English

 

 

 

What is English Literature A level about?

 

Quite simply, almost everything. In studying English Literature you will explore the psychology of characters, the motives of writers and the political, social and historical contexts in which texts were written. In Frankenstein you will discover about the scientific advances and dilemmas of the nineteenth century and realise that they are not so different from the ones we face today. In Much Ado and in Othello you will examine issues of race, gender and social class. How do writers – and that includes you – succeed in shaping the responses and opinions of others. How does Shakespeare create a world into which you are drawn? Why can EM Forster make you laugh? What is the best way to squeeze an extra £10 from the grandparents? The study of English Literature trains the brain and frees the imagination; it is about life and living and just where you fit into the world around you.

 

 

What does the course consist of?

 

The course offers students the chance to study a rich variety of literature from many different periods. The texts are stimulating and interesting and there are several opportunities for students to develop their own interests and to bring their own creative and independent skills to the tasks.

 

More specifically, in the first year (AS) we study two units, which are examined at the end of the lower sixth. The craft of writing poetry and prose lies at the heart of Unit 1. Students are asked to explore the motives and methods of writers and to analyse the decisions they make about form, language, imagery, character, and so much else. In Section A students choose between Unseen Poetry or Unseen Prose and are asked short questions designed to draw out the key features in the texts. In Section B students write an essay on a chosen topic area from poetry. There are three different ‘topic areas’ and we will choose one at the start of the year and study this one in depth. The structure of Section C is the same as Section B, the difference being that this is the prose question. Once again, students study one ‘topic area’ and then, in the exam, answer one question on once core novel with reference to another novel from the same group of texts. The whole unit is worth 100 marks.

 

In the second AS unit attention turns to drama. Students read or watch performance and then discuss various possible responses This is a coursework unit and students will ultimately write a maximum of 2000 words, divided into separate responses. One of these is called an Explorative Study, the other a Creative Critical Response. In the first of these the student writes a thematic essay on a chosen text but makes links to a second play in order to provide comparison. Critical reviews of performances are analysed. In the Creative Critical Response students then develop their understanding of drama through preparing a more creative and personal response to the text. This might include writing letters to the editor of the TLS reviewing a recent performance of the play, scripting a talk or preparing an outline pitch for a possible TV series based on the chosen play. This unit is worth 80 marks.

 

In the Upper Sixth (A2) there are two further units.  The first is worth 100 marks  and the purpose is to compare and contrast texts from different genres. IN the first part there are again questions based on Unseen Poetry and Unseen Prose and students are expected to look closely at the writer’s choice of structure, form and language when shaping meaning. (This section is worth 40 marks). IN the other section students will be presented with a reader’s comment about texts they have studied and students will respond in light of this comment. There are many possible texts, arranged in distinct groups, and we choose one such group and then prepare three texts for the exam.

 

The final unit is called ‘Reflections in Literary Studies’ and here there is free choice of texts. Three texts are studied closely and there are very few restrictions on the nature of these texts. This is the second coursework unit and students need to prepare a folder of 2500 words. The unit is worth 80 marks and the central objective is to allow students to make informed analytical responses, showing critical awareness of the connections and comparisons between texts. A student might choose to write one essay referring to all three units studied or two shorter studies.

 

 

Who does it suit?

 

If you like ideas, personalities and how others seek to manipulate us then English is the subject for you. If you enjoy reading and becoming immersed in the worlds others create and wonder why they were able to exert such magical powers on you then English is the subject for you. If you want to explore times gone, times yet to come and times that will never be then English is the right choice. If you cherish words and think that it would be useful – in all aspects of your life – to have a richer reservoir of words and the freedom to articulate your thoughts clearly and compellingly choose English.

 

It will help to have an open mind, an enquiring brain and a willingness to work hard. If you like reading and enjoy putting pen to paper in a robust and imaginative way then English may well be the right choice for you. The requisite academic skills are a clear mind, a pithy and precise writing style, sensitivity to nuance and hidden meaning and a good level of general knowledge in order that you can ‘de-code’ symbols and imagery.

 

Many of these strengths you will gain and polish throughout the two years and we will encourage you to do this through regular debates and discussions. The study of literature must be about shoring perspectives and opinions and challenging received assumptions. In our small groups we want to stimulate debate and to give students the confidence to express their own judgements and to develop these so they are based on close textual understanding and in the best possible manner. A good sense of humour and a willingness to laugh are undoubted advantages as well.

 

 


 

Who will teach me?

 

English Literature is taught in groups of up to ten students.

 

The teachers are:

 

·         Alasdair MacPherson. Head of English and Academic Head of the Sixth Form, as well as a Director of Studies. Alasdair has brought an impenetrable Scottish accent, a strange sense of humour and a bald head to the teaching of English at d’Overbroeck’s for more than a decade. He graduated from Glasgow University – in the last century – before going on to further studies at Oxford University.

·         Christopher Holland:

 

 

What are results like?

 

Surprisingly good!. In the current year, for example, all the AS students gained a grade C or higher and at A level only one student gained less than a B (and she only missed the boundary by 6 marks). In fact, it is many years now since any of our students gained a grade below a C at A level and the majority of students gain A or B.

 

·         In 2005 84% of students gained A (56%) or B

·         In 2006 85% of students gained A (46%) or B

·         In 2007 95% of students gained A (62%) or B

 

 

What can I go on to do with it?

 

Almost anything. Well, not an Engineer, Vet or Doctor, obviously, but that still leaves plenty of room for manoeuvre. Employers tend to believe that a degree in English is a ‘good thing’, reflecting a creative and rigorous mind, an ability to communicate effectively and self-discipline. Our students are now to be found in the worlds of TV and journalism, commerce and finance, politics and the law. Some have become teachers, writers and actors themselves but there is certainly nothing limiting about an interest or degree in literature. The study of literature really can free the mind and allow students to have the curiosity, confidence and creativity to excel in the future.