Getting Started

GCE English Language and Literature

Edexcel Advanced Subsidiary GCE in English Language

and Literature (8EL01)
First examination 2009

Edexcel Advanced GCE in English Language and

Literature (9EL01)
First examination 2010

Issue 2
Edexcel GCE e-Spec
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 A Senior Examiner explaining the changes to the new specification

 A customisable student guide to help recruit students

 A course planner to make it easy to plan delivery

 Links to sample assessment materials so you can see what is expected

 Information on the products and services provided by Edexcel to support the specification.

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Just click on the walkthrough to see how easy and useful the e-Spec is and get more out of
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 Getting Started

Contents

Getting started for teachers

Introduction 1

Course overviews 3

What’s new? 5

Course planner 8

Approaches to Unit 1 11

Unit 3: Varieties in Language and Literature 18

Internal Assessment Guide 21

Acknowledging and referring to sources 29

Additional resources 31

Getting started for students

Student Guide 34

Edexcel GCE in English Language and Literature

 Introduction

Introduction

This Getting Started book will give you an overview of the GCE in English Language and Literature
course, and what it means for you and your students. The guidance in this book is intended to help
you plan the course in outline and to give you further insight into the principles behind the content to
help you and your students succeed.

Key principles

Developed in consultation with teachers, the Edexcel GCE in English Language and Literature
specification is designed to support teachers in an integrated approach to the teaching and study of
English Language and Literature, while valuing best practice.

The key aspects of the new GCE English Language and Literature specification are summarised
below.

Straightforward flexible structure

The specification builds on the knowledge, understanding and skills established at GCSE, and allows
teachers the flexibility to design a qualification to meet differing student interests and needs.

Supporting all students in achieving their full potential

• Clear progression from AS to A2 in both content and in styles of assessment

• Opportunity for students to create their own texts at both AS and A2

• Examples and advice for all coursework tasks.

Content to interest and engage

• At AS, there is a focus on spoken and written language in literary, non-fiction and multimodal
texts of the 20th and 21st centuries

• At A2, independent research with a free choice of texts for study

• Choice of topic areas for study at AS and A2.

Assessment to support achievement

• Short answer questions to data in AS examinations

• Opportunity for both independent research and creative response in coursework

• Analysis of spoken or written language features and literary devices linked to chosen topic in A2.

Edexcel GCE in English Language and Literature Getting Started 

 Introduction

Coursework with freedom to explore individual interest

• Maximum freedom of task and text at AS and A2

• Opportunity for independent research and creative response

• Examples and advice for all coursework tasks.

Assessment overview

The course will be assessed by both examination and internal assessment. In summary:

AS units
Unit 1: Exploring Voices in Speech and Writing Unit 2: Creating Texts

External assessment: written examination paper Internal assessment: coursework, maximum 2000–2500
(2 hours, 15 minutes) words own writing, plus two commentaries, maximum
500 words each

A2 units
Unit 3: Varieties in Language and Literature Unit 4: Presenting the World

External assessment: written examination paper Internal assessment: coursework, maximum 2500–3000
(2 hours, 45 minutes) words own writing, plus a commentary, maximum
1000 words

What students are required to know in each of the externally assessed units (Unit 1 and Unit 3):

Unit 1 Unit 3

There will be an examination of 2 hours, 15 minutes. There will be one examination of 2 hours, 45 minutes.
The examination is in two sections. The examination is in two sections.

Section A: candidates are required to analyse three short Section A: candidates are required to write a critical
unseen texts/extracts/transcripts from a source booklet analysis of an unseen prose non-fiction extract linked to
supplied. There are two questions which require short the chosen topic from a source booklet supplied. Texts
responses based on data analysis. may be either spoken or written and will be drawn from
the 18th century to the present day.

Section B: candidates are required to write an essay on Section B: candidates are required to write one
their text of choice, demonstrating their understanding comparative essay which relates the set texts to the
of the range of ways the spoken word is represented in topic area.
literary texts. In this essay they will draw upon their understanding
of language techniques and literary devices, and will
comment on the contribution of contextual factors.

 Edexcel GCE in English Language and Literature Getting Started

 Course overview

Course overview

This section gives you a summary of the content of each unit, followed by a breakdown of the
teaching content and skills development, and what these lead to in assessment in each unit. You will
find this useful for planning staffing, in induction and for use as a basis of the schemes of work.

Unit 1: Exploring Voices in Speech and Writing

In this unit, students study voices in speech and writing from an integrated literary and linguistic
perspective. They explore spoken and written language in literary, non-fiction and multimodal texts
of the 20th and 21st centuries in order to learn about how spoken voices are used and how written
voices are created.

Teaching content Skills development

• Observe and comment on the representation of voices in • Develop knowledge of spontaneous and scripted language in
speech and writing literary, non-fiction and multimodal texts.
• Develop understanding of the range of ways in which the
spoken word is represented in literary texts
• Explore a range of audiences, purposes and contexts for spoken
and written texts.

In order to:
• Demonstrate knowledge through response to short unseen texts or extracts
• Exemplify understanding by reference to a chosen Literature text.

Unit 2: Creating Texts

This coursework unit allows students to develop their skills as writers for different audiences and
purposes in the production of a coursework folder. Stimulus for the original writing will be provided
by wide reading based on a choice from a prescribed list of topic areas. Within the topic areas there
is a free choice of both literary and non-fiction texts.

Teaching content Skills development

• Study a variety of spoken and written texts in different genres • Develop skills as writers for different audiences and purposes
• Explore techniques used to produce texts for diverse audiences • Develop skills of writing critical commentaries on own work.
• Select reading to use as stimulus for own writing.

In order to:
• Produce own writing and commentary.

Edexcel GCE in English Language and Literature Getting Started 

 Course overview

Unit 3: Varieties in Language and Literature

The purpose of this unit is to explore how writers use varieties of language and literature to approach
similar themes. Students will apply their skills and knowledge of literary and linguistic concepts and
approaches gained in AS units, and from their wider reading. They will synthesise their learning and
analyse how language works across the spectrum of written and spoken production.

Teaching content Skills development

• Understand connections between texts and contexts • Develop and apply analytical tools from Unit 1
• Explore use of language techniques and literary devices in paired • Develop and apply awareness of how texts work from Unit 2.
texts.

