English Literature A Level Sample Essays

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A-Level English Literature


Question: Compare the presentation of characters as victims in A Streetcar Named Desire, Othello and Pride and Prejudice.

Answer: Victimisation is an essential theme to these three texts. It is responsible...


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Question: In what ways does the writer’s use of language convey the different moods she describes?

Answer: In this extract from her autobiographical novel “Hidden Lives”, Margaret Forster uses...


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Question: Discuss how two poets from the selection treat the subject of childhood.

The poems ‘Follower’ by Seamus Heaney and ‘My Parents’ by Stephen Spenders.
AS Level, A Mark, Band 2, 80%

Answer: It has often been said that to understand the adult one should...


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Question: ENGLISH REACTION PAPER
TO KILL A MOCKING BIRD (CHAPTER 15)

Answer: The essence of the 15th chapter of the book, in my opinion,...


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Question: Literature essay on the poem ‘Childhood’ by Frances Cornford.

Answer: ‘Childhood’ by Frances Cornford is a lyric which captures the sadness of...


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Question: Compare and contrast the theme of loss in ‘Disabled’ (1917) by Wilfred Owen and ‘Out-out’ (1916) by Robert Frost.

IGCSE English Literature Section B Year 11
Section B Coursework, Graded A*

Answer: Loss is inevitable; from car keys to aging relatives. Loss can be...


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Question: “Comedy, nonetheless attempts to throw a normalising arm around all and sundry, through resolutions that feel pleasing precisely because they reinforce what we’ve been taught about the natural order of things.”

To what extent does the ending of Jerusalem reinforce the ‘natural’ order?

Grade A, 1st Year, College, English Literature

Answer: Comedy’s attempt to “reinforce what we’ve been taught about the natural order...


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Question: “Shakespeare’s representation of love and relationships in ‘A Midsummer Night’s Dream’ is far-fetched and frustrating for an audience.”
Explore how far you agree with this statement.

Grade A, 2nd Year, College, English Literature

Answer: Relationships play a central role in most comedies, especially those of Shakespeare,...


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Question: Focusing on Huxley’s Brave New World and Atwood’s The Handmaid’s Tale, explore and compare the ways in which Power and Control are presented.

Grade A, 1st Year, College, English Literature

Answer: Both Brave New World and The Handmaid’s Tale give rise to totalitarian...


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Question: To what extent are labels effective at controlling characters behaviour in “The Handmaid’s Tale” and “One Flew Over the Cuckoo’s Nest”?

Graded A

Answer: Both "The Handmaid’s Tale1" and "One Flew Over the Cuckoo’s Nest2" employ...


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  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 98%
  • Words: 3043
  • Date submitted: December 09, 2013
  • Date written: Not available
  • References: Yes
  • Document type: Essay*
  • Essay ID: 5260
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 81%
  • Words: 512
  • Date submitted: January 26, 2009
  • Date written: August, 2000
  • References: No
  • Document type: Essay*
  • Essay ID: 337
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 80%
  • Words: 1619
  • Date submitted: February 25, 2013
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 4520
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 72%
  • Words: 828
  • Date submitted: December 11, 2010
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 3552
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 71%
  • Words: 752
  • Date submitted: August 08, 2012
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 4239
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 70%
  • Words: 1844
  • Date submitted: March 14, 2016
  • Date written: November, 2014
  • References: No
  • Document type: Essay*
  • Essay ID: 7202
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 70%
  • Words: 1898
  • Date submitted: December 27, 2015
  • Date written: April, 2015
  • References: Yes
  • Document type: Essay*
  • Essay ID: 7029
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 70%
  • Words: 2387
  • Date submitted: December 27, 2015
  • Date written: April, 2013
  • References: Yes
  • Document type: Essay*
  • Essay ID: 7028
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 70%
  • Words: 3271
  • Date submitted: December 27, 2015
  • Date written: April, 2013
  • References: No
  • Document type: Essay*
  • Essay ID: 7027
  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: 70%
  • Words: 2091
  • Date submitted: November 01, 2015
  • Date written: November, 2014
  • References: No
  • Document type: Essay*
  • Essay ID: 6873

A range of resources to help you plan your teaching and assessment for the Love through the ages component of AS and A-level English Literature A.

How to use these resources

If you haven't yet decided on which texts or text combinations to teach, the specimen assessment materials give you details about some of the aspects of Love through the ages each text covers, which can help you decide. Don't forget to consult the specification for a list of possible aspects.

Once you have decided, these documents will help you to focus your teaching on those aspects and to work towards the relevant exam question in the specimen assessment materials. The exemplar student responses with marking commentary act as models for the students and help you to assess their work.

AS resources

Paper 1, Section A

Paper 1, Section B

Paper 2, Section A

The collection of unseen prose extracts can be used to support the learning objective of week 7 in our autumn term teaching plan (Co-teaching programme of study) - approaching unseen extracts essay writing skills.

Using the extracts allows students to:

  • be able to apply the knowledge gained doing the prose study to the analysis of unseen prose extracts
  • understand the demands of AS Paper 2, Section A
  • learn how to structure a response to a practice exam question.

Paper 2, Section B

A-level resources

Paper 1, Section A

Paper 1, Section B

Paper 1, Section C

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