AO2(ii):
Respond with knowledge & understanding to literary texts of different types & periods, exploring & commenting on relationships & comparisons between literary texts.

5% of total A-level marks

AO1
Communicate clearly the knowledge, understanding and insight appropriate to literary study, using appropriate terminology & accurate & coherent written expression

2.5% of total A-level marks

AO3
Show detailed understanding of the ways in which writers’ choices of form, structure & language shape meaning

2.5% of total A-level marks

AO4
Articuculate independent opinions and judgements, informed by different interpretations of literary texts by other readers

2.5% of total A-level marks

AO5ii

evaluate the significance of cultural, historical & other contextual influences upon literary texts & study

2.5% of total A-level marks

Students read Cat’s Eye during the second half of the summer term of year 12 or during the summer holidays.

Listen to audio tape 'A Good Read' & compare the group’s response to the novel with the speakers.

Discuss key extracts, looking at themes, style, context, different interpretations and relating part to whole text, e.g. opening chapter; sections with development of Elaine & Cordelia’s relationship; dreams; paintings.

Listen to 'Radio 4's Book Club' & note the range of interpretations & viewpoints.

Listen to the opening of 'Fugitive Pieces' on audio tape (or read aloud) and analyse style & language.

Compare it with the opening of 'Cat’s Eye.'

Read 'Fugitive Pieces' & give out titles for coursework tasks.

CD/ audio tape of Beethoven's Moonlight Sonata.

Compare & contrast sections from the two novels: burials in the ground; arrivals in Toronto;
key relationships between characters: Elaine & Cordelia in 'Cat's Eye' & Jakob & Athos in 'Fugitive Pieces.'

While discussing & comparing the texts, prepare for synoptic module by examining ‘clusters’ of material, e.g. Heaney’s' Tollund Man' & 'Punishment' & article on bog people from 'Klondyke Kate' when looking at 'Fugitive Pieces.'

Give students copies of the assessment objectives to use with analysis.

Students are reminded of the way in which the contexts of texts may be evaluated: e.g.
part to whole (relation of one extract to the rest of the novel);
biographical context
social context (socio-economic contexts such as the changing role of women, displacement);
historical context (post World War II, development of psychology);
literary context (first person narratives, unconventional structures)
critical context (e.g. feminist)
linguistic context (use of significant language choices:scientific, slang, borrowings from other languages)

In groups students work on initial ideas for each coursework title.

Students submit a detailed plan to teacher before writing first draft.

Students should be given guidance about critical interpretations (see suggested wider reading on department website). It may be desirable to give students extracts from critics which they can evaluate.

Students may read each other’s drafts & use the assessment objectives to see if they have met all the criteria.

Students complete several drafts & respond to teacher feedback.

Students submit a final, 3000 word maximum essay by a previously published deadline. This must include a word count & a detailed bibliography, including websites.

'Cat’s Eye,' Margaret Atwood

'Fugitive Pieces,' Anne Michaels

AQATeacher’s Guide

AQA support material (on AQA website) including guidance on AO4 and on comparing texts.

AQA moderator’s reports on coursework module

Audio tape of discussion of 'Cat’s Eye' - Radio Four's 'A Good Read'

Photocopies of key extracts from 'Cat's Eye.'

Audio tape of discussion with Margaret Atwood: 'Radio Four's Book Club.'

Video of Margaret Atwood on 'The South Bank Show.'

Poetry by Margaret Atwood and Anne Michaels

Audio tape of Fugitive Pieces (abridged)

Copies of 'Klondyke Kate' in GCSE resources cupboard.

Article on 'Cat’s Eye' & science in 'The English Review.'

Copies of mark scheme & assessment objectives for this module.

Website addresses for critical comments on both novels

Critical works on Margaret Atwood in 6th form library

Assessed coursework pieces from previous years

Students will read & respond thoughtfully to two literary texts.

Students will be able to contribute appropriately to class discussions and / or deliver a presentation to the group.

Students will create (or examine previous students’ interpretations of) Elaine’s paintings

Students will compare and contrast themes, characterisation, setting, structure, language & style and authors’ intentions in both texts.

Students will develop their own interpretations of the texts, informed by the views of other readers and critics. They will take into account critical approaches including, for example, biographical or feminist,

Students will
relate parts of the texts to the whole.

Students will appreciate a range of contexts of texts (e.g. psychological, social, historical, scientific).

Students will
produce a detailed plan for approval organised on topic sentences.

Students will be able to use short & effective quotations to support their points.

Students will draft and re-draft their essay, taking account of all assessment objectives.

Students will submit a final draft of 3000 words. They will submit a word count and detailed bibliography.