In order to:
• Adopt a critical, analytical approach to unseen extracts
• Comment on the significance of contextual factors in literary works, exemplifying with references to chosen paired texts.

Unit 4: Presenting the World

The focus of this coursework unit is human experience and the different ways this can be presented
by writers and speakers. It encourages a thoughtful study of the ways in which personal experiences
are represented universally. Students follow their personal interests through suitable independent
research and reading to investigate the approaches and techniques used in literary, non-fiction and
multimodal texts.

Teaching content Skills development

• Acquire research skills • Show evidence of independent research

• Develop different approaches to the reading of texts • Further develop skills for producing texts in different modes and
• Choose suitable texts across a range of genres to provide genres for different audiences and purposes
stimulus for own writing. • Supply references and bibliography (eg Harvard style).

In order to:
• Produce own writing and evaluative commentary.

 Edexcel GCE in English Language and Literature Getting Started

 What’s new?

What’s new?

Mapping the content

For centres that have been delivering the current Edexcel GCE English Language and Literature
specification, the diagrams below map the content of the current specification onto the new
specification, to clarify how the two specifications overlap and what is new.

Current AS New AS

Unit 1 Unit 1
Examination Examination
The Spoken Word Exploring Voices in Speech and
Writing
Connections and contrasts
between spontaneous and Short responses based on data
crafted speech. analysis.
Analysis of short unseen extracts Study of creation and use of voice
from spontaneous and scripted with reference to chosen literary text.
sources. Opportunity to study contemporary
prose fiction.

Unit 2
Unit 2
Examination
Coursework
Desk Study
Creating Texts
Writing for variety of purposes
and audiences with a thematic, Production of coursework folder of
topic-based approach. own writing.
Production of critical Writing for reading audience and
commentary on own writing. listening audience. Production of
critical commentary on own writing.

Unit 3
Coursework
Editorial and Language Topics
Adapt or re-write material.
Understand social and cultural
issues as represented in
language use.

Edexcel GCE in English Language and Literature Getting Started 

 What’s new?

Current A2 New A2

Unit 4 Unit 3
Coursework Examination
Writing for Different Varieties in Language and Literature
Audiences and Purposes Study of a pair of linked texts with
Production of coursework folder a thematic focus.
of original writing for a variety
of purposes and audiences.
Production of an evaluative Unit 4
commentary on own writing. Coursework
Presenting the Real World

Unit 2 Own writing based on topic areas

and wide reading.
Examination
Sampling of texts across a range of
Wider Reading genres and sub-genres.
Close study of poetry or drama
texts.

Unit 6
Examination
Genre Studies
Study of wide range of texts in
different genres and sub-genres.

 Edexcel GCE in English Language and Literature Getting Started

 What’s new?

Using resources

The resources that you already have in stock will be useful for the new Edexcel specification,
regardless of which specification you used previously. This section identifies where you will be able to
reuse resources and where you may require new resources.

Titles in bold indicate texts currently studied for Edexcel and other specifications.

Texts and text groupings in the specification Examples of popular texts which could be used

Unit 1 texts:
The Bloody Chamber: Carter
paddy clarke ha ha ha: Doyle
The Color Purple: Walker
Restoration: Tremain
Address Unknown: Taylor
Cloudstreet: Winton
Dubliners: Joyce

Unit 2 topics: Enduring Love: McEwan

• Entrapment The Duchess of Malfi: Webster
• Dystopia The Handmaid’s Tale: Atwood
• Women’s Lives The Edexcel Poetry Anthology
• Gothic and the Supernatural A Doll’s House: Ibsen
• Journeys and Pilgrimages Frankenstein: Shelley
The Canterbury Tales: Chaucer

Unit 3 paired texts:

Translations: Friel and Stuff Happens: Hare
Poems: Hardy and Best Loved Poems: Betjeman
Othello: Shakespeare and Equus: Schaffer
Selected Poems: Gunn and Hughes, and The Waste Land and other
Poems: Eliot
The Glass Menagerie: Williams and Betrayal: Pinter
Metaphysical Poetry: ed Burrow and Ricks and
Selected Poems: Plath
All My Sons: Miller and A Dolls House: Ibsen
The Wife of Bath’s Prologue and Tale: Chaucer and
Selected Poems: Harrison

Unit 4 topic areas: Twelfth Night: Shakespeare

• The Dilemma Of Duty A Midsummer Night’s Dream: Shakespeare
• War Poetry anthologies
• A Personal Moment
• Celebration

Edexcel GCE in English Language and Literature Getting Started 

 Course planner

Course planner

The flexibility of the new Edexcel GCE English Language and Literature specification, with its 40%
emphasis on independent coursework and its approach to the application of skills and knowledge of
literary and linguistic concepts, means that it can be delivered in many different ways. There are,
of course, many different routes through the requirements of the subject, depending on the specific
needs of the students and the demands of the patterns of teaching and tutorial work involved.

This section has been developed to help you plan the organisation and delivery of the course. Two
possible models for routes through the course are outlined below. Model 1 and Model 2 could be
delivered alongside each other in a large centre for maximum flexibility.

AS English Language and Literature

Whichever model is followed for AS, it is important that the basic literary and linguistic terminology
and concepts are taught and established for Unit 1 before embarking on written coursework.
However, reading can be introduced at any time, and practice with own writing should, ideally, be
threaded through Unit 1 as appropriate.

Model 1 would be suitable if there is a need to assess Unit 1 in January. Model 2 would be particularly
suitable for paired teaching, although it could also be delivered as integrated strands by one teacher.

Model 1
In model 1, term 1 is used for the delivery of Unit 1, leading to the assessment in January. Term 2
is dedicated to Unit 2 coursework; internal assessment of coursework could take place at the end of
this term. Term 3 is used to revisit Unit 1 if a June resit is required, or to begin preparation for A2.

Term 1 Assessment Term 2 Term 3 Assessment Post Assessment

Unit 1 January Unit 2 Unit 1 June Reading for A2

unseen and Unit 1 exam coursework revisited or Unit 2 coursework Unit 3
prescribed text preparation for A2

June Tasters for A2

Unit 1 exam resit Unit 4 coursework

 Edexcel GCE in English Language and Literature Getting Started

 Course planner

Model 2

In model 2, term 1 is used for the delivery of Unit 1 and introduction to Unit 2 coursework. Term 2
is used to develop and complete coursework, and to introduce the Unit 1 prescribed text. Term 3 is
used to study the Unit 1 prescribed text. Model 2 may be particularly suitable for paired teaching, but
could also be taught with integrated strands by one teacher.

