This document outlines the structure and assessment objectives for English Language and Literature (LL1). It provides an overview of what students will study during the year to prepare for the LL1 exam. The exam consists of two sections - Section A focuses on poetry pre-1900 and an unseen text, while Section B examines prose texts. Students will be assessed on their ability to analyze language, structure, and contextual factors (Assessment Objectives 1-3). To prepare, students will learn terminology and analyze example poems and texts. As homework, students will work in groups to create presentations teaching their peers different terminology related to literary and linguistic analysis.

1. Miss Sinclair
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 Written works
communication Beauty of language
Agreed between people Has an emotional effect
Spoken or written
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. 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.

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

8. 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

9. HOMEWORK
 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.