how to write an a level english literature essay edexcel

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Essay Structure – Edexcel A Level English Literature

14th June 2017

by Aimee Wright

The first thing you need to consider when writing an English essay is the structure, and how you can make sure it is one that you can remember and will give you a good grade.

• Generic Introduction :You will need to know the book , the author , the publication date and the literary period / monarchy era – g. Frankenstein , Mary Shelley, 1818, Romantic period. Then, you will need to state the genre of the book(s) – e.g. Frankenstein is a gothic novel. Lastly, you will need to briefly summarise the theme / character that the question asks of you. Below are some example generic introductions :
• (For the Prose exam): Frankenstein by Mary Shelley was published in 1818, during the Romantic Period, and The Handmaid’s Tale by Margaret Atwood was published in 1985, and is a postmodern text. Both of these texts are science fiction novels, but Frankenstein is a gothic novel, written in the first wave of gothic literature, while The Handmaid’s Tale is a dystopian novel. *The role of gender in the misuse of science* is seen in both texts in the way that the writers have used linguistic techniques and contextual factors, and this is what will be explored in this analysis.
• (For Othello ): Othello by William Shakespeare was published in 1604 during the Elizabethan era. The play is considered a tragedy, but many critics have picked up on the use of satire that Shakespeare has used, however it is not used so much that it could be seen as a comedy. In this analysis, it will be explored how Shakespeare has used his linguistic abilities and contextual factors to present the *theme of betrayal*, and subsequently how critics have viewed this.
• (For A Streetcar Named Desire ): A Streetcar Named Desire by Tennessee Williams was published in 1947, making it a modernist play. The play is a tragedy which aligns with the context of events such as World War Two, and the Great Depression, as these are very tragic. In this analysis, the *character of Blanche* will be explored, and it will be considered whether Williams uses linguistic, structural and contextual techniques to impact Blanche’s character.
• (For Post 2000 Poetry): Please Hold by Ciaran O’Driscoll is a poem that presents the themes of frustration, manipulation and irritation that the modern day society brings. As a postmodern poem, the twenty-first century challenges that the narrator undertakes align with each other. On first reading Somewhat Unravelled by Jo Shapcott, the reader can perceive that the narrator also represents strong emotions to represent how the narrator is feeling. By comparing these two poems, the analysis will explore how *strong emotions* are used in order to relay a story, such as through linguistic and structural crafting.
• (For Keats ): The Eve of St Agnes by John Keats was written in 1819, just two years before Keats’ death, in the Romantic period. The *theme of physical sensations* in this poem are represented through linguistic and structural methods, as well as contextual factors of the time. Physical sensations are not just seen in The Eve of St Agnes , however – Keats has also used this theme in La Belle Dame sans Merci , which was written in 1819 like The Eve of St Agnes . In this analysis, it will be seen whether La Belle Dame sans Merci shares a similar approach to physical sensations, and whether the time period had impact on this.

It is important to mention what you are going to be discussing in the essay. But, you do not need to use specific details in your introduction, otherwise the rest of your essay will seem sort of shallow. So, use phrases such as ‘In this analysis, the linguistic and structural crafting will be explored’, for instance.

If the question is particularly linked to a specific one contextual factor – maybe it is about monarchy or social hierarchy, or war? – you should give a brief overview of that contextual factor. E.g. “The social hierarchy in Shakespearean times was based on the chain of being , which will be discussed in this analysis.”