Term 1 Term 2 Term 3 Assessment Post assessment

Unit 1 Unit 2 Unit 1 June Reading for A2

unseen coursework prescribed text Unit 2 coursework Unit 3

Unit 2 Unit 1 June Tasters for A2

coursework: introduction to Unit 1 exam Unit 4 coursework
choice of stimulus prescribed text
texts, wide
reading practice

A2 English Language and Literature

Model 1
In model 1, term 1 is used for the delivery of Unit 3. Term 2 concentrates on developing and
completing the coursework. Term 3 is used for revisiting texts and topics for Unit 3, and/or AS Units
1 and 2.

Term 1 Assessment Term 2 Term 3 Assessment

Unit 3 January Unit 4 Unit 3 revisited June

unseen and prescribed Unit 3 exam coursework and/or Unit 4 coursework
texts Unit 1 revisited
and/or
Unit 2 revisited June
Unit 1 exam resit

Model 2
In model 2, term 1 is used for the delivery of Unit 3 and introduction to Unit 4. Term 2 is used to
develop and complete coursework, and to introduce the Unit 3 prescribed texts. Term 3 is used to
complete Unit 3.

Term 1 Term 2 Term 3 Assessment

Unit 3 Unit 4 Unit 3 June

unseen coursework prescribed texts Unit 4 coursework

Unit 4 coursework: Unit 3 June

wider reading and introduction to Unit 3 exam
research prescribed texts

Edexcel GCE in English Language and Literature Getting Started 

 Assessment overview

Planning the course for fast-track students

The flexibility of the new specification also makes it suitable for more mature students meeting once
or perhaps twice a week on a course scheduled to last one or possibly two years (one year to AS
level).

Students studying AS or A level English Language and Literature should find this specification
particularly helpful and supportive in that it allows external assessment in both January and June.

10 Edexcel GCE in English Language and Literature Getting Started

 Approaches to Unit 1

Approaches to Unit 1

In this unit students will study examples of spoken and written language from the 20th and 21st
centuries in order to learn how spoken voices are used and written voices are created. In spoken
language, examples of spontaneous spoken language and scripted language should be studied to
promote understanding of the characteristics of this mode. In written language, literary and non-
fiction texts which represent the spoken voice should be studied to promote understanding of the
characteristics of this mode.

It is recommended that students obtain examples from a wide range of texts, including multi-modal
sources.

Short answer questions

The short answer approach in Section A of Unit 1 is an innovative approach to GCE Language and
Literature examining. It is intended to enhance progression from GCSE to AS and from AS to A2,
providing a structured approach to the teaching of the key concepts and metalanguage that are
essential aspects of the integrated study of language and literature. Candidates are asked explicitly
to identify literary and linguistic features and explain their use in unseen texts. This focused testing
of what they have learned by the end of the AS year offers them opportunities to demonstrate their
understanding in a direct, straightforward way. There are no catches or surprises; candidates will be
rewarded for showing knowledge and applying it thoughtfully.

In preparing for the Section B question on their set text, candidates will be helped by their reading
and analysis of texts in preparation for Section A. Likewise, their work on the set text should be a
key element in developing their understanding of the concepts tested in Section A.

Question 1 involves a series of short answer questions based on the unseen extracts in the resource
booklet that is provided in the exam. The question is designed to assess the candidate’s ability to
identify aspects of voice in a range of literary and non-fiction extracts and use appropriate linguistic
vocabulary to describe them.

The extracts are drawn from literary and non-fiction sources and all incorporate elements of the
spoken word, either as transcripts of authentic conversation or the representation of the spoken word
in written form (this may include electronic media).

Edexcel GCE in English Language and Literature Getting Started 11

 Approaches to Unit 1

Students are asked to:

• 1(a)(i) Identify three spoken word features in Extract A and provide an example from the extract
of each language feature identified.

• 1(a)(ii) Comment on the function of two of their chosen features within Extract A. Question
1(a)(ii) builds on question 1(a)(i), asking students to comment on the function or effect of each
of the features they have identified and exemplified in question 1(a)(i). Students should try to
move briefly beyond a generalised definition to relate the feature directly to the extract from
which it is drawn. This will vary according to extract and feature, but examiners will look for
some awareness of context/dynamic when awarding the four marks that are available for this
question.

• 1(b) Read Extract B and Extract C, which will include features of spoken language. Examine how
the writers:

– shape or craft each text to meet the expectations of their respective audience/purpose/
context

– integrate aspects of spoken language into their text.

In their responses, students must refer to Extracts B and C.

Exploring aspects of voice

In teaching the text, you will want to explore a range of aspects of voice, depending on the text
chosen. Below are some aspects of voice that may be relevant to the set texts:

• the use of first person voices (including stream of consciousness and unreliable narrative voices,
child or adult voices) and whether the first person narrative is consistently convincing, or slips
into an authorial voice behind the first person narrator

• the use of third person narrative voice (including the omniscient narrator, the ironic narrative
voice and free indirect style)

• the relationship between the narrative voice, the ‘internal’ voice of characters and dialogue

• representations of children’s speech

• the way dialogue is marked and how this impacts on the text

• the way the writer has conveyed a sense of spontaneous speech through written monologue or
dialogue

• the way argument or conflict are conveyed in speech

• the way characters’ distinctive voices are conveyed

• the way dialect is conveyed and written, and either used as the narrative voice or within dialogue

• the use of single or multiple narrative voices

• the use of letters to establish different narrative voices

• changes in voice to demonstrate a character’s journey of self-discovery

• aspects of syntax, lexis, phonology, graphology and discourse that contribute to the creation of
voice in the ways listed above.

12 Edexcel GCE in English Language and Literature Getting Started

 Approaches to Unit 1

Integrated literary and linguistic approaches

Because the approach is an integrated one, where the focus is on combined linguistic and literary
understandings, a purely literary analysis of the text will not help students to best demonstrate the
knowledge and understanding of voice required in this unit. In addition, teaching that focuses solely,
or even predominantly, on character, plot and theme will not allow students to explore the way that
the writer is using language and literary devices to develop voice, nor, conversely, to see the way
that the use of voice is used to develop character, plot and theme and other aspects of narrative.

