:
journalism, reviews, information texts, etc
c) Candidates will be required to produce a
commentary of approximately 1000 words.
 The commentary formally assesses candidates’
understanding of their choices of content, form,
and style in both pieces of the original written
work, making points of comparison and contrast
between them.

12. READING RIVERS

13. REVIEW
 Based on your reading river, consider the Genre
of writing that most interests you.
 Do you have a story in mind that could be used as
the inspiration for your literary piece?
 Come to class prepared to share your ideas.