• In comparison essays – so the Prose and Poetry exams – it is important to highlight which text is your primary text . In the Prose exam, your primary text is Frankenstein , because it “comes first” in literary history. In Post 2000 poetry, the primary text is the poem from the anthology , accompanied by the unseen poem . In Keats, the primary text is the poem it gives you , and you “support” your points with another poem. But, it is important not to compare . So, when exploring your point further, you could say “To support this point, this is also seen in *insert other poem name* by using the same techniques.”
• In non-comparison essays – the Drama exam – you will need to write the same number of points that you would use for a comparison essay (the average is 2-3), but you may need more substance and expansive analysis. For example, if you wrote two paragraphs for one point in the Prose exam (which includes two texts ) you would still need to write two paragraphs for one point , even though you only have one text .
• So the structure of your essays need to be clear , concise and understandable . Especially for comparison essays, you will need to split up your points into more than one paragraph so that the examiner can understand your analysis more clearly.Having said this, in the Prose exam, it is important to note that you must state the points for both texts in the initial paragraph. This is so that the examiner can see where your point is going from the beginning.In the comparison essays in the Poetry exam, the first paragraph of the point should be about the primary text , which will then lead you to explore the secondary text . So, the advice for this would be: do not plan points for both poems – if you want to plan, just think of points for the primary text , and then think about how that same technique or concept is seen in your secondary text .
• Quoting / quotations: It is important to follow the succeeding points when considering the quotations that you use –
• Think about the context that you are talking about, and how you are putting the quotation in a sentence. Generally, it is better to put a quotation in a sentence like: “This is seen in the declarative sentence , ‘We are two-legged wombs.’ (p.146).” (this is a quote from The Handmaid’s Tale ). But if you are going to use the quotation like this: “The narrator said that ‘We are two legged-wombs’ to present the idea that the Handmaids are irrelevant.” you will need to think about the structure of the sentence. Instead of using the pronoun ‘We’ in the quotation, put ‘they’ in square brackets to show that you have modified the quotation . So, the sentence would look like this: “The narrator said that ‘[they] are two-legged wombs’ to present the idea that the Handmaids are irrelevant.”
• Think about the length of the quotation that you are using. If there is a long quotation – perhaps one that includes a stream of consciousness or syndetic listing , or just lengthy description – you may want to use snippets of the quotation to ensure that the examiner does not get bored. So instead of saying: “Walton (who is speaking) is seen to be a man who has power. Shelley presents this by saying, ‘One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought, for the dominion I should acquire and transmit over the elemental foes of our race.’” (This is a quotation from Frankenstein ). you could use specific words or phrases to portray the same point. For instance, if your point was: “Walton (who is speaking) is seen to be a man who has power. Shelley presents this is seen in his fourth letter with a semantic field of power and knowledge, with words such as ‘acquirement’; ‘knowledge’; ‘dominion’’ and ‘transmit’.”
• Terminology : I know that terminology is difficult to use, especially if you can’t think of the name for a technique. But, you are marked on your terminology use as it “proves” that you know what you’re talking about.
• Where to use terminology: when structuring your point, you should use terminology either before you mention the quotation – this is if you are making a point that the technique has a direct impact on the theme or character – or after you mention the quotation – this is just to show that you know what technique the author has used.Before the quotation: If you are making the point that the author uses declarative sentences to depict the theme or character, you could say: “Atwood uses declarative sentences to represent how straightforward prejudice is as a theme in society: ‘We are two-legged wombs.’ (p.146).” The idea that prejudice is ‘straightforward’ is your point .After the quotation: So, after the point made above, you could expand by saying: “Atwood uses this declarative sentence to represent that the Handmaids are discriminated against in a simple way, otherwise she may have used another sentence mood, such as exclamatory sentences . In addition, the metaphor of Handmaids being ‘two-legged wombs’ shows Atwood’s linguistic crafting to portray that Handmaids are only seen as women who give birth to children, and nothing else.” The use of further terminology in your essay – in this case ‘exclamatory sentences’ and ‘metaphor’ – will show more knowledge.
• Word Specific Analysis: Instead of using terminology for the analysis of a whole quotation , you can use Word Specific Analysis to really unpick the underlying ideas. For instance: “Atwood uses the pronoun ‘We’ to represent that the Handmaids are a collective. This shows that if one Handmaid is victimised or targeted, the whole group of Handmaids are discriminated against. In addition, the use of the noun ‘wombs’ indicates the part of the body that the Handmaids are seen as: they are just seen as being able to conceive a child, and nothing more.”