You may want to teach the set text by:

• introducing the idea of narrative voice and voices in the opening chapter or section of the text

• allowing students to read the text themselves, in stages, with a class focus on key elements and
key chapters

• focusing closely on passages that reveal different uses of voice and how these impact on the
development of plot, character or theme

• comparing the use of voice in this text with short extracts from other literary and non-fiction
texts, to highlight what is significant and interesting in the use of voice in the set text

• exploring shifts and changes in the narrative voice across the text

• using the text to teach about aspects of voice that will be helpful in approaching unseen texts in
Section A.

Edexcel GCE in English Language and Literature Getting Started 13

 Approaches to Unit 1

Case study: Cloudstreet by Tim Winton

These questions relate to the extract on page 15.

1. Ask students to highlight any parts of the text that they think are in the narrative voice, rather
than direct speech of characters. See if everyone agrees. Debate the reasons for decisions made.

2. Ask students to put the narrative voice on a continuum line from ‘formal’ to ‘informal’. They
should argue their case, using the language of the narrative voice to justify their decision.

3. Do the same again, this time having ‘involved’ and ‘detached’ as the two poles of the continuum
line.

4. If you want to take the discussion one stage further, ask students to place individual sentences
on the continuum line ‘conventional’ and ‘unconventional’ use of narrative voice and explain why,
perhaps in relation to other examples of narrative voice that they have read.

5. Ask students to look at the direct speech in the passage and how Tim Winton gives us the
flavour of real speech and conversation. Share out different aspects for pairs to focus on and
report back on:

• graphology (eg spelling; layout on the page)

• lexis (eg dialect words; slang; everyday words; specialist words; words from childhood/
children’s games)

• syntax (eg minor sentences; exclamations; unfinished constructions; simple, compound or

complex sentences)

• the use of tenses

• how you know that the voices are speaking an Australian variety of English

• how the writer conveys conversation (turn-taking; interruptions; adjacency pairs etc).

There is likely to be some overlap between topics, but having pairs focusing on a single aspect in this
way allows them to develop their understanding systematically and reinforces prior knowledge from
other texts.

6. Ask students to write an exam question that would allow them to explore the use of voice in
the extract. Fine-tune the question together as a whole class. Send students away to write the
answer.

7. Ask students to highlight on each other’s writing which elements have been addressed and
whether evidence has been provided and explored.

14 Edexcel GCE in English Language and Literature Getting Started

 Approaches to Unit 1

It’s a circle of silver blur on the table, almost solid with motion so that you’d swear you could see their
laughing faces reflected in it as it spins. They drum their hands on the tabletop, the girls screaming
and elbowing each other. Lon bouncing up and down on his chair, Fish clapping with a roar of glee as
Quick closes his eyes and moans in dramatic apprehension. At the head of the table, Lester Lamb holds
up his finger.
Remember, this is for who washes up tonight.
And this week! Red says, getting her pink elbows up in the air. All this week.
The knife never lies, you know, Lester says. It always knows best.
You shouldn’t teach em such heathen stuff, Oriel Lamb murmurs with a smile. The room
smells of gas, lamb stew, mildew in the wallpaper. A fire of rotten pickets snaps and quavers behind
them, beginning to warm this back bedroom that’s become their kitchen. Jars and bottles stand
on shelves made from packing cases, and dented pots and baking dishes stand about in order.
It’s slowing down! Lon cries.
Now you can see the round ended old butterknife blade and the browning bone handle — hear
it whirr.
Slowing.
It’s you, Hat.
Nah, it’s got plenty in it, yet.
Gaw.
Quick knows it’ll be him; he can almost feel the metal against his skin.
Nope. It’s gunna be Quick, Lester said. Lookit im. He’s gettin out the teatowel already, aren’t
you, mate? Here it comes again.
Elaine!
Wait! Waaiit!
Oh, Gawd! Quick thumps the table.
Quick! Arrr, Quick gets the dishes!
The knife never tells a fib, but it can make a bib for a squib. Here’s one. Who’s got a pimple up
their dimple?
Lester! Oriel turns to the stew.
They rollick and niggle and shriek and giggle and the knife goes round in the centre of the
table. The fire has a hold on the room now and there is a warm light between bodies and noise.

Extract from Cloudstreet (page 53, Picador 2002) reproduced by kind permission of Tim Winton and David Higham Associates.

Edexcel GCE in English Language and Literature Getting Started 15

 Approaches to Unit 1

Case study: The Color Purple by Alice Walker

Introduce the way in which Alice Walker creates Celie’s voice, in African American Vernacular English
(AAVE), by looking closely at two or three short extracts of her letters to God and Nettie on page 17.

1. Ask students to highlight or underline all the places where Celie’s language seems to differ from
Standard English and see if they can express in their own words what they notice about what’s
different.

2. Offer them a list of some of the key features of AAVE, such as those below:

 the omission of the verb ‘to be’, except when indicating a progressive aspect — something
that takes place over time, or with regularity)

 the unmarked possessive

 the use of ‘aint’ as a negative

 the use of double negatives

 present tense verbs uninflected for person or number (He ‘say’ rather than ‘says’)

 altered syntax in questions

 in a negative construction, an indefinite pronoun such as ‘nobody’ or ‘nothing’ can be

inverted with the negative verb particle for emphasis (eg ‘Don't nobody know’)

• lexis associated with the American south and so on. (For a useful account of key features,
see Wikipedia.)

3. Ask students to match Celie’s phrases to the features of AAVE, such as:

• ‘Harpo girl daddy’ — the unmarked possessive

• ‘Harpo girl daddy say’ — present tense verbs uninflected for person or number.

4. Ask students to experiment with Celie’s voice by trying to write a short paragraph for her, where
she tells another story about Harpo, for instance, Harpo being thrown out of a white grocery
store, or Harpo asking her how she feels about Mr.___. Remind them to use what they have
learned about AAVE. Read out everyone’s versions and choose the best one.

