- Format:Cambridge Elevate
- Subject(s):English Literature
- Author(s):Carol Atherton, Andrew Green, Gary Snapper, Marcello Giovanelli
- Available from: June 2015
- Notes: Not available for credit card purchase. Please contact Customer Services.
A new series of bespoke, full-coverage resources developed for the 2015 A Level English qualifications.
Send a Query×
Created specifically for the AQA A/AS Level English Literature B specifications for first teaching from 2015, this enhanced digital resource incorporates differentiated support stretching the more able and supporting those who need it. Helping bridge the gap between GCSE and A Level, the unique three-part structure includes content to support students in addressing unseen poetry in an examination context, developing skills to compare texts within literary genres and enhancing independent learning. With digital content including video tutorials, this resource is fully available online and on tablet devices through the Cambridge Elevate app.
Available online and on tablet devices through the Cambridge Elevate app.
The Elevate enhanced edition is fully customisable and interactive, with text that can be annotated, rich and varied video content and auto-marked questions.
The Elevate enhanced edition also features a ‘My Work’ folder, enabling students to submit work and teachers to assess effectively, as well as track progress.
Easy to navigate, differences between AS and A level content clearly explained.
Concise definitions of the key terms that students need to know are included and where possible accompanied with contextualised examples.
Includes a range of activities to engage the learner.
Regular self-assessment opportunities for students throughout each unit, helping students understand their areas of strength and improvement.
- BEGINNING: 1. Key concepts for literary study
- 2. Poetry
- 3. Drama
- 4. The novel
- DEVELOPING: 5. Tragedy
- 5.1 Introduction to tragedy
- 5.2 Development of tragedy
- 5.3 Aspects of tragedy
- 5.4 Voices and perspectives in tragedy
- 5.5 Bringing it all together
- 6. Comedy
- 6.1 Introduction to comedy
- 6.2 Development of comedy
- 6.3 Aspects of comedy
- 6.4 Voices and perspectives in comedy
- 6.5 Bringing it all together
- 7. Crime writing
- 7.1 Introduction to crime writing
- 7.2 Development of crime writing
- 7.3 Elements of crime writing
- 7.4 Narrative form and plot devices in crime writing
- 7.5 Character types in crime writing
- 7.6 Representation in crime writing
- 7.7 Bringing it all together
- 8. Political and social protest writing
- 8.1 Introduction to political and social protest writing
- 8.2 Development of political and social protest writing
- 8.3 Elements of political writing
- 8.4 Representation in political writing
- 8.5 Bringing it all together
- 9. Literary theory
- 9.1 What is literary theory?
- 9.2 Theoretical perspectives
- 9.3 Value and the canon
- 9.4 Narrative
- 9.5 Feminism
- 9.6 Marxism
- 9.7 Eco-critical theory
- 9.8 Post-colonial theory
- 9.9 Approaching the non-exam assessment
- 9.10 Bringing it all together
- 10 Critical and creative responses to literature
- 10.1 Introducing criticism and creativity
- 10.2 Reading as a writer, writing as a reader
- 10.3 Reading
- 10.4 Writing
- 11 Preparing for your exam
- 11.1 Examined assessment and non-exam assessment
- 11.2 Writing critical essays
- 11.3 Writing creative responses to literary texts
- 11.4 Bringing it all together
- ENRICHING: 12 Tragedy
- 13 Comedy
- 14 Crime writing
- 15 Political and social protest writing
- 16 Literary theory
- 17 Critical and creative responses to literature
Carol teaches English at Bourne Grammar School in Lincolnshire. She has written widely on A Level English Literature and the transition from post-16 to degree level study, and co-authored a teaching English Literature book with Gary Snapper and Andrew Green. Dr Atherton is a Fellow of the English Association, and a member of NATE's post-16/higher education committee. She has worked with a number of organisations (including the English and Media Centre, QCA, the British Council, the English Subject Centre and the English Language Schools' Association) on the teaching of English, curriculum change and continuing professional development. She has written for a range of publications aimed at students, teachers and academics.
Marcello is a Lecturer in English in Education at the University of Nottingham. He previously worked in secondary schools as a Head of English, an Assistant Headteacher, a Deputy Headteacher, and a Lecturer in English Language and Linguistics in higher education (at the University of Nottingham, and Middlesex University). He is a consultant teacher for NATE and sits on their post 16/higher education committee. Marcello is the co-author of two A Level English Language textbooks, and has written a number of articles for professional journals as well as having significant research publications in stylistics and applied linguistics.
Andrew has taught English within a range of 11-18 schools. He now teaches professional English at postgraduate level. He has published on a wide range of articles, books and resources for A Level texts from Shakespeare via the gothic tradition and Philip Larkin to Will Self, and co-authored a teaching English Literature book with Gary Snapper and Carol Atherton. He is also the author of a variety of English textbooks and research papers on many aspects of English pedagogy, but with a particular focus on the teaching of literature at A Level and in Higher Education
Gary is a former Head of English who now teaches A Level and IB English Literature at Cheney School in Oxford, he also leads workshops for teachers and trainee teachers around the UK on sixth form teaching. He is the editor of the National Association of the Teaching of English (NATE) professional journal Teaching English, and co-authored a teaching English Literature book with Carol Atherton and Andrew Green. Following his doctoral research, he continues to work as a Research Associate at Brunel University. He has written extensively for a number of audiences in journal articles and book chapters on post-16 English, and is on the post-16 committees of NATE and the English Association.
Latest newsAll news
29 August 2019
Unlocking science for English language learners, part three
Top tips to help your learners improve their scientific vocabulary.
Thank you for your feedback which will help us improve our service.
If you requested a response, we will make sure to get back to you shortly.×