For instance: “ Bright star! would I were steadfast as thou art by John Keats uses the Petrarchan sonnet  form. Petrarch was famous for using themes such as unrequited love, and the sonnet will always use a Volta . The Volta is the beginning of the ninth line of the sonnet and, in Keats’ poetry, is often representative of his own personal change in mood or thought, so the Volta ‘No’ in Bright star! could be Keats changing his mind, or disagreeing, with his previous comments.”

In the Drama exam, it is important to know the names of speech and structure:

For instance: “ Othello by William Shakespeare uses a variety of structures to symbolise the theme of betrayal. For instance, Iago often speaks in prose when his plan is beginning to unravel. Prose, in comparison to the poetic speech that characters usually speaks in, is used to represent the unstoppable thoughts and ideas that a character may have.”

• Context: It is explicitly important to use contextual information to back up your ideas.
• The Prose Exam:The most important piece of context for this exam is about the science of the time and how it is used in your texts. This is because the section of the exam is ‘Science and Society’. This also means you have to have a substantial knowledge of the society at the time of the novels as well.
• Other exams:It is just as important to use author-personal context as well as societal This includes the author’s family, associates, events that happened to them etc.You should use a balance of societal and personal context to show your varied knowledge. In fact, you can often use a piece of context as your point e.g. “Keats wrote in the second generation of the Romantic poets, so he had influence from the work of Wordsworth and Samuel Taylor Coleridge, for instance. The Romantics have many different conventions, but to represent the theme of physical sensations in The Eve of St Agnes , Keats has employed the Romantic connection to nature.”
• Critics and Different Interpretations:The Drama exam is the only exam that you get marked on for critical analysis and using different interpretations, but it does not hurt to use them in each exam.

“In Othello , Shakespeare represents Desdemona as being associated with everyone, or having an impact on each character for a different reason.”

This can be supported by Anna Jameson , a critic of the play. You do not need to remember every detail of her critical evaluation, but you need to remember the general idea or snippets of quotes:

“To support this point, Anna Jameson said that Desdemona is the ‘source of the pathos’ of the play. This links to the idea that she is associated with everyone because she emits the ‘pathos’ and diffuses it to each character, and this is what creates the tragedy in the play.” What is important to mention , however, is that you should back up the critical reading with a quotation from the play, rather than just your “point”:

“This is seen just before Desdemona’s death when she says ‘I never did / Offend you in my life; never loved Cassio’, then Othello says ‘Honest Iago hath tane order for’t.’ This represents Desdemona’s impact on multiple characters through the possessive pronoun ‘you’ and the mention of ‘Cassio’ and ‘Iago’, and the bitter tone of these declarative sentences portrays pathos, therefore showing where Jameson got her idea from.”

To make another point, you could challenge the critic. Another point could be:

“Desdemona is seen as ‘fair’, and innocent, and Shakespeare represents this by repeatedly having Othello call her the epithet ‘gentle Desdemona’.”

Therefore, you could use Jameson’s idea to challenge this point:

“To challenge this point, Anna Jameson said that Desdemona is the ‘source pathos of the play’. If Desdemona is the ‘source pathos’, it can be analysed that she is not truly ‘gentle’, but is actually sorrowful.”

You could disagree with the critic as well, but do not use first person . Say it as though you are disagreeing on behalf of the audience:

I hope that this is all helpful for the exam, the exams start tomorrow so good luck!

Bibliography

Atwood, M. (1985). The Handmaid’s Tale. London: Vintage Random House.

Keats, J. (2007). Selected Poems. London: Penguin Classics.

Poems of the Decade: An Anthology of the Forward Books of Poetry. (2011). London: Forward Ltd.

Shakespeare, W. (1622). Othello. Cambridge: Cambridge University Press.

Shelley, M. (1818). Frankenstein (3 ed.). London: Penguin Group.

Williams, T. (1947). A Streetcar Named Desire. London: Penguin Group.