5. Ask students to look at an extract from Nettie’s letters (below) to compare with Celie’s voice.

16 Edexcel GCE in English Language and Literature Getting Started

 Approaches to Unit 1

Celie
Harpo girl daddy say Harpo not good enough for her. Harpo been courting the girl a while.
He say he sit in the parlor with her, the daddy sit right there in the corner till everybody feel terrible.
Then he go sit on the porch in front the open door where he can hear everything. Nine o’clock come,
he bring Harpo his hat.
Why I’m not good enough? Harpo ast Mr. ____ Mr. ____ say, Your mammy.
Harpo say, What wrong with my mammy?
Mr. _____ say, Somebody kill her.

Nettie
By now I am almost crazy. I think Albert told me the truth and that he is not giving you my
letters. The only person I can think of who could help us out is Pa, but I don’t want him to know where
I am.
I asked Samuel if he would visit you and Mr. ­­_____, just to see how you are. But he says he can’t risk
putting himself between man and wife, especially when he don’t know them.

Extracts from The Color Purple (from pages 28 and 109, Phoenix 2004) reproduced by kind permission of Alice Walker and David Higham Associates.

Edexcel GCE in English Language and Literature Getting Started 17

 Unit 3: Varieties in Language and Literature

Unit 3: Varieties in Language and Literature

Unit 3 develops out of and builds on Units 1 and 2, focusing on close observation of writers at
work. An approach which explores and speculates, rather than one which attempts to label and fix
meanings, is to be encouraged. Students should be able to display their knowledge of the genre
conventions and comment on the choice of language techniques and literary devices; they should
recognise how the writer’s sense of audience informs the text, and the attitudes and values displayed
by the writer. In Section B the focus is on similarities and differences in approach; the essential skill
is to make connections across and between texts.

Students will begin to synthesise their learning and analyse how language works across the spectrum
of written and spoken production. From one of four topic areas they will study either two drama texts
or two poetry texts and a range of non-fiction texts. Students will analyse and evaluate the different
ways writers treat similar themes and issues, and make creative connections between texts and
contexts

18 Edexcel GCE in English Language and Literature Getting Started

 Unit 3: Varieties in Language and Literature

Section A
For assessment, candidates will be expected to demonstrate their skills in AO1 and AO2. As
preparation, students should read widely, and include prose texts from the late 18th century to the
present day and from a broad range of sources.

In this section, 30 out of the 40 marks available are for AO2. Candidates must be able to show that
by this stage of the course they have developed their ability to analyse closely the way structure,
form and language shape meanings.

Students need to engage in a process which looks at relationships between the writer, the
conventions of the genre and the audience. These relationships can be represented diagrammatically
as follows:

Writer

Genre
conventions

Intended
audience

Writer’s choices
of language,
structure and form

Other audiences,
including the
modern audience

Edexcel GCE in English Language and Literature Getting Started 19

 Unit 3: Varieties in Language and Literature

Section B

For assessment, candidates will be expected to demonstrate their skills in AO1, AO2 and AO3. As
preparation, every opportunity should be taken to explore points of comparison across the two texts.

In this section, 40 out of the 60 marks available are for AO3. Candidates must be able to show that
they can apply their knowledge of the analytical approaches necessary to explore the texts. This
should include appropriate consideration of the historical context in which they were produced and
the impact they had on audiences — both contemporary and modern.

A running grid filled in and shared by groups would help students relate the texts to each other, eg
(for prepared drama):

Topic title: eg A sense of place

Features for comparison Play x Play y

Uses of the conventions of the genre,

eg
• character
• plot
• theme
• setting
• dialogue
• soliloquy.

Issues explored, eg
• power/powerlessness
• conflicts
• conscience
• love
• loss.

Positioning of audience’s sympathies,

including:
• audience response at time of original
production
• audience response over time to
present day.

A similar method can be adopted for poetry, building on approaches used by students for comparing
poems at GCSE.

20 Edexcel GCE in English Language and Literature Getting Started

 Internal Assessment Guide

Internal Assessment Guide

This section describes how you can help students plan and deliver their coursework.

Planning the task

At the start of each coursework unit you should provide detailed help and guidance to students. The
following pathway could be applied in centres where there is one group teacher or paired teaching of
groups.

Introduce coursework: texts and topics.

Divide into small groups based on

personal interests: groups to discuss
possible approaches and ways into
coursework.

Advise on research techniques.

Offer opportunity for peer

presentations to introduce each
student’s portfolio and to monitor
work in progress.

Explain structure and organisation of

portfolio.

Help with planning

eg key milestones and deadlines for
title, plan, draft, final.

Edexcel GCE in English Language and Literature Getting Started 21

 Internal Assessment Guide

For Unit 4: Presenting the World, students should be encouraged to keep a working notebook in
which they record preliminary ideas, texts and sources, and details of references. This will be helpful
as an on-going record of work and should also be valuable in writing the commentaries.

When students have a first draft of their coursework, it is expected that you will review and discuss
the work: oral feedback is particularly helpful. Discussion should focus on:

• the topics and titles chosen

• the suitability of the approach

• the structure of each submission

• references to sources.

Remind students that once the final version is submitted, it should not be revised.

Unit 2: Creating Texts

The purpose of this unit is to allow students to develop their skills as writers for different audiences
and purposes in the production of a coursework folder.

Stimulus for the original writing will be provided by wide reading based on a choice from a prescribed
list of topic areas:

• Entrapment

• Dystopia

• Women’s lives

• Gothic and supernatural

• Journeys and pilgrimages.

Within the topic areas there is a free choice of both literary and non-fiction texts. A list of suggested
suitable texts and text groupings is provided in the specification.

The coursework should be inspired by the reading and study of the chosen texts. The requirement
to write for diverse audiences, ie reading and listening, provides the opportunity for students to use
their knowledge and understanding of the characteristic features of spoken and written forms.

22 Edexcel GCE in English Language and Literature Getting Started

 Internal Assessment Guide

Examples of coursework tasks

While there is a prescribed list of topic areas, texts and tasks are not prescribed. Texts may be
chosen for the group or for the individual as appropriate to the centre, but task setting should offer
opportunities for students to pursue their own interests. Some examples of tasks are given in the
specification. Below are further suggestions of suitable tasks.

