AS English Literature Paper 1: Poetry and Drama (Edexcel)
72 marks – 24 marks for Section A and 48 marks for Section B. 60% weighting
Exam Length: 2 hour (80 min on Drama; 40 min on Poetry)
Open book – clean copies of the texts can be taken into the examination.
Two sections: students answer one question from a choice of two on their studied poetry collection in Section A and one question from a choice of two on their studied drama text in Section B.
Section A –Poetry: students answer one question from a choice of two. Comparative essay question on a named poem from the studied text, plus a free choice of second poem from the selected list. Students will draw on their knowledge of poetic form, language, and conventions (AO1, AO2, AO4 assessed).
Section B – Drama: one essay question from a choice of two (character and theme) (AO1, AO2, AO3, AO5 assessed).
|Breakdown of Assessment Objectives for Poetry (Paper 1 is 60% of total AS mark)|
|AO1 Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written|
|AO2 Analyse ways in which meanings are shaped in literary texts (language, structure, form)|
|AO3 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received|
|AO4 Explore connections across literary texts NOT ASSESSED IN DRAMA|
|AO5 Explore literary texts informed by different interpretations|
In this paper, students are required to:
- show knowledge and understanding of a range of literary texts and make connections and explore the relationships between texts
- show knowledge and understanding of how playwrights use dramatic forms to shape meaning in drama texts and evoke responses in audiences
- show knowledge and understanding of the function of genre features and conventions in poetry
- show knowledge and understanding of a range of ways to read texts, including reading for detail of how writers use and adapt language, form and structure in texts, responding critically and creatively
- show knowledge of the contexts in which texts have been produced and received
- respond to and critically evaluate texts, drawing on their understanding of interpretations by different readers
- identify and explore how attitudes and values are expressed in texts
- communicate fluently, accurately and effectively their knowledge, understanding and evaluation of texts
- use literary critical concepts and terminology with understanding and discrimination
- make appropriate use of the conventions of writing in literary studies, referring accurately and appropriately to texts
Session One : Context
According to Williams the play is about…..
“the ravishment of the tender, the sensitive, the delicate, by the savage and brutal forces of modern society”
The Whole Text
To evaluate the significance of characters and setting in Scene One
How does Williams present the character of Blanche?
How does William’s use stage directions to create atmosphere and tension?
How does Williams create a sense of inevitable tragedy?
- To explore how Williams develops key themes and characters in Scene 3
- To analyse how Williams creates conflict in Scene 3
- To evaluate the dramatic presentation of Blanche
Session 4: Scenes 4-6
- To explore the dramatic significance of the end of Scene 4
- To explore the dramatic significance of Blanche’s past
- To evaluate the dramatic presentation of the relationship between Mitch and Blanche
- Streetcar Structure grid
- To explore the ways in which Williams uses plastic theatre to portray the inner lives of his characters and develop key themes of the play
- To explore the dramatic function of scene 10 as the climax of the play
- To evaluate the significance of the ending
Session 7 Copy of Dramatic contrast and motivation
To evaluate the dramatic significance of the rape scene
To analyse how Williams structures the rising action and climax of the play
- To analyse the dramatic presentation of the male characters
- To evaluate the extent to which the male characters conform to gender stereotypes of 1950s America
- To explore different interpretations of the characters
To explore and evaluate the dramatic presentation of key themes
To increase our knowledge and awareness of assessment objectives
Evaluating Our Essay
The essays below are A level not AS level essays, but they are an indicator of what a good essay looks like:
Some content on this page was disabled on August 13, 2019 as a result of a DMCA takedown notice from LitCharts LLC. You can learn more about the DMCA here: