The Crumbling Castle of Crawford

This is the second blog post in my ‘How to read like an English teacher’ series. The first offered the strategy to try something else . For the next one, all your students need is a little empathy. It’s called put yourself in the character’s shoes . Put yourself in the character’s shoes Your students are likely to know that the idiom ‘put yourself in someone else’s shoes’ means to imagine things from another person’s perspective. This can be done with characters in works of fiction, so that we can better understand how their thoughts, actions, and dialogue have been represented by the author. This can be demonstrated with a text that is included on an AQA GCSE English Language specimen paper: Alex Cold . In the extract, Alex Cold’s mother is seriously unwell, and he is eating breakfast with his father and siblings. Question 4 on this exam paper asks the following: A student said ‘This part of the story, set during breakfast time, shows that Alex is struggling to cope with his m

  Pinpointing the debate in Literature essay questions One of the main differences between GCSE and A Level English Literature is the format of the questions that they will have to answer. At GCSE, your students will be asked to explore  a key theme or character(s). For example, here is a question about Romeo and Juliet  from AQA's 2018 GCSE English Literature Paper 1: Starting with this moment in the play, explore how Shakespeare presents relationships between adults and young people in Romeo and Juliet. Nothing needs to be debated in that question, it asks us to simply 'explore' relationships between the young people and adults in the play. Granted, a student who wants a very high grade might include a conceptualised response to this question, which would involve debate, but it is not essential for your students to do this to get a decent grade. Now, let's look at an A Level English Literature essay question from the same exam board: ‘Moments of happiness in tragedies

Writing the analysis We have covered what an introduction and methodology should do, so what does the analysis involve? This is the most important part of your students' investigations, and it is where main findings across the data should be analysed using linguistic methods. It's important that in doing this, your students demonstrate that they can use a range of linguistic methods. You have spent time teaching your students how to analyse the lexical, semantic, grammatical, phonological, prosodic, pragmatic, morphological, syntactical and discourse features of texts, and taught them lots of terminology that relates to these methods. It's time for them to show off their knowledge and skills. If your students only include analysis of one method in this part, such as semantic features, it will imply that that is the only method of analysis that they can apply to a text. With that in mind, I am going to take you through how you can write sub-sections of analysis using three

If you have a job as an English teacher, it’s a fairly safe bet that you enjoy reading. You probably read a lot when you were younger too. I remember reading lots of Stephen King books when I was about 13-14 and feeling very grown up, because I got something that adults read and enjoyed. You have also likely enjoyed the benefits of reading lots of books - the most obvious one being good literacy skills. Also, when analysing texts in the classroom, you can likely figure out authorial intent with ease, not stopping to think how you were able to do this - you just can! When teaching, I sometimes find stepping out of my own perspective to be very difficult. I have been criticised (rightly) by some of my colleagues for pitching things way too high in the resources that I make, and not considering the needs of students who perhaps struggle with English - students who might even despise reading. Psychologists refer to this as ‘the curse of expertise’ - if we are very good at something

Collecting data, and writing an introduction and methodology Data collection Once your students have decided on a focus, they will need to collect some data. Alongside this, I think that students should be encouraged to begin writing their introduction and methodology, as these parts of the investigation can be written whether the student has finished collecting their data or not. Plus, they will feel better having chipped away at some of the word count - a 2000-2500 word assignment is obviously not that long, but it feels like it from the perspective of many sixth formers, especially when we consider the workload they might have from their other subjects. If a student intends to collect spoken data, please have a look at my previous blog post , as I set out some of the steps that they would need to take to set this up; it is not a simple or quick process. However, if the data is a set of written texts, the data collection should be more straight-forward. Whilst not the only way to app

This is the first in a series of blog posts about how to approach the NEA component of A Level English Language. My current centre uses the OCR A Level English Language specification (H470) . The NEA component in this specification is referred to as the independent language investigation. My hope is that English teachers will find this blog useful, whether you have been teaching A Level English Language for a number of years, or whether you have recently started.