Own writing for a reading audience:

• an additional chapter or episode modelled on the style of one of the texts studied

• text for an exhibition or for a wallchart based on one of the topics and related texts

• extract from an autobiography/biography based on a character in one of the texts studied

• cross-genre adaptations, eg novel into journals, novel into screenplay, scene from play into
extract from novel/short story

• an obituary for a protagonist in one of the texts studied

• re-write an episode from one of the texts studied as a newspaper report.

Own writing for a listening audience:

• an interview with a character from one of the texts studied to be broadcast on radio

• script for an additional scene or episode modelled on one of the texts studied

• a dramatised extract for radio from a prose fiction text

• an extract from an audio reading of one of the texts studied suitable for a younger audience.

Commentary
Students will produce a commentary on the writing process for each piece of coursework.

The commentary allows students to explain and show their understanding of choices of content,
form, and literary and linguistic approaches. The commentary should explain these approaches with
reasons for the choices made, illustrated by appropriate examples from the original writing

The guidance below offers a suggested approach to the structure and content of the two separate
commentaries. The commentaries should be of no more than 500 words for each piece.

Introduction
What is the purpose of the text?

What is the genre/type of text?

Who is the potential audience?

Analysis
• Identify and discuss the literary and linguistic features used

• Explain why they were used and what effect was intended

• Use short quotations from the text to illustrate

• Comment on the influences of the stimulus texts, showing how they helped in the production of
the original writing.

Edexcel GCE in English Language and Literature Getting Started 23

 Internal Assessment Guide

Guidelines for writing the analysis

Students should select from the following headings:

• Lexis

– Semantic fields

– Technical jargon

– Register-devices for formality/informality

– Involvement strategies eg personal pronoun, rhetorical question

– Use of idiom.

• Grammar

– Sentence types ie interrogative/declarative/imperative/exclamation

– Adverbials could mark out time or structure the text

– Phonology

– Imitation of spoken language

– Ellipsis

– Elision

– Rhyme/rhythm

– Alliteration/assonance

– Repetition

– Rhetorical features

– Tripling

– Repetition

– Contrasting pairs

– Questions.

• Cohesion

– What are the signposts that guide the audience through the text? For example paragraphing,
discourse markers, layout features. (Comments on graphological/layout features should be
linked to the purpose of the text and the language and literary choices.)

– Sources, references and quotations must be provided.

24 Edexcel GCE in English Language and Literature Getting Started

 Internal Assessment Guide

Length of coursework
The two pieces of original writing do not need to be of the same length but should total 2000–2500
words. It is suggested that the writing for a reading audience be approximately 1750 words, and that
the writing for a listening audience be approximately 750 words. The critical commentary on each
piece should be a maximum of 500 words.

Students are expected to follow guidelines on the length of folders and should aim to write with
precision and focus. Editing writing to a specified word limit is an excellent skill to develop and
provides a good reflection of real-life tasks. Adherence to the word count is an important part of
the task. Short folders are likely to be limited because of lack of development, and over-lengthy
submissions will be self-penalising as both internal and external moderators will be required to
complete their assessment when the maximum word count has been reached.

Assessment criteria

Internal moderators should use the Assessment Grids for the Unit 2 coursework when marking and
making their assessment of the coursework folder (see specification).

The grids show the links between the mark bands and the assessment objectives and help to
discriminate between the different levels of achievement.

It is helpful if teacher-assessors make specific reference to the assessment objectives in their

comments on the folders.

The coursework folder should be a maximum of 2000-2500 words and it is worth 80 marks. When
designing tasks for assessment, centres are reminded of the need to ensure that the weightings of
the Assessment Objectives are reflected in the tasks set.

Edexcel GCE in English Language and Literature Getting Started 25

 Internal Assessment Guide

Unit 4: Presenting the world

This is a synoptic free-ranging unit that provides students with the opportunity to follow their
personal interests through suitable research and reading. The focus of the unit is human experience
and the different ways this can be presented by writers and speakers. The unit is structured to
encompass every student and encourages a thoughtful study of how personal experiences are
replicated universally.

Students are required to study one core text which may be from any genre. They need to carry out
independent research and to investigate the approaches and techniques used in literary, non-fiction
and multimodal texts.

It is expected that teachers will advise on the suitability of a student’s choice of text. You may wish
to choose texts for the group or for the individual.

As this is a synoptic unit, students will draw upon their knowledge and skills developed throughout
the course and will be expected to demonstrate evidence of independent research, the ability to
investigate and comment on a variety of literary and linguistic approaches across a range of texts,
and to produce two original texts for defined audiences and purposes.

The portfolio must also include an analytical evaluative commentary that draws comparisons between
the two original texts and that references the stimulus texts and source material. The step up to A2
is indicated in the nature of the commentary which is comparative and evaluative.

The commentary
The commentary should be of no more than 1000 words. The purpose of the commentary is to:

• demonstrate that wider reading has been well assimilated and understood

• provide critical reflections on the influence of the stimulus texts

• justify and explain the literary, linguistic and structural choices made in the candidate’s own
writing.

The following guidance offers a suggested approach to structuring the commentary.

Rationale/explanation
• Reasons for the choice of event

• The genre/type of texts

• The contexts

• The types of audience

• The titles

26 Edexcel GCE in English Language and Literature Getting Started

 Internal Assessment Guide

Analysis
The analysis should:

• explain how the texts produced are linked to the study of the stimulus texts

• discuss how the student attempted to achieve their objectives, using specific examples of literary
and linguistic choices supported by references to the source texts and illustrations from the
student’s own writing

• reflect on the wider reading for this unit: by drawing on a range of points of view, students
should build on and sustain critical discussion about texts and interpretations, reflecting on what
such views have added to their own writing.

Evaluation/critique
Students should reflect on the extent to which they have achieved their objectives, including, where
appropriate, any difficulties or challenges and how these were approached.

Notebook of process (or working notebook)

Students will find it useful to keep a notebook of process throughout the various stages of the
coursework and this should be included in the final coursework folder. The notebook could contain
observations/comments on the core text and wider reading chosen for this unit and should include
details of the various stages of the writing process, ie:

• planning/formulation of ideas

• writing/production of texts

• revising/editing: the text should be read and revised from the perspective of the intended
audience; students may wish to comment on changes made, for example:

– lexical

– syntactical

– structural

– rhetorical (changes in impact on intended audience)

– orthographical/layout.

