This document provides guidance on the structure and assessment objectives for the English Language and Literature LL1 exam. It outlines that the exam consists of two sections - Section A involves analyzing a pre-1900 poem and an unseen text, while Section B involves analyzing two prose texts. It explains that for Section A, students will be asked to compare one of the poems from the anthology with the unseen text. The document also lists the assessment objectives that students will be evaluated on, including their ability to select and apply concepts, demonstrate critical understanding, and explore relationships between texts. It concludes by providing sample texts for analysis practice.

1. CONNECTIVES TO COMPARE AND CONTRAST
 List as many as you can:

2. AS ENGLISH LANGUAGE AND
LITERATURE
L.O: To understand the
structure and assessment
objectives for LL1.
To begin applying
terminology to prose texts

3. THE EXAM
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

4. 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.
 The unseen text can be from any genre. You
should apply the same terminology and skills of
analysis as you use to analyse poetry.

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

7. PRACTICE TEXT
 Text A: The poem New Prince, New Pomp
 Text B: An article on the birth of a new prince in
Japan by the BBC. Japan’s new prince seen in
public.

8. ANALYSIS
 Look back at your notes from this poem.
 Use the analysis table and the cone to try and
pick out features from the article.
 Think about any similarities between the two
texts.

9. Overview Style
CONTENT; CONTEXT; AUDIENCE;
Your own written and spoken
ATTITUDES; PURPOSE; TEXT
TYPE;
expression has an impact on how
your ideas are perceived by others.
TONE; THEMES
Always use an appropriate style
When we analyse texts we are primarily and register for the context in
exploring meaning. which you are writing or speaking.
Without keeping the focus on meaning,
Punctuation and vocabulary need to
you will be feeding the examiner a dry
be used accurately.
cone of frameworks. But without the MEANING
cone, you are likely to end up with Form and structure/Discourse
meaning melting and running through Genre, narrative stance (first person, third person,
your fingers. Yuk! second person address), narrative voice, dialogue,
Remember: you can get ice creams verse type e.g. sonnet (Petrarchan/Shakespearean),
with different scoops of flavour: ballad, lyric, free verse, epistolary form, prose/verse
always try to explore different ways of Order of content; development of ideas/argument,
reading a text. chronology, juxtaposition of content, chapters,
FORM & STRUCTURE
flashback, stanza structure (couplet; quatrain, sestet,
Sentence level/Grammar
octave, enjambment, caesura, volta) rhyme scheme,
Sentence types
Syntax (word order) metre, scansion, enjambment, turn-taking, pausing,
(especially: parallelism, foregrounding; end focus; SENTENCE LEVEL non-fluency, overlapping, latching
nonstandard features) Mood (Declarative,
Interrogative, Phonology
Imperative) Accent/Pronunciation e.g. elision,
Tense, Standard/Non-standard features/Dialect WORD LEVEL phonemes //, plosives, fricatives, sibilants,
Ellipsis IPA, Received Pronunciation, regional
accents. .Prosodic features (loudness, stress, pitch,
Word level/Lexis Phonology & intonation, etc.)
Modifiers, Register Word classes (e.g. pronouns, Typography Sound alliteration, assonance, rhyme
verbs, abstract nouns)
(couplets, masculine, half-rhyme, eye
Lexical sets Connotations
rhyme), rhythm, iambic and trochaic feet,
Standard/Non-standard
sound effects, onomatopoeia, )
features/Dialect/Idioms/Archaisms
Typography –Font, Punctuation
Literary and Rhetorical techniques including:
Orthography Graphemes <>
metaphor, simile, allusion, imagery, symbolism,
Pictorial elements, Use of colour

10. Compare (Similarities) Contrast (Differences)