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A-Level English Literature Guide

In A-Level by Think Student Editor October 21, 2022 Leave a Comment

A-Level English Literature can be a niche or popular subject – sometimes classes have less than 10 people, sometimes classes are full. Whether you’ve picked it for A-Level or are sitting on the fence, it can be one of the hardest subjects to get right. Think you need some help? This guide is here to help answer all your questions.

In this guide I’ll be discussing whether you should take A-Level English Literature, what the course involves and what the benefits are to taking it. Keep reading to find out more!

Table of Contents

Should you take A-Level English Literature?

Personally, I feel that A-Level English Literature is one of the most creative A-Level subjects. If you enjoyed English Literature GCSE, the chances are you’ll also enjoy English Literature A-Level.

I’d only recommended taking English Literature A-Level if you are strongly passionate about it. The workload can be intense, so if you don’t enjoy the subject, you probably won’t enjoy the A-Level course.

Most schools will hold events for future sixth form students to learn more about each subject. From these you find out more about the course the school offers, or you can ask your teachers.

Alternatively, exam board websites usually post their specifications. For example, you can find the OCR specification here .

If you know what you want to pursue beyond A-Levels, you should also consider whether English Literature A-Level is necessary for future careers. This Think Student article has information on the most respected A-Level subjects.

Alternatively, read this Think Student article if you want to read more about A-Level combinations favoured by universities.

However, if you really want to take English Literature, you should choose what you’re interested in — it will make A-Levels in general more enjoyable.

Ultimately, whether you take English Literature A-Level or not is up to you. If you have a passion for the subject or think it could help you in the future, you should definitely consider choosing it.

How hard is A-Level English Literature?

Any A-Level English Literature student will tell you that it’s not an easy A-Level . In fact, this Think Student article has a list of the top 10 hardest A-Levels to take.

However, you shouldn’t let difficulty put you off. If you achieved the GCSE grades required to take the A-Level, you’re good enough to take the subject.

I would say that A-Level English Literature is moderately difficult. What many students, including myself, like about English is that there is technically no “wrong” answer. However, this also means your knowledge has to be on-point .

Still, don’t let difficulty get you down. Your school wouldn’t let you take A-Level English Literature if they thought you couldn’t handle it. Difficulty is also subjective; what other students find hard, you may find easy.

However , if you are a few weeks into the course and you decide it isn’t for you, there will still be time to switch subjects . If you have any concerns, this Think Student article offers advice on how to know if a course is right for you.

Now that we’ve established whether A-Level English Literature is right for you, let’s look at what the A-Level actually involves.

What do you do in A-Level English Literature?

The A-Level English Literature course is different depending on which exam board your sixth form uses. Even so, most of the courses have similar structures or modules.

As I mentioned earlier, if you enjoyed your GCSE English course, you’ll probably like the A-Level course too. Keep reading to find out more about the general structure of A-Level English Literature.

Exam boards provide a list of “set texts”. This means that your school has to choose a text to study from that specific list.

Exactly which texts are chosen is entirely up to your school. Meaning that you might study a different text to someone doing the same course.

What kind of work does A-Level English Literature involve?

The literature you study will cover poetry, prose and drama, and each exam board requires an NEA (non-exam assessment) project as part of the A-Level . Across the course, you’ll be analysing texts in response to questions on specific themes, ideas, characters or events.

The kinds of questions you get can vary . Sometimes, they’ll be a statement which you’ll be asked to agree or disagree with.

As well as this, you’ll be asked open-ended questions like discussing the presentation of a particular feature. This is one of the best things about A-Level English Literature: your opinion matters!

You’ll also have a lot of new and more complex terminology to learn, to help you analyse texts. This can definitely seem daunting when you first start. Although, if English is your favourite subject, then like me, you’ll learn to love it pretty quickly!

Does A-Level English Literature involve a lot of work?

I don’t think I need to tell you that A-Level English Literature is a very essay-based subject. However, this also means that you will have lots of writing to do and you will probably get set essays regularly . Your teachers may even set you an essay every week or two.

