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!"#$%&'()$*'(+,-%.%/%0 corresponds to units P2 and P3. It coversalgebra, logarithmic and exponential functions, trigonometry, differentiation, integration, numerical solution of equations, vectors, differential equations and complex numbers.

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AS Level

English Languageand LiteratureHelen Toner and Elizabeth Whittome

C A M B R I D G E U N I V E R S I T Y P R E S S

Cambridge, New York, Melbourne, Madrid, Cape Town,Singapore, São Paulo, Delhi, Mexico City

Cambridge University PressThe Edinburgh Building, Cambridge CB2 8RU, UK

www.cambridge.orgInformation on this title: www.cambridge.org/9780521533379

© Cambridge University Press 2003

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2003

Printed in the United Kingdom the

A catalogue record for this publication is available from the British Library

ISBN 978-0-521-53337-9 Paperback

Cambridge University Press has no responsibility for the persistence oraccuracy of URLs for external or third-party internet websites referred to inthis publication, and does not guarantee that any content on such websites is,or will remain, accurate or appropriate. Information regarding prices, traveltimetables and other factual information given in this work is correct atthe time of first printing but Cambridge University Press does not guaranteethe accuracy of such information thereafter.

ACKNOWLEDGEMENTS

While every effort has been made to contact copyright holders of material reproduced in this publication, in some cases this has not been possible. The publishers will be glad to rectify in future editions any errors or omissions brought to their notice.

13th printing 2012

and bound by MPG Books Group

ContentsGeneral introduction v

Part 1 Advanced Subsidiary English LanguageIntroduction 1

Paper 1 Passages for comment

1 Written material in a variety of forms: genre, writer’s purpose and tone 3

2 Identifying language features: vocabulary 83 Identifying language features: figures of speech 124 Identifying language features: structure 205 Writing for a particular purpose or audience 246 Short passages for comment 267 Directed writing tasks for short passages for comment 338 Directed writing before commentary: short passage 379 Longer passages for comment 41

10 Directed writing tasks for longer passages for comment 4911 Directed writing before commentary: longer passage 5212 Paper 1 Exam practice 55

Paper 2 Composition

13 Narrative writing 6014 Exemplars of good narrative writing 6815 Descriptive writing 7516 Exemplars of good descriptive writing 8217 Imaginative writing 8718 Exemplars of good imaginative writing 9519 Discursive and argumentative writing 9920 Exemplars of good discursive and argumentative writing 10421 Exam practice in narrative, descriptive and imaginative writing 10922 Exam practice in discursive and argumentative writing 110

iiiContents

iv Contents

Part 2 Advanced Subsidiary Literature in EnglishIntroduction 111

Paper 3 Poetry

23 Introduction to poetry 11324 The language of poetry 11825 Poetic structures 12626 Scansion 13227 Rhyme and sound effects 14328 Writing on poetry for the exam 150

Paper 3 Prose

29 Studying a novel 15630 The novel: openings and what they show 16331 The novel: structure 16732 The novel: characterisation 17233 The novel: writing on prose passages for the exam 17734 Writing an exam essay on prose 183

Paper 4 Drama

35 Studying a play 18636 Studying the themes of plays 19037 Studying play structures 19538 Characters in drama 20539 The language of drama 21340 Writing on plays for the exam 222

41 A guide to exam questions 230

Acknowledgements 233

vGeneral introduction

General introductionYou are currently studying, or preparing to study, for Advanced Subsidiary (AS)English. This book is designed to help you to do that and to achieve your potentialin the examination. There are three syllabuses in which AS English can be gainedand this book will be a useful guide, whichever course you decide to follow.

The three syllabuses in Advanced Subsidiary are:

• English Language• Literature in English • Language and Literature in English

These syllabuses are all designed to allow you to progress from GCE O level,IGCSE or GCSE syllabuses in English Language and English Literature.

English Language and Language and Literature in English can be gained atAdvanced Subsidiary level only. Literature in English can also be gained atAdvanced Subsidiary, but can then be used as a progression to Advanced level inthe same examination session or at a later date.

If you choose to study for Language and Literature in English, then you won’tstudy for either of the other two syllabuses.

