...must have: • an AQA 16-page answer book • an unannotated copy of the Anthology Moon on the Tides. Time allowed • 1 hour 15 minutes Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The paper reference is 97102H. • Answer two questions. • Answer one question from Section A and the question in Section B. • For Section A, you must have a copy of the AQA Poetry Anthology Moon on the Tides in the examination room. The text must not be annotated and must not contain additional notes or materials. • Write your answers in the answer book provided. • Do all rough work in your answer book. Cross through any work you do not want to be marked. • You must not use a dictionary. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 54. • You should: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice • You are advised to spend about 45 minutes on Section A and about 30 minutes on Section B. • You are reminded that there are 36 marks for Section A and 18 marks for Section B. IB/M/Jun14/E2 97102H 2 Section A: Anthology – Moon on the Tides Answer one question from this section. You are advised to spend about 45 minutes on this section. Character and voice EITHER Question 1 0 1 Compare the ways the poets show feelings towards another person in ‘On a Portrait of a Deaf Man’ (page 21) and in one other poem from Character...
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...must have: • an AQA 16-page answer book • an unannotated copy of the Anthology Moon on the Tides. Time allowed • 1 hour 15 minutes Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The paper reference is 97102H. • Answer two questions. • Answer one question from Section A and the question in Section B. • For Section A, you must have a copy of the AQA Poetry Anthology Moon on the Tides in the examination room. The text must not be annotated and must not contain additional notes or materials. • Write your answers in the answer book provided. • Do all rough work in your answer book. Cross through any work you do not want to be marked. • You must not use a dictionary. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 54. • You should: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice • You are advised to spend about 45 minutes on Section A and about 30 minutes on Section B. • You are reminded that there are 36 marks for Section A and 18 marks for Section B. IB/M/Jun14/E2 97102H 2 Section A: Anthology – Moon on the Tides Answer one question from this section. You are advised to spend about 45 minutes on this section. Character and voice EITHER Question 1 0 1 Compare the ways the poets show feelings towards another person in ‘On a Portrait of a Deaf Man’ (page 21) and in one other poem from Character...
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...relationship are the focus of this cluster. Some poems, such as ‘Quickdraw’ and ‘Hour’, deal with the positive and/or negative emotions inherent in romantic relationships. Some deal with family relationships and the complex feelings that can be experienced by parents and children, or brothers and sisters, as in ‘Nettles’ and ‘Harmonium’ or ‘Brothers’ and ‘Sister Maude’ respectively. Some of the recurrent themes include conflict between couples, and the emotional vulnerability and pain that love can cause, whether it is between a father and his son or a couple at the start of a romantic love affair. When studying this cluster, it might be useful for students to focus on some of the following considerations: • What form of relationship is the focus of this poem? Is it a romantic or familial relationship? Is the poet drawing attention to any universal experiences as they portray this relationship in particular? • From whose perspective is the poem written? Is it first, second or third person address, and how does this affect meaning? Who does the poem address? Or is it about, rather than directed to, someone? Does the form of communication affect the meaning? Is the poet speaking directly, or does the poet use a persona to communicate their ideas? • Consider the mood / tone of the poem. Is it light-hearted or serious in tone? Is it making a serious point in a light-hearted way and, if so, why might that be? • Why has the poet written this poem? What feelings, attitudes and/or ideas is the...
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...Version 1 General Certificate of Education (A-level) January 2013 English Literature A (Specification 2740) LTA1C Unit 1: Texts in Context The Struggle for Identity in Modern Literature Report on the Examination Further copies of this Report on the Examination are available from: aqa.org.uk Copyright © 2013 AQA and its licensors. All rights reserved. Copyright AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre. Set and published by the Assessment and Qualifications Alliance. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Report on the Examination – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context: The Struggle for Identity in Modern Literature – January 2013 PRINCIPAL EXAMINER’S REPORT: January 2013 LTA1C The Struggle for Identity in Modern Literature The entry was around 2000 candidates, compared to nearer 7000 last summer and about 1400 the previous January, with the large majority of students choosing to answer on Duffy’s...
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...English Lit- Moon on the Tides Relationship Cluster Poems Booklet Ghazal Context Mimi Khalvati was born in Tehran and grew up on the Isle of Wight where she went to boarding school. She started to write poetry when she was looking after her children. She published her first collection in 1991 and she has been shortlisted for the TS Eliot poetry prize. A "ghazal" is an ancient Persian form of poetry, similar to a sonnet in that it is often part of a larger collection or sequence of poems. Khalvati's poem mentions a famous writer of ghazals called Rumi, who wrote a sequence to his close friend and spiritual inspiration Shamsuddin. Ghazals are often concerned with love and longing. Structure and language Structure Like traditional ghazals, this poem is made up of a sequence of two-line stanzas (or 'couplets'). The two lines of the couplets do not rhyme but the end of each couplet does, partly through the repetition of the word "me". Language Ghazal makes extensive use of metaphors to explore the relationship between the speaker and the one they love. Many of the metaphors present pairs of items or objects that complement each other, reflecting the way in which the speaker sees the relationship. In the second stanza the speaker describes the two sides of a relationship being like the "rhyme" and "refrain" (a repeated section of a poem, like a chorus). This metaphor suggests a sense of the two lovers being part of a larger whole. It also connects the two through...
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... |8 | |Approaching Essays – coursework |9 | |Punctuation Guide |11 | |Glossary of Literary Terms |12 | |Reading List |13 | |Independent Learning Project (Year 11 into Year 12) |18 | AQA English Literature B Specification and other resources can be found at: http://web.aqa.org.uk/qual/gce/english/eng_lit_b_materials.php?id=02&prev=02 AS LEVEL ENGLISH LITERATURE COURSE...
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...An A level English Student Guide by Julia Geddes, Kitty Graham and Helen Ince ~ Wessex Publications ~ Selected Poems by John Clare CONTENTS Page Using the Workbook......................................................................................1 How to Study Poetry......................................................................................2 John Clare 1793 - 1864 ..................................................................................3 The Poems A Country Village Year.................................................................................6 December from ‘The Shepherd’s Calendar’: Christmas ...............................6 Sonnet: ‘The barn door is open’ ...................................................................11 The Wheat Ripening......................................................................................13 The Beans in Blossom ...................................................................................16 Sonnet: ‘The landscape laughs in Spring’ .....................................................19 Sonnet: ‘I dreaded walking where there was no path’...................................21 Sonnet: ‘The passing traveller’......................................................................23 Sport in the Meadows....................................................................................25 Emmonsales Heath .......................................................................................
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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