Due to this, for English literature, the jump from GCSE to A-Level is pretty noticeable. Especially as you will generally have quite a lot of work to do. If you’re worried that you aren’t prepared enough for it, this Think Student article has tips you’ll find useful.

Like I said earlier, exactly what you do, including how much work, depends on which exam board your school has chosen. Read further to find out more about the different exam boards, and what they offer as part of A-Level English Literature.

What are the exam boards for A-Level English Literature?

All 4 English exam boards – AQA, OCR, Edexcel and Eduqas – offer A-Level English Literature as a subject. Earlier in the guide , I mentioned that each exam board offers different texts and modules.

While your specific texts will depend on your sixth form, the modules are the same for everyone under the exam board. Continue reading for more information.

What is AQA A-Level English Literature like?

AQA, unlike the other exam boards, actually offers 2 different specifications: A and B .

In specification A, there are 3 compulsory modules. These are “Love through the ages”, “Texts in shared contexts”, and “Independent critical study: Texts across time”.

In specification B, there are also 3 compulsory modules. These are “Literary genres”, “Texts and genres”, and “Theory and independence”.

The texts that are part of specification A include one Shakespeare play, one pre-1900 poetry anthology and one pre-1900 prose text in one module. As well as 3 texts (one prose, one poetry and one drama) with at least one text written post-2000 in another module.

The texts that are part of specification B include one Shakespeare play and two pre-1900 texts in one module. As well as one post-2000 prose, one poetry, and one pre-1900 text in another module. As you can see, both specifications feature similar content but divide them differently .

However, this guide can only offer you a brief overview of the A-Level course. You can find the specifications for AQA A-Level English Literature here (specification A) and here (specification B).

What is OCR A-Level English Literature like?

The OCR A-Level English Literature specification is divided into 3 sections. These are “Drama and poetry pre-1900”, “Comparative and contextual study”, and “Literature post-1900”.

The latter section is a coursework module. Some exam boards require coursework as part of A-Level English Literature, but some don’t.

In the first section, you’ll study one Shakespeare play, one pre-1900 drama and one pre-1900 poetry text. In the second section, you’ll choose one theme (from a list provided by the exam board) and two texts, with at least one text from the list provided by OCR.

The third section is a coursework module, which means you don’t sit an exam for it. Instead , you produce an essay over the course which determines a percentage of your final grade . You can find the full OCR A-Level English Literature specification here .

What is Edexcel A-Level English Literature like?

Pearson Edexcel offers 4 components as part of A-Level English Literature. These are “Drama”, “Prose”, “Poetry”, and a coursework module.

As with the components and modules of other exam boards, each module has its own exam (except for coursework). For Edexcel, the “Drama” and “Poetry” exams are 2 hours 15 minutes, and the “Prose” exam is 1 hour 15 minutes .

In “Drama”, students study one Shakespeare play and critical essays related to the play, and one other drama. In “Prose”, students study two prose texts with one text written pre-1900.

In “Poetry”, students study an anthology and a range of poetry from either a specific poet or specific period. The Pearson Edexcel specification is linked here .

What is Eduqas A-Level English Literature like?

The Eduqas English Literature A-Level specification also has 4 components. These are “Poetry”, “Drama”, “Unseen Texts”, and “Prose Study”.

The “Prose Study” component is a coursework module. All 3 Eduqas A-Level English Literature exams are 2 hours long.

In total, you’ll study two selections of poetry (pre-1900 and post-1900), a Shakespeare play, two non-Shakespeare plays (pre-1900 and post-1900), and two prose texts.

Unlike the other exam boards, Eduqas dedicates a whole module to unseen texts , so you can’t directly revise for that. If you want to read the complete specification, you can do so here .

How to do well in A-Level English Literature

Every student knows there’s no set way to do well. There are way too many changing factors to offer you a fool-proof guide to success!

However , there are definitely techniques and processes to help you secure those top grades . Continue reading for my personal advice on how to succeed in A-Level English Literature.