Edexcel GCE in English Language and Literature Getting Started 27

 Internal Assessment Guide

Further examples of areas of study

Some suggestions for areas of study and text groupings are provided in the specification. Here we
provide further examples.

Area of study Suggested core texts Reading and research

Global epidemics A Journal of the Plague Year: Daniel • Journalism over time
Defoe • Contemporary and historical
The Plague: Albert Camus accounts
• Witness testimony
Revolutions and Political Crises and The Trial: Franz Kafka • TV and radio documentaries
Dictatorships Mao: Jung Chang • Letters/biographies and diaries
Blood and Sand: Frank Gardiner • Related films
Imperial Life in the Emerald City: Rajiv • Web pages and internet searches
Chandrasekeran • News reports (TV, radio and online)
Discoveries and Challenges Longitude: Dava Sobel
Touching the Void: Joe Simpson

Crossing Boundaries The English Passengers: Matthew Kneale

Our Country’s Good: Timberlake
Wertenbaker
Letter to Daniel (Despatches from the
Heart): Fergal Keane

28 Edexcel GCE in English Language and Literature Getting Started

 Acknowledging and referring to sources

Acknowledging and referring to sources

The advice below is designed for you to share with your students.

You need to acknowledge the work of others when you make reference to it in your coursework.
This reference may be a direct quotation, or it may refer to ideas that you have come across in your
reading.

The referencing system suggested here is the Harvard System, which is used in most higher
education institutes. You can find out more here: http://en.wikipedia.org/Havard_referencing.

You do not need to put together very lengthy bibliographies or make constant references to theorists
in the field. Only relevant references need to be made.

How to make references to the work of others

If you are referring to the author by name, put the date of the publication in brackets after the
name. For example:

Reah (2002) says that ‘The headline is a unique type of text.’

If do not name the author as you refer to what they have said, put the author’s name and date at a
suitable point in the section. For example:

Newspaper readers do not have as clear a profile as individual newspapers like to suggest (Reah
2002)

If you are including something from published work in your own work, you must put the quoted
section in speech marks and, if it is several lines long, separate it from your own text by indentation.
Acknowledge the quotation and give a page number so that a reader of your work can trace the
quote directly. For example:

On the matter of manipulation of opinion, Reah (2002, p85) says

“These depictions detract from the serious news issues and turn these tragedies of both
individuals and of our society into ‘stories’”

How to write a bibliography

List the books or articles you have referred to in your work, as well as any books or articles that
you have used in the course of your research that have given you ideas or influenced your opinions.
These should be listed in alphabetic order by the author’s surname.

Edexcel GCE in English Language and Literature Getting Started 29

 Acknowledging and referring to sources

Books

When you list books, include the following:

• Author(s) surname(s) and initials

• Year of publication of edition used

• Full title of book

• Edition of book

• Place of publication

The examples below show how you should write your references for one, two or more authors:

Reah, D., 2002. The Language of Newspapers, 2nd edition. London: Routledge

Carter, R. and Long, M. N., 1987. The Web of Words. Cambridge: Cambridge University Press.

Carter, R., et al, 2001. Working With Texts, 2nd edition. London: Routledge

Chapters of edited books

For chapters of edited books, give the following information:

• Chapter author(s) surname(s) and initials

• Year of publication of chapter

• Title of chapter

• In first name and surname of editor. Put ed after the last name

• Book details as above.

For example:

Fishman, J. A, 1969. The Sociology of Language. In P. P. Giglioli, ed. Language and Social Context.
Harmondsworth, Penguin, 1972

Journals
When listing journals, you should include these details:

• Author(s) surname(s) and initials

• Year of publication

• Title of article

• Name of journal in italics

• Volume number in bold

• Issue number in brackets

• Page numbers, first and last pages.

For example:

Storie, D., 2007.Exploring litblog: how literary blogging can be used to guide readers in the selection
of new books. English in Education 41 (1) pp. 37 -50

30 Edexcel GCE in English Language and Literature Getting Started

 Additional resources

Additional resources

Spoken Language features

In Section A of Unit 1, candidates are asked to demonstrate what they have learned about the
technical analysis of the spoken word — and the terminology that attends it. In order for them to
complete the tasks in this section of the examination successfully, they should be aware of a basic
range of spoken word features and terms, and have explored their function and/or effect in a range
of literary and non-fiction contexts (including transcripts of authentic conversation).

This table lists the basic range of spoken word features and terms — and their function and/or effect
— that students should be familiar with across a range of literary and non-fiction contexts (including
transcripts of authentic conversation).

Feature/term Definition/example Function/effect

Accent How words are pronounced. Indicates the region or social class of a speaker.

Address How people refer to or ‘address’ each other. Indicates status/relationship/class/role/gender/

(Examples include ‘mum’/‘madam’/‘mother’.) inclusion/exclusion etc.

Agenda The topic or subject of conversation. Indicates levels of cooperation/agreement/

disagreement/dominance/compliance etc.

Adjacency pairs Exchanges between different speakers that are Keeps conversation flowing
connected and that have expected responses (a Establishes and sustains/disrupts the pattern of
question, for example, expects an answer). conversation (turn-taking)
Indicates power/dominance/compliance/
cooperation.

Backtracking Interruption of the sequence of an utterance to Indicates how speakers monitor what they say, and
include information that should have been included levels of correction and/or clarification.
earlier.

Cooperative signals Signals (usually from listener to speaker) which Indicates cooperation, and permission to continue
indicate that they agree or want to hear more. with the agenda.
Examples include: ‘ok’, ‘go on’, ‘yes’, ‘mmm’.

Deixis/deictics Devices which make sure that a listener knows what, Indicates cooperation, monitoring, awareness of
where and to whom an utterance refers. Examples context and awareness of audience.
include: ‘this’, ‘that’, ‘there’.

Dialect Elements of speech other than sound (grammar Indicates social or regional background of a speaker.
and vocabulary) that are distinctive to a regional or
social use of language.

Discourse markers Words and phrases that signal the relationship and Indicate connections/relationship between
connections between utterances. Examples include: utterances, and signposts to the listener.
‘first’, ‘now’, ‘on the other hand’.

False start When a speaker begins an utterance, then either Indicates self-correction and monitoring.
repeats or reformulates it.

Filler Used to gain thinking time (sometimes called ‘voiced Enables a speaker to pause and gain time to think.
pause’). Examples include: ‘er’, ‘um’, ‘well’.