AS English LanguageThere are two papers in this syllabus, Paper 1 and Paper 2. Paper 1 is Passagesfor Comment. Paper 2 is Composition. Each paper carries the same number ofmarks. A detailed explanation of what these papers entail follows in the first partof this book.

AS Literature in EnglishThere are two papers in this syllabus, Paper 3 and Paper 4. Paper 3 is Poetry andProse. Paper 4 is Drama. Each paper carries the same number of marks. A detailedexplanation of what these papers entail follows in the second part of this book.

Progression to Advanced levelIf you are studying for AS Literature in English and you wish to progress toAdvanced level Literature in English, you will be required to sit a further twopapers in addition to the two required for AS level. These two papers are Paper 5,and a choice of Paper 6, Paper 7 or Paper 8. Paper 5 is Shakespeare and OtherPre-20th Century Texts. Paper 6 is 20th Century Texts. Paper 7 is Comment andAppreciation. Paper 8 is Coursework. As already outlined, students may gainAdvanced level English in the same examination session or over two examinationsessions. Although this book confines itself to Papers 3 and 4, it is useful forAdvanced level students, as well as AS students, as Papers 3 and 4 arecompulsory for both AS English and Advanced level English.

vi General introduction

AS Language and Literature in EnglishThere are two papers in this syllabus, Paper 2 and Paper 9. Paper 2 is Composition,as outlined earlier in AS English Language. Paper 9 is Poetry, Prose and Drama, theequivalent of Papers 3 and 4 in the AS Literature in English examinationcombined. Each paper carries the same number of marks. A detailed explanationof what Paper 2 entails follows in the first part of this book. A detailed explanationof what Paper 9 entails follows in the second part of this book.

Outline of this bookThe first part of the book deals with Papers 1 and 2 and is specifically for studentsof AS English Language and students of AS Language and Literature in English.The second part of the book deals with Papers 3 and 4 (and so Paper 9, as well)and is specifically for students of AS Literature in English, students of AS Languageand Literature in English and students of Advanced level Literature in English.

Each of the two parts of the book takes students through the papers it deals with.The Assessment Objectives of each paper are broken down, explained andexplored. Accompanying tasks with sample responses are provided to givepractical ‘hands-on’ work to students. At the end of the units on Papers 1 and 2revision is offered in the form of examination practice questions. The units onPapers 3 and 4 (and 9) also offer examination practice questions.

Part 1

Advanced Subsidiary English Language

Introduction

Before taking any test or examination, it is a good idea to find out what you arebeing tested on. You wouldn’t try for your driving test or a certificate in, say, asport or hobby you have without in the first place asking what was expected ofyou, and finding out what skills you were expected to have. The same is true ofany examination you take in school. At the moment you are preparing forAdvanced Subsidiary English Language. So what skills and knowledge will you betested on?

Examiners call the answers to this question the Assessment Objectives. Here arethe Assessment Objectives for Advanced Subsidiary English Language:

i Ability to read with understanding written material in a variety of forms, andto comment on its effectiveness.

ii Knowledge and understanding of features of English language.

iii Ability to write clearly, accurately and effectively for a particular purpose oraudience.

All of the above taken together seems like a daunting task and yet you alreadyhave some foundation in the knowledge and skills referred to in the AssessmentObjectives. The aim of this part of the book is to help you to clarify in your mindwhat you already know from your previous study of English Language, to buildon this and to further enhance your knowledge and equip you well for theexamination.

The examinationYou will have to sit two papers. Each of these carries the same number of marks(50) which obviously means that they are of equal importance.

Paper 1In this paper you will be given three passages for comment from which you areto choose two. For each of the passages you choose you will be asked to write acommentary on the writer’s use of language. The passages will be drawn from avariety of sources, for example fiction, or non-fiction such as advertisements,magazine articles, biography or even from spoken language such as a speech. Youwill then be given a directed writing task based on the passage. You will beexpected to write around 120 words. Alternatively you may be asked to produce

1Advanced Subsidiary English Language: introduction

2 Advanced Subsidiary English Language: introduction

a piece of writing of around 120 words related to the passage for comment andthen asked to write a commentary comparing your piece of writing with theoriginal. You will be given two hours for the paper, and the breakdown of marksis 15 for each commentary and 10 for each piece of directed writing.

