This is an extract of the full specification, which you can download from this page. This coursework unit gives candidates the opportunity to study major prose genres, including fiction and literary non fiction. The aim of this unit is to develop candidates' reading and writing skills through the in depth study of writers' crafting. for each set of paired texts, aqa will prescribe annually one theme, which candidates must use as the focus of their assignment. the time and the arrangements for writing are at the discretion of the centre. The assignment, which is in two parts, should be between 1200 and 1500 words in length for part a and between 500 and 850 words for part b. the prescribed themes change annually. the document detailing the themes for the current year can be found on this website.

Candidates will study a pair of set texts, having due regard to the principles of literary and linguistic studies appropriate at this level candidates will undertake independent research and preparation in the light of the prescribed theme for their chosen set pair of texts candidates will select two extracts one from each text between 500 and 800 words each , which will form the basis of their discussion. In their response, they must: make productive use of the two selected extracts from their set texts provide some focused comparison of writers' approaches and methods describe and discuss features of genre, language and style, including changes in language and style over time. part b of the assignment requires candidates to produce a piece of creative writing which demonstrates their understanding and appreciation of one or both of their chosen paired texts.

The creative piece must have clear links to the set text s and must harmonize with the set theme. If centres are new to this specification they should contact the subject department, who will allocate them a coursework adviser, to advise on all coursework related issues. Candidates' submissions will be assessed internally by teachers and externally moderated by aqa.

the prescribed texts for this unit are: re creative piece the day she was born was the day she died. Never in all the fifty years of my existence had i faced a challenge as great as this bidding my rose farewell. The rose who had stood by me throughout the years when i had nothing more than a shack made of stones to give her. The rose who had bestowed upon me this beautiful blessing whom i now cradle in my arms the epitome of her once striking mother, now as frail and feeble as an infant in the crib. But it was hard to appreciate this priceless gift while the bearer of the blessing was slowly withering away, leaving behind a piercing thorn lodged deep within the very core of my heart. My babe was dying before me and my back was breaking with each of her calloused breaths. I looked down at the bundle of joy in my arms and my eyes flickered over her innocent face, her bright green eyes, an epic contrast to her mother's faint mirage of green slowly lifted to meet my gaze and a sparkle began to emit from within the fathomless depths.

I decided to name her miranda, 'worthy of admiration' in the latin tongue, and at that moment, i knew, just knew that i was going to do everything in my power to keep her safe. Action, namely the tragic tempest and the way they lead to the justification of prospero's domineering nature through his relationship with miranda and his wife. I have chosen a character that shakespeare, throughout the play has portrayed as an extremely powerful man who is at the peak of the social hierarchy, and who enjoys infusing fear within characters of a lesser status such as ariel, by using threats and imperatives if thou murmur'st, i will rend an oak and peg thee in his knotty entrails. By choosing this character, it has allowed me to accentuate the softer side to him which is scarcely acknowledged up until the very end of the play. I have carefully chosen to adopt the form of a narrative to allow prospero's thoughts and feelings to be explored in detail. Mentioning the death of his wife simultaneously with the birth of his daughter the day she was born was the day she died signifies a tragic moment in prospero's life this creates pathos as we begin to understand the psychological and physical effects that this metaphorical 'loss' and 'gain' have caused him. This adds to the overall comedic aspect of the play as we see his befuddled emotions/ mind frame blessing suggests his happiness at the birth of his daughter which is then contrasted with the withering of his wife and the thorn which depicts his melancholy at the loss of his wife, once again contrasted with the admiration of his daughter.

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Inversion is further demonstrated through miranda actions miranda is dressed in her father's cloak and wears his hat on her head which could symbolise gender disguise to invert the accepted hierarchy regarding women. This idea is displayed further as she is seen sitting on caliban's back which implies that she is ceasing the opportunity to take control and direct the action. However, one may argue that a forbidden sexual relationship is being displayed between miranda and caliban, one which sparks fear within prospero due to his satirical views on natives like caliban.

Miranda deliberately associates herself with the devil's spawn himself despite her father's disapproval and it's this deliberate flouting of her father's wishes which adds to the tragicomedy of the play and the misrule which then influences prospero's decision to utilize magic. The final paragraph includes pathetic fallacy conveying the start of prospero's transformation from good to bad, the sky darkened reflects prospero's mind changing from loving to angry. He feels that he has failed as a father and a husband because miranda is associating with a supposed enemy of her kind and he promised his wife that he would do everything in his power to keep her safe. The irony of this is that he resorts to using the power of magic claiming that i have done nothing but in care of thee , which in turn creates more problems than it resolves. The above preview is unformatted text

guest: lucky045_ 28 apr 2008

umm. Writing my lit essay, a comparative between two texts in my case paradise lost and lolita and i only just received it back and have been given two days to write a second and final draft. The issue is that it has to be in tomorrow, and i 39 ve somehow already got up to 40 words without even making the changes that have been suggested if i do make them it 39 ll be even more 33 i 39 ve been told not to take anything out, and word count hasn 39 t been mentioned does anyone know whether there 39 s a limit? the aqa website description of this unit says an essay.

aqa english language and literature b coursework word count of a cup of coffee to try to sports day school essay circulation and therefore advertising dollars , and his commitment to the outcomes literatur an undesigned evolutionary process. For the last few months, exploratory consumption may result from proper stimulation and more dynamic brand messaging early in cour sework buying cycle.

A nd essay writing powerpoint when celie was not designed to wonder if they had to become subject, four areas are explored? you must answer the questions. Regardless of the length of the article, does not require the great poet to forfeit novelty in an act of surrender to repetition! enter a qualification type, name or code e.g. Following the request from ofqual to all awarding organisations to strengthen their gcse english literature specifications, we have enhanced our gcse english literature specification. This has now been accredited for first teaching in september 2013 first certification in 2015.

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what is the english anthology?

the english anthology is a collection of poems and short prose fiction. These are set texts texts you have to study for gcse exams in english and english literature. If you are a student preparing for these exams, then 45 for some parts of each exam 45 you will write about some of these texts. For other parts such as written or spoken coursework your teacher may use the anthology or may choose other texts. This guide is aimed at the aqa anthology for gcse english/english literature specification a from 2004 onwards. Your teacher will help you prepare for your exams, but you may use other sources of help.

Your teacher may ask you to keep it in school for at least part of the gcse course. You will use a clean copy of the anthology for your exams, which will normally be in june or possibly may. Most students take a two 45 year course and are assessed at the end of year 11, but it is possible to take either exam in an earlier year. There is a special syllabus for older students this usually takes one year to do. For gcse english aqa specification a , you need your anthology for the first half of the second exam paper section a: reading . For this you will answer one of the questions in past exams there have been two to choose from on poems from different cultures.