- Subject(s):English Literature
- Author(s):Carol Atherton, Andrew Green, Gary Snapper, Marcello Giovanelli
- Available from: September 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.
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Written for the AQA A/AS Level English Literature B specifications for first teaching from 2015, this enhanced digital resource is suitable for all abilities. Helping bridge the gap between GCSE and A Level, the unique three-part structure provides essential knowledge and allows students to develop their skills through a deeper study of key topics whilst encouraging independent learning. Digital Editions include rich digital content such as video tutorials and extensive annotation tools. Available online and on tablet devices through the Cambridge Reader app.
A single one-year site licence for an unlimited number of teachers and students.
The Digital Student Books are fully customisable and interactive, with extensive annotation and bookmarking tools making texts more accessible for students.
The Digital Student Books feature rich digital content, including video tutorials covering key specification topics and interviews with writers and academics.
The Digital editions allow teacher–student messaging, helping you connect with your class in a timely and practical way.
Available online and on tablet devices through the Cambridge Reader app.
Suitable for all abilities, incorporating differentiated support and providing opportunities to stretch the more able and support those who need it.
Unique three-part structure will help bridge the gap between GCSE and A Level, support students in developing their knowledge and skills, and prepare them for assessment, studies and life beyond A Level.
Specifically addressing the revised specification, these resources offer support for the demands of unseen poetry and developing skills in comparing texts within literary genres.
Supports both AS and A Level teaching of the new linear specification with AS content signposted throughout.
Free Digital Teacher’s Resources with each Digital Edition allow for easy linking and cross reference, and provide comprehensive planning support with additional opportunities for differentiation and extension.
- 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.
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