a2 text transformation coursework

This is an extract of the full specification, which you can download from this page. This coursework unit requires candidates to choose two literary works from the selection of prescribed authors below and transform them into different genres. Candidates should not choose a text(s) for this coursework unit which they have already studied on another unit on this specification.In this unit candidates apply the knowledge, understanding and insights gained from literary and linguistic studies, to transform the original work into a different genre or sub-genre, and to provide a commentary which reflects upon their work, demonstrating greater understanding of the creative process.Candidates will choose their programme of coursework using the lists of prescribed authors in consultation with their teachers. Candidates must use as the source material for their transformation(s) two texts, chosen from two of the three lists of prescribed authors. Candidates must choose one author from one list and a second author from a different list.Assessment will be by the production of a coursework folder that includes the transformed texts and associated commentary or commentaries. The work will be assessed by the candidate's teacher and these assessments will be moderated by AQA.The folder may contain either two transformations based on two single texts chosen from two of the lists of prescribed authors below, plus the associated commentaries, or one combined transformation based on two single texts chosen from two of the lists of prescribed authors below, plus the associated commentary.The total length of the transformation(s) must be between 1500 and 2500 words.The total length of the commentary or commentaries must be between 1000 and 2000 words.Candidates are not required to submit drafts along with their final pieces.If centres are new to this specification they should contact the.
IMPORTANT NOTE: This page is intended for use only by Upper Sixth students undertaking the English Language and Literature A2 course in 2015.Lower Sixth students beginning the NEW English Language and Literature Linear A Level in 2015 should refer to the page 'English Language and Literature Linear A Level' here.IntroductionIf you enjoy reading and discussing literary texts but also have an interest in the ways other sorts of text produce meaning and communicate with their audiences, there's a pretty good chance you will enjoy this course.You will gain a clear conceptual framework for the study of language while developing your written analytical skills.  Also, you will build up an excellent knowledge of the differences between written and spoken English.The course is demanding, and you will be expected to take an active approach to your studies right from the start.  Still, our students agree that there are rewards in the variety and the relevance of the course: you will have plenty to do, your ideas will be required and respected - and you certainly won't be bored!Course OverviewAS LevelUnit 1: Introduction to Language and Literature Study  (exam)You will study an anthology of thematically linked texts, exploring a range of literary and non-literary writing.Unit 2: Themes in Language and Literature (coursework)You will write two assignments based on two texts linked by  theme, producing a creative response and an analytical essay  For instance, this year students will be working on the novels The Catcher in the Rye by JD Salinger and The Adventures of Huckleberry Finn by Mark Twain with reference to the theme of escape.  A2 LevelUnit 3: Talk in Life and Literature (exam)You will study Arthur Miller’s play The Crucible, focusing on how spoken language is crafted by the dramatist. You will also explore the differences and similarities between the ways speech is used.
skip to content Contact us About us Log in Search: Subjects Qualifications Professional development Exams administration Subjects English AS and A-level English Language and Literature B Why choose this specification? This stimulating course enables students to engage with a variety of spoken and written texts. It gives them the opportunity to combine linguistic study and creative writing. Particularly popular is the Unit 4 Text transformation coursework where students choose two literary texts from a list of authors and transform them into different genres. This specification has two coursework units as opposed to the one available with A-level English Language and Literature A.Teachers like:the suitability for a range of students and abilitiesthe Text transformation coursework unitthe theme-based anthology set textthe opportunity for students to study speech and spoken language.Students like:developing a combined understanding of Language and Literatureengaging with a variety of texts, spoken and writtenthe breadth of studythe chance to write creativelythe flexibility of an English qualification that will support different career paths.Knowledge/skills gained:the ability to use integrated linguistic and literary approaches to read and interpret textsan understanding of how to engage creatively and independently with a range of spoken, written and multimodal textshow to explore the relationships between textsthe ability to carry out independent and sustained studies, developing skills as producers and interpreters of language.StructureThe specification consists of four units:AS examsUnit 1: ELLB1F Introduction to language and literature studyAssessment: a one and three quarter hour written paper.Unit 2: ELLB2 Themes in language and literatureAssessment: a coursework folder assessed by teachers and moderated by AQA.A2 examsUnit 3: ELLB3 Talk in life and.
  2961 A Level questionsShowing 0 to 10 effect of glucose concentration to yeast respiration Hello :) i am doing an investigation about the effect of increasing substrate (glucose) concentration on the rate of respiration in yeast. i hv carried out an investigation, and using d range of concentration from 1% - 5%. and got a pretty weird result. like for d 5%, there are 159 bubbles produced in 10 mins. and for 4% , there're 78 bubbles produced in 10 mins. is it possible to reach no.of bubbles that many? since i read one of d article on net abt a student that did d same thing, but she uses 10%-30% glucose concentration. and only get about 70 bubbles for d 10% in 5 mins. critical research help for next year (sept 2010) We have been asked to think about a topic for our critical reseach task that we will study and complete coureswork on for next year. However I am stuck with trying to think of suitable topics, espeicallyafter being told we are unable to do one based around 'representation'. I have been thinking bout a question about sport, such as how has increased media affected sport, but I am not sure whether this is too broad. Another idea was video games and how the media has blamed them for promoting crime. Any help or ideas will be much help. Thank for any advice in advance :)   2961 A Level questionsShowing 0 to 10.
This site exists to support students and teachers of English A Level, especially English Language. Copyright Beth Kemp 2005-present. Text from this site may not be copied for commercial gain, although you are free to use for study purposes. This coursework requires you to produce your own writing which transforms extracts from two literary works (chosen from the official lists). You should aim to move as far away from the original as possible, whilst retaining key content. You could, for example, present as aspect of the story from another character’s perspective. Doing this for a novel in prose would be acceptable, but not good - it would be better to produce a journalistic piece, blog or documentary script than to use the same format. However, it is possible to use a similar or related format and change the genre in a major way or update or ‘translate’ the details into a new setting. Some of you will have seen these materials before, but for those who haven’t, here is a fantastic transformation of a traditional folk ballad telling the tale of Tam Linn, a mortal man captured by the Fairy Queen and saved by love: Read this blog for a good summary of the tale Watch and listen to this modern folk rendition of the traditional Scottish ballad by Anais Mitchell and Jefferson Hamer (note that this refers to the song as Child 39 because it is song no 39 in the collection made by Francis Child in the nineteenth century - a similar project to the brothers Grimm and their folk tales) Watch and listen to this fantastic retelling by folk music collective The Imagined Village, with Benjamin Zephaniah Pay close attention to the details which have been used in the retelling and how they have been modified to update the story. How does the intertextuality here (the relationship between the texts) increase the appeal of the modern version? That effect is what you need to be aiming.