The best advice I received while studying A-Level English Literature is to include your work in your everyday life. This could be as simple as telling your friend about a character you liked. Alternatively, you could use a key quote in a conversation.

These things both count as revision, because it helps you remember important information. For more revision techniques, see this Think Student article.

in A-Level English Literature is to take advantage of peer review . You’ll definitely make mistakes in your work, no one is perfect!

Asking a partner, friend, or family member to read your essay is a great way to pick up on things you miss. This Think Student article has some useful advice for English literature essay writing!

How to write an English literature essay for A-Level?

Sometimes, the exam system can make it feel like you don’t have much self-expression. I know I’ve certainly felt that way.

One of the great things about essays, and English literature, is that you get to voice your own opinion in your own way . I’ll take you through some general tips on what makes a good essay.

The most important thing is to perfect your spelling and grammar as much as possible. One thing I was always told in school was that if your essay is coherent, you’re halfway to a good essay. Obviously, this is harder if English isn’t your first language, but practice makes perfect!

On top of spelling and grammar, you should make your argument as clear as possible. Teachers will often refer to this as “signposting”.

It lets examiners know exactly what you’re going to talk about. It’s also useful if you run out of time, as examiners can see what you were planning to talk about; it shows you had good ideas, you were just limited by time. For tips on how to structure an English essay, check out this Think Student article.

A third, more obvious tip is to keep your assessment objects in mind as much as possible . In your essays, it’s good to mentally check off what criteria you’ve followed. This way you can keep track of the marks you’ve achieved, and the ones you still need.

What can you do with an English literature A-Level?

Being a student who took A-Level English Literature myself, one of my biggest concerns was the pathways available to me afterwards .

English is often talked about as a subject with limited options – but don’t worry! A-Level English Literature is useful for degrees in fields like English, History, Law, Politics, Philosophy and more.

It might surprise you, but English is a subject that a lot of universities and employers like . You don’t have to want to be a writer to find English A-Level useful.

The writing skills you gain are desirable to universities and employers in a range of fields . However, if you’re still uncertain, I’d recommend researching what A-Levels you need to pursue your future degree/job.

For example, if you want to be a vet , midwife , counsellor , nurse , social worker , police officer , pilot or account , you can click on their respective links to see what A-Levels you will need.

Don’t let how useful A-Level English Literature is stop you from taking it if you really want to! The most important thing about A-Levels is that you choose the subjects you like.

From personal experience, I can tell you that if you don’t care about the subject, you won’t enjoy the A-Level. If you think A-Level English Literature is right for you, choose it!

Boost your university application with our summer work experience programmes. Use the code SUMMER100 for £100 off!

Edexcel English Literature A-Level Past Papers

Our page on Edexcel A-Level English Literature Papers provides all the information you need to prepare for your exams. Discover the format of the papers, the assessment objectives, and tips for answering essay questions. With our resources, you'll be well-equipped to achieve your best results.

June 2022 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

• 2022 | A-Level Paper 1: Drama (9ET0/01) Question Paper Mark Scheme
• 2022 | A-Level Paper 2: Prose (9ET0/02) Question Paper Mark Scheme
• 2022 | A-Level Paper 3: Poetry (9ET0/03) Question Paper Mark Scheme

November 2021 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

• 2021 | A-Level Paper 1: Drama (9ET0/01) Question Paper Mark Scheme
• 2021 | A-Level Paper 2: Prose (9ET0/02) Question Paper Mark Scheme
• 2021 | A-Level Paper 3: Poetry (9ET0/03) Question Paper Mark Scheme

November 2020 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

• 2020 | A-Level Paper 1: Drama (9ET0/01) Question Paper Mark Scheme
• 2020 | A-Level Paper 2: Prose (9ET0/02) Question Paper Mark Scheme
• 2020 | A-Level Paper 3: Poetry (9ET0/03) Question Paper Mark Scheme
• 2020 | AS-Level Paper 1: Poetry and Drama (8ET0/01) Question Paper Mark Scheme
• 2020 | AS-Level Paper 2: Prose (8ET0/02) Question Paper Mark Scheme

June 2019 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

• 2019 | A-Level Paper 1: Drama (9ET0/01) Question Paper Mark Scheme
• 2019 | A-Level Paper 2: Prose (9ET0/02) Question Paper Mark Scheme
• 2019 | A-Level Paper 3: Poetry (9ET0/03) Question Paper Mark Scheme
• 2019 | AS-Level Paper 1: Poetry and Drama (8ET0/01) Question Paper Mark Scheme
• 2019 | AS-Level Paper 2: Prose (8ET0/02) Question Paper Mark Scheme

June 2018 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

• 2018 | A-Level Paper 1: Drama (9ET0/01) Question Paper Mark Scheme
• 2018 | A-Level Paper 2: Prose (9ET0/02) Question Paper Mark Scheme
• 2018 | A-Level Paper 3: Poetry (9ET0/03) Question Paper Mark Scheme
• 2018 | AS-Level Paper 1: Poetry and Drama (8ET0/01) Question Paper Mark Scheme
• 2018 | AS-Level Paper 2: Prose (8ET0/02) Question Paper Mark Scheme

June 2017 Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

• 2017 | A-Level Paper 1: Drama (9ET0/01) Question Paper Mark Scheme
• 2017 | A-Level Paper 2: Prose (9ET0/02) Question Paper Mark Scheme
• 2017 | A-Level Paper 3: Poetry (9ET0/03) Question Paper Mark Scheme
• 2017 | AS-Level Paper 1: Poetry and Drama (8ET0/01) Question Paper Mark Scheme
• 2017 | AS-Level Paper 2: Prose (8ET0/02) Question Paper Mark Scheme

June 2016 Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

• 2016 | AS-Level Paper 1: Poetry and Drama (8ET0/01) Question Paper Mark Scheme
• 2016 | AS-Level Paper 2: Prose (8ET0/02) Question Paper Mark Scheme

June 2016 Edexcel A-Level English Literature Past Papers (Specification 6ET01)

• 2016 | Unit 1: Explorations in Prose and Poetry (6ET01) Question Paper Mark Scheme
• 2016 | Unit 3: Interpretations of Prose and Poetry (6ET03) Question Paper Mark Scheme

Edexcel A-Level English Literature June 2015

• 2015 | Unit 1: Explorations in Prose and Poetry (6ET01) Question Paper Mark Scheme
• 2015 | Unit 3: Interpretations of Prose and Poetry (6ET03) Question Paper Mark Scheme

Edexcel A-Level English Literature June 2014

• 2014 | Unit 1: Explorations in Prose and Poetry (6ET01) Question Paper Mark Scheme
• 2014 | Unit 3: Interpretations of Prose and Poetry (6ET03) Question Paper Mark Scheme

FREE A Level English Literature Study Buddy

• Revision tips and advice for each exam section
• Covers EVERY exam board specification

1-to-1 lessons tailored to Edexcel English Literature A-Level Past Papers

→ what is edexcel a-level english literature paper.

Edexcel A-Level English Literature Paper is an assessment taken by students studying English Literature at an advanced level. It is designed to test their knowledge and understanding of literary texts, as well as their ability to analyze and interpret them.

→ How many papers are there in Edexcel A-Level English Literature?

There are two papers in Edexcel A-Level English Literature. Paper 1 focuses on Shakespeare and the 19th-century novel, while Paper 2 covers modern texts and poetry.

→ What is the format of Paper 1?

Paper 1 is a two-hour and 15-minute exam that consists of two sections. Section A requires students to write one essay on a Shakespeare play they have studied, while Section B requires them to write one essay on a 19th-century novel they have studied.

→ What is the format of Paper 2?

Paper 2 is a two-hour and 30-minute exam that consists of three sections. Section A requires students to write one essay on a modern prose or drama text they have studied, Section B requires them to write one essay on a poetry text they have studied, and Section C requires them to compare two poetry texts they have studied.

