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You would be surprised by how many students enter the exam hall not having recently re-read the text they are about to write an essay on. Even more surprising might be the fact that there are definitely some students who enter the exam hall not having read the texts at all. Sure, they were present in the classroom when some reading occurred. As noted earlier, they were in the vicinity of reading, but did not actively do any reading themselves. Another source of good non-fiction writing is, of course, the internet – you may have heard of it. So, make a habit of reading lots of news articles in full every day, not just the headlines, and not just from one source. The new texts offer rich opportunities to engage with issues and ideas that will resonate with young people, introduce further great writers to our course and improve the overall balance of ethnicity and gender of writers. The new, additional poetry cluster is modern, but also rooted in the revolutionary spirit of the Romantics to help ignite young people's enthusiasm for poetry.
Non-fiction writing is also a major part of GCSE English Language assessment so familiarity with non-fiction writing genres, as well as a greater knowledge of current affairs, history and culture, will be really helpful preparation for the non-fiction writing task. But, “hang on a second,” you cry, doesn’t all this reading happen in the classroom? Well, some of it does, but nowhere near enough. A typical Year 8 scheme of work may mean a student is in the classroom for the reading of one short novel (which may, in fact, only be studied as extracts), one play (again, possibly only studied as extracts), a handful of poems and maybe one or two non-fiction pieces. Given that it is very easy to appear to be reading, many students can be in the vicinity of reading, without actively doing any reading at all. Add to this the fact that few students will choose to read independently without the compulsion of homework, some GCSE students will arrive in the exam having read, well, next-to-nothing. The parties do not intend that any provisions of this Agreement shall be enforceable by virtue of the Contracts (Rights of Third Parties) Act 1999 by any person not a party to it. 11. Entire Agreement Curious Incident of the Dog in the Night-time by Mark Haddon / Simon Stephens | AQA | Eduqas | CCEA
CCEA Literature Texts
As well as prose and drama, the reading list features poetry from the likes of Seamus Heaney, Simon Armitage, Carol Ann Duffy, Tennyson, and Wilfred Owen. I'm delighted to be announcing these exciting new texts and poems as part of AQA's commitment to equality, diversity and inclusion in our English qualifications.
Please call Customer Services on 0800 1712 712 if you are experiencing difficulties or have any questions. 8. Disclaimer Pupils studying for their GCSE English literature delve into amazing works by Shakespeare, 19th Century novelists, and British writers of modern prose and drama.All this seems like stating the obvious, but the argument does need to be made as some will contend that it is possible to, say, write an essay despite having no familiarity with the genre, transferring knowledge and skill from familiarity with another genre (spoken language, perhaps) to this genre. And yes, there is truth in this. Of course, it is possible to transfer skill from one domain to another. However, there is a point at which familiarity with the genre being written, and being assessed, becomes absolutely vital. Familiar works like Lord of the Flies and Animal Farm feature on the list, but there are some recent additions worthy of reading. Meera Syal’s debut novel Anita and Me is a funny, moving story of a young Indian girl coming of age in Northern England. Never Let Me Go by Kazuo Ishiguro is another must read book on the list. As a work straddling science fiction, horror and coming of age it defies definition, and is a poignant story of children who grow up to confront a terrible truth.
There is a brilliant selection of modern plays and novels available for pupils in the new GCSE reading list, some of which have been studied at schools for decades. The global nature of the English Language, as well as the availability of texts in translation, means that, in theory, I could make selections from almost the entirety of the history of writing. Clearly, lines need to be drawn somewhere and so my primary criteria here are: We're making these changes because it matters that current and future generations of young people have an opportunity to experience a diverse, balanced, inclusive English Literature curriculum that resonates with their lives and better reflects modern Britain."How does this text connect with the GCSE English course (including set texts) and assessment objectives? A Code must be redeemed before the title it is linked to can be accessed. An unredeemed Code may be transferred to another person or organisation who can then redeem it. Here is a list of excellent anthologies. There are more than enough short stories here, in a wide range of differing styles, covering a vast world of themes and ideas, to keep you going to Year 11 and beyond. For some students, the writing required at GCSE is almost as unfamiliar as a text from the deep past. Few students read fiction and, of those, few read short stories. Few students read non-fiction prose and those that do so may not have familiarity with the quality required by examiners – a thread of discontinuous snippets on social media is not the same as a single piece of continuous prose. Finally, few students will ever read an essay on a literary text. Hence my recommendations below.
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