Paper 2In this paper you will be asked to write two compositions. Each compositionshould be between 600 and 900 words. One must be Narrative, Descriptive orImaginative, and the other must be either Discursive or Argumentative. You willbe offered a choice of compositions in each of the two sections. Each compositioncarries 25 marks, and you will be given two hours to complete the paper.

You will be tested on all three Assessment Objectives in Paper 1 and on thesecond and third Assessment Objectives in Paper 2. The units which follow willtake you through the examination step by step. At various points there will betasks for you to work through. Depending on whether you are using this book onyour own or in school and depending, where appropriate, on your teacher’sadvice, you can tackle the tasks on your own, with a partner or in a group.

3Written material in a variety of forms

Passages for comment

Written material in a variety offorms: genre, writer’s purposeand tone

PAPER 1

The first Assessment Objective in this examination is to show ‘ability to read withunderstanding written material in a variety of forms, and to comment on itseffectiveness’. It seems sensible at this point, then, to explore the idea of varietyof forms, and ask ourselves why a variety of forms exists in the first place.

GenreEven if you are not aware of it, you read a variety of forms of language everyday, and not just in the classroom.

The most obvious types you found would probably be books, which can bedivided into two types: fiction and non-fiction. But these can be further divided.There are many types of fiction texts, and the name we give to a type is genre.

Think about and write down the types of written English to be found inyour home.

Task

Make a list of genres of fiction books you know.

Task

Sample response

Mystery, historical, supernatural, romance, science fiction, war, human interest,adventure, crime.

Now do the same for non-fiction texts.

Task

Sample response

Biography; autobiography; travel; information on, say, sports or hobbies; history;geography.

1

Don’t forget that ordinary non-fiction texts in most people’s homes includecookery books, telephone directories, holiday brochures, magazines, mail ordercatalogues, instruction manuals for the video recorder, computer, toaster etc. Youwill almost certainly have newspapers in your home, giving details of recentevents and people’s opinions of them, or comments or speeches by politicians.You might be surprised by how much we rely on ‘written material in a variety of forms’ for day-to-day survival in the modern world!

Even if you are not conscious of it, you are already able to recognise forms of written English, not just in an obvious way by looking at a title, but byresponding to key features of English language and style. You are now going to begiven six short extracts, each from a different genre, with some accompanyingtasks. You will be returning to these extracts in unit 2.

Sample responses follow the tasks in a separate section, but don’t look at themuntil you’ve tried the tasks on your own. This pattern has been adopted in otherunits in this book. These samples are given as examples of good, rather than bador average, responses. Rather than suggesting marks for these responses accordingto examination criteria we offer you samples of good practice, something to aimfor. Think big!

4 Language: Paper 1 Passages for comment

Six short extracts follow. For each, identify the genre. You might want tojot down which features of the extract helped you to identify its genre.Don’t worry at this stage if you are unsure about the exact words to usefor language features; we’ll be looking at that later. The six genres used areautobiography, history, women’s magazines, travel, speech and crime.

1 Some of the little beaches Ihave loved are so obscurethey have no name. I thinkof a quiet cove on the coastof Scotland where ottersplay in the tidal pools. And atiny bay on the Galápagosisland of Santiago where avery sociable sea lionprodded the sole of my footwith his wet muzzle,beckoning me to come in fora swim. And of course thereare the windswept wintrywalks along the endlessseaboard of the Netherlands,guaranteed to clear yourhead and get your life into perspective.

2 In 1914 Europe blundered into the First World War. From 1870 to 1914 the Germans hadbuilt up a military machine of alarming efficiency.

E. L. Black (ed.) 1914–1918 in Poetry

Task

5Written material in a variety of forms

Writer’s purposeIt is reasonable to assume that any writer has a purpose in the writing whichhe/she produces. By his/her writing at all, and by your reading what is written, arelationship is set up between you and the writer.

3 I have been asked to speak on the subject ‘The Artist and Politics’. I’ll try to do so … Iam an artist by vocation and profession. I am a citizen by obligation and responsibility.And as an actress I am happiest when I work in a play or a film that makes both artisticand social contribution.