Hedges Vague words or phrases that are used to soften the Indicate politeness, uncertainty and cooperation.
force of how something is said. Examples include:
‘perhaps’, ‘maybe’, ‘sort of’.

Idiolect Features that make up a personal language profile/

individual style of speaking.

Edexcel GCE in English Language and Literature Getting Started 31

 Additional resources

Feature/term Definition/example Function/effect

Monitoring talk Words or phrases used to check or comment on Checks that the speaker has been understood;
what is being said. Examples include: ‘do you see comments on another’s speech; reviews a
what I mean?’ ‘I think we’ve been here before.’ conversation at any given point.

Phatic talk Formulaic utterances with stock responses used Indicates politeness and cooperation, and keeps
to establish or maintain personal relationships. conversation flowing.
Examples include: ‘How are you?’ ‘Fine thank you.’

Simultaneous speech Occurs when two people say the same thing at the Can indicate engagement, cooperation and
same time, usually in the form of overlap. impatience.

Tag questions Familiar questions, sometimes rhetorical, that are Indicate cooperation and invitation to respond.
normally added to a declarative sentence to turn the
statement into a question. Examples include: ‘don’t
you?’, ‘isn’t it?’

Utterance A complete unit of talk, bounded by the speaker’s

silence.

Multimodal texts

Students should study a range of texts in the English Language and Literature course, covering a
variety of situations, contexts and forms of contemporary language use. This section explores the
concept of language mode in more detail, and describes how an awareness of mode should lie behind
their analysis of texts.

Understanding multimodal texts

The term ‘multimodal’ refers to the many modes of language texts. There is an important, initial
distinction between the channels via which language is transmitted:

• written language

• spoken language

• electronic language.

Within each of these categories are varieties of modes, or genres, for example:

• written language: letters, articles, notices, advertisements, leaflets, stories, poems etc

• spoken language: conversations, lessons, interviews, plays, lectures, speeches, announcements

etc

• electronic language: text messages (SMS), voicemail, websites, blogs, chatrooms, message
boards etc.

Most of these text-types are already familiar from English language study at GCSE. As contemporary
language use now includes electronic communication, you should add examples of this variety of
language use to your existing resources.

32 Edexcel GCE in English Language and Literature Getting Started

 Additional resources

The term ‘multimodal’ also refers to the way that a particular genre may include a mixture of written,
spoken and electronic language. For example, an educational talk or lecture will often use:

• a spoken presentation

• written notes and handouts

• electronically generated slides with (in turn):

• written text

• audio files

• links to websites

• video clips.

Analysing multimodal texts

Students should use their understanding of the key constituents of language to analyse the
distinctive characteristics of each channel of language use — written, spoken and electronic.

They should also begin to explore the continuum, for example, where written language has features
that are typical of spoken language, or vice versa. The term ‘multimodal’ also refers to this type of
crossover between modes, for example:

• a written text (novel) including representations of spoken language (dialogue)

• a spoken text (statement) based on written language (edited, rehearsed script)

• an electronic text (SMS) using features of both:

• spoken language (interactive question and answer)

• written language (emoticons and symbols).

When analysing style of language use, in addition to the mode of a text, students should consider the
impact of other contextual aspects, for example:

• production: the degree to which a text is planned or spontaneous

• reception:

• the degree to which the text is permanent or ephemeral

• whether the text is intended for a private or public audience.

Students will be familiar with the concept of register, but should be aware of its complexity. A text is
rarely either formal or informal, but often uses changing levels or degrees of formality.

Edexcel GCE in English Language and Literature Getting Started 33

 Student Guide

Student Guide

GCE in English Language and Literature

What do I need to know, or be able to do, before taking this course?

You will need to have gained at least a C grade in GCSE English, enjoy learning about how English
works and enjoy reading and responding to both non-fiction and literary texts.

What will I learn?

You will learn how to analyse and respond to the spoken and written word. This means that you will
study literary texts and other texts including those from the media. Your writing skills will develop
and you will have the chance to develop your skills as an independent learner.

Is this the right subject for me?

This course is suitable for students who enjoy:

• talking and observing other people’s use of talk

• reading or viewing texts

• responding to texts in writing

• writing their own work

• researching independently.

How will I be assessed?

There are four units in the course, two at AS and two at A2.

AS

In Unit 1, there will be an examination of 2 hours, 15 minutes. You will be given data on which you
will be required to answer a series of short questions. You will then write an essay answer on a
literary text that you have studied.

Unit 2 is a coursework unit. You will create a coursework folder, of 2000-2500 words, on writing for a
reading and a listening audience, plus two commentaries of 500 words each.

A2

In Unit 3, there will be an examination of 2 hours, 45 minutes. You will answer questions on unseen
material and on literary texts that you have studied.

Unit 4 is a coursework unit. You will produce a coursework folder of 2500-3000 words, containing
literary and non-fiction writing and an evaluative commentary of 1000 words.

34 Edexcel GCE in English Language and Literature Getting Started

 Student Guide

What can I do after I’ve completed the course?

You can apply to do a degree in a wide range of subjects, such as English, journalism, media and
communication studies or law. You can also apply for a job with training in the public and voluntary
sectors.

By studying language and literature you will become expert at analysing, interpreting and creating a
variety of written and spoken texts, including media. In the real world, including the world of work,
we are bombarded with such texts; the skills that you will learn, therefore, such as those of powerful
and effective communication, are highly valued by employers.

Next steps!
Ask your teacher to tell you more about the course.

Visit the Edexcel website to take a more detailed look at what you will study and do:
www.edexcel.com.

Edexcel GCE in English Language and Literature Getting Started 35

Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational
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This document is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue.
The latest issue can be found on the Edexcel website: www.edexcel.com.

Acknowledgements
This document has been produced by Edexcel on the basis of consultation with teachers, examiners,
consultants and other interested parties. Edexcel acknowledges its indebtedness to all those who contributed
their time and expertise to its development.
References to third-party material made in this document are made in good faith. Edexcel does not endorse,
approve or accept responsibility for the content of materials, which may be subject to change, or any
opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and
websites.)
Authorised by Roger Beard
Prepared by Jennifer Greatrex
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© Edexcel Limited 2009
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