→ What are the assessment objectives for Edexcel A-Level English Literature?

The assessment objectives for Edexcel A-Level English Literature are:

- Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression. - Analyze ways in which meanings are shaped in literary texts. - Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. - Explore connections across literary texts.

→ How are the papers marked?

The papers are marked using a mark scheme that assesses students' ability to meet the assessment objectives. Each paper is worth 80 marks, with 40 marks allocated to each section. The papers are marked by trained examiners and moderated by Edexcel.

→ How can I prepare for Edexcel A-Level English Literature Papers?

To prepare for Edexcel A-Level English Literature Papers, you should:

- Read widely and extensively, including the set texts for the course. - Take detailed notes on the texts you read, including themes, characters, and literary techniques. - Practice essay writing, using the assessment objectives to guide your writing. - Revise regularly, using revision techniques that work for you. - Seek feedback on your work from your teachers or peers.

→ What are some tips for answering the essay questions?

Some tips for answering the essay questions include:

- Plan your answer carefully, taking into account the time allocated for each section. - Make sure you understand the question and what is being asked of you. - Use evidence from the text to support your arguments. - Analyze the language, structure, and form of the text. - Consider the context in which the text was written. - Use literary terminology to demonstrate your knowledge and understanding.

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8x A* 'A STREETCAR NAMED DESIRE' ESSAYS for A Level English Literature

Subject: English

Age range: 16+

Resource type: Assessment and revision

Last updated

22 June 2019

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This is a bank of 8 ‘A Streetcar Named Desire’ Essays submitted as part of the Edexcel A Level English Literature course. All of them were marked and were either a high Level 4 or Level 5, which, when using the grade boundaries from last year, means that they are all an A* standard. This is useful to teachers, who are looking to share exemplar essays with their students. It’s also useful to students themselves who are looking to compare their work or improve. All the questions answered cover various themes and characters to ensure students are best prepared for the exam. This resource might be useful for a reverse essay planning exercise, where students have to generate an essay plan from a pre-written essay. It might also be good for students to self-assess, to identify what the Exam Board are looking for and where

The questions answered are:

‘Despite the excitement and clamour, the play essentially shows us the vulnerability of human beings.’ In the light of this comment, explore Williams’ dramatic presentation of vulnerability in A Streetcar Named Desire. In your answer you must consider relevant contextual factors.

‘Williams viewed the characters he created as ‘my little company of the faded and frightened, the difficult, the odd, the lonely’. In light of this statement, explore Williams’ presentation of key characters. In your answer you must consider relevant contextual factors.

‘When a play employs unconventional techniques it is not, or certainly shouldn’t be, trying to escape its responsibility of dealing with reality.’ In the light of this comment, explore Williams’ dramatic presentation of reality. In your answer you must consider relevant contextual factors.

‘Elysian Fields is a world filled with violence, in which Blanche cannot survive.’ In the light of this comment, explore Williams’ dramatic presentation of violence in ‘A Streetcar Named Desire’. In your answer you must consider relevant contextual factors.

‘Mitch may be a weak character, but his treatment of Blanche is still disturbing and harmful.’ In the light of this comment, explore Williams’ dramatic presentation of Mitch. In your answer you must consider relevant contextual factors.

‘Blanche to Mitch: I don’t want you to think I am severe and old-maid school-teacherish or anything like that…I guess it is just that I have … old-fashioned ideals!’ In light of this quotation, explore Williams’ presentation of characters’ attitudes to sex and sexuality. In your answer you must consider relevant contextual factors.

‘A Streetcar Named Desire is a play concerned with the conflict between the old world and the new.’ In light of this comment, explore Williams’ presentation of the conflict between Blanche and Stanley so far. In your answer you must consider relevant contextual factors.

Evaluate Williams’ presentation of the setting and characters presented in the exposition of his play A Streetcar Named Desire. You should make links to relevant contextual factors.

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lizrose0131

The answers are okay, but they require more context and the writing style would be close to grade A.

Thank you for the feedback - I will change the listing appropriately.

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