Melina Mercouri

4 Most of the Thames Valley Police personnel were ever wont to pounce quickly upon anynewspaper clipping concerning their competence, or alleged lack of competence.

Colin Dexter The Remorseful Day

were ever wont they had a tendency to

5 Belle – the new moisturiser which is taking over beauty salons all over the country – hasnow been released on to the sales counters of good department stores. For discerningwomen who are prepared to spend a little bit extra.

6 I was born on the eighteenth of July, 1918, at Mvezo, a tiny village … in the district ofUmtata, the capital of the Transkei … My father was a tall, dark-skinned man with astraight and stately posture, which I like to think I inherited. He had a tuft of white hairjust above his forehead, and, as a boy, I would take white ash and rub it into my hair inimitation of him. My father had a stern manner and did not spare the rod whendisciplining his children.

Nelson Mandela Long Walk to Freedom

Sample response

1 is travel, 2 is history, 3 is a speech, 4 is crime, 5 is a women’s magazine and 6 isautobiography.

Make a list of different purposes which writers might have in producing apiece of writing. Use the list of genres at the start of this unit to help you.

Task

Sample response

To persuade, to dissuade, to ridicule, to advertise, to give information, to make youlaugh, to puzzle, to scare, to offer a point of view and to offer contrasting points of view.

ToneBefore we think about tone when it refers to writing, let us think about what wemean by tone when we refer to speech. It’s easy to see that when we speak toother people we might be serious, joking, angry, sarcastic, loving, accusing orpersuasive. For example, the tone you would use if you were telling your sisteroff for borrowing your CD without asking would not be the same tone youwould use if you were trying to persuade your parents to let you stay out laterthan usual.

6 Language: Paper 1 Passages for comment

Go back to the six extracts we have just examined to work out their genre.This time, for each extract, write down what you think the writer’spurpose was in writing.

Task

Sample response

! In 1 the writer’s purpose is to persuade the reader of the attraction of quiet,deserted beaches.

! In 2 the writer’s purpose is to criticise the behaviour of governments which allow awar to begin.

! In 3 the writer’s purpose (really the speaker’s purpose) is to give information aboutthe link between her work and her politics.

! In 4 the writer’s purpose is to entertain and puzzle with a crime story.

! In 5 the writer’s purpose is to advertise a particular product and persuade the readerto buy it.

! In 6 the writer’s purpose is to give information about his own life and to createsympathy both for the writer as a boy and for his father.

List four or five recent situations where you have spoken to differentpeople. What tone did you use in each one and why?

Task

Being aware of the writer’s purpose – that is, knowing why he/she wrote whathe/she did – will help you to analyse the writing – that is, examine what waswritten and how. It will also help you to focus on your own writing skills, whichare an important part of this examination.

7Written material in a variety of forms

You will have noticed that the tone adopted by each writer is closely linked to thepurpose he/she had in writing, and this should hardly be surprising. But whatyou have done in examining genre, writer’s purpose and tone separately is thatyou have begun to dismantle and deconstruct language in order to understand itbetter. In the next unit we will be returning yet again to the extracts used in thisunit when we come to think about vocabulary.

Sample response

When I was speaking to a close friend the tone used was informal and/or confidentialwhereas when I was speaking to the headteacher the tone used was formal and polite.When I was asking for a favour from a parent the tone used was affectionate and possiblyingratiating, but when I was speaking to the ticket collector at the station I used a politetone. When I was speaking to my next-door neighbour I used a conversational tone.

For each of the extracts used earlier (1–6) think about and write down thetone used by each writer.

Task

Sample response

! In 1 the writer’s tone is persuasive.

! In 2 the writer’s tone is critical and sarcastic.

! In 3 the writer’s tone is serious, formal and informative.

! In 4 the writer’s tone is humorous.

! In 5 the writer’s tone is persuasive.

! In 6 the writer’s tone is informative and confidential.

Before you start to write your commentary on a passage take time to think andpossibly jot down its genre, the writer’s purpose and the tone the writer is usingto make the writing purpose clear.

Exam tip

Written language uses a variety of tones in the same way that speech does. Nowwe will go back to the six extracts we have already used to establish genre andwriter’s purpose, and this time we will examine them to think about the toneused in them.