How To Get Full Marks (OCR A Level English Literature)
Revision Note
Written by: Nick Redgrove
Reviewed by: Kate Lee
How To Get Full Marks
Regardless of which texts you are studying, the type of question asked for Section 2 will always be the same. You will be asked to write a comparative analysis on two core texts in response to a statement or proposition.
It is tempting to jump straight in and start writing immediately. However, following this guide will ensure you answer the question in the way the examiners are looking for.
Below you will find sections on:
What skills are required
Each question on your exam paper has a dominant assessment objective. For this task, the dominant objective is AO3, which requires you to demonstrate a detailed understanding of the significance and influence of the contexts in which literary texts are written and received as appropriate to the question. The subordinate assessment objective is AO4, which requires you to engage in a detailed comparative analysis of the relationships between texts.
The minor objectives for this task are AO5 and AO1. AO5 asks you to incorporate an exploration of different interpretations of texts in your answer, considering critical approaches and theories in relation to the focus of the question. AO1 assesses you on the way you present your response, in an accurate, well-structured and coherent manner; so as long as you keep your response sharply focused on the question, write fluently and use critical concepts and terminology accurately and consistently, you will hit this objective. The following sections explore the skills you will need to demonstrate mastery of the two most heavily weighted AOs in more detail:
Incorporating context (AO3)It is important to remember that incorporating context does not mean memorising large chunks of historical material and reproducing this in your answer. Instead, contextual exploration must be woven into your comparative analysis in an integrated manner, and always be linked to both the texts and the focus of the question. “Context” can be understood in a variety of ways.
Examiner Tips and Tricks
It is a good idea to start your answer by giving the examiner a working definition of the key focus in the question. This means demonstrating to the examiner that you understand what the key focus means. For example, if the proposition suggests that the texts focus on immoral behaviour, then start your response by demonstrating to the examiner that you understand what immoral behaviour means in the context of both texts.
You should also set out from the start which texts you are going to use for your comparison and your position in relation to the proposition.For example: Thе connеction bеtwееn intеnsе еmotions and immoral actions is еvidеnt in Paradisе Lost and Thе Duchеss of Malfi. Immoral actions rеfеr to dееds that violatе accеptеd principlеs of right and wrong, еthics, or moral standards within a particular sociеty or cultural contеxt. Thеsе actions arе considеrеd morally wrong, unеthical, or sinful, oftеn causing harm to onеsеlf or othеrs and going against commonly hеld bеliеfs about what is right and just. For example, in Paradise Lost, Satan's ovеrwhеlming pridе and еnvy drivе him to rеbеl against God, lеading to morally quеstionablе actions. Similarly, thе Duchеss's intеnsе lovе for hеr stеward, Antonio, dеfiеs sociеtal norms, rеsulting in immoral choicеs and tragic consеquеncеs for both hеr and hеr family.
Literary context
Depending on your chosen topic, you may wish to consider the following “typical” genre conventions, but again with the caveat that concentrating on a pre-prepared list of “features” typical to the genre will not gain extra credit unless you remain specifically focused on the statement given to you in the question.
Epic Poem
Genre feature | Contextual considerations |
Elevated style |
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Heroic theme |
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Episodic structure |
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Moral and ethical aspects |
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Tragedy
Genre feature | Contextual considerations |
Tragic hero |
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Conflict |
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Catharsis |
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Hubris |
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Comedic Play
Genre feature | Contextual considerations |
Humour and wit |
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Happy resolution |
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Mistaken identities |
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Social, political and historical contexts
When considering the social, political and historical context of a text you might consider:
The political context in which it was produced
The social context in which it was produced
The ways in which the text would have been transmitted, performed or read
The biographical circumstances of the writer
Attitudes of readers or audiences at the time of first production
AO3 asks you to consider and explore the contexts in which literary texts are written and understood. You might therefore find the following questions useful to consider:
When was the text written? | Where and when is the setting of the text? | What problems (social/economic/political) can you see in the text and do these reflect any social, political or economic problems or issues at the time and place of writing? |
Who has the power in this text? What social issues does this represent? | How might the date of publication relate to events in the text or its setting? | What social issues are presented in the passage? How does the author engage with gender, race and/or class? |
What are the gender dynamics in the passage? Do these reflect anything about the time of writing? Has anything changed? | How was the text received at the time of publication versus how is it received today? | Have attitudes towards the text changed over time? |
Context also applies to criticism. As you read criticism of your set texts, you need to understand the context of criticism, since each critic lives in their own time and is influenced by assumptions of that time. Each of these critics have to be viewed as being influenced by a range of contexts, changing philosophical/intellectual attitudes, and changing methods of transmission (such as conventions of theatrical performance, or ways of writing/printing or producing texts).
Here is an example of how you might explore context, for example, in relation to The Duchess of Malfi:
Context for The Duchess of Malfi | |
Political |
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Social |
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Theatrical |
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Biographical/Authorial |
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Critical |
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Making comparisons (AO4)
AO4 requires an integrated comparative analysis of the relationships between texts. This means that you are required to explore contrasts, connections and comparisons between different literary texts, including the ways in which the texts relate both to one another and to literary traditions, movements and genres. The best responses pick up on the prompt words within the quotation given in the task and then select material accordingly. In this way, by sustaining a coherent, question-focused argument throughout, comparison becomes a technique through which the texts can be used to shed light on each other, both in terms of similarities and differences.
Examiner Tips and Tricks
It is better to choose one other text, as well as the core text, to form the basis of your response, and allow references to others to appear briefly as literary context. If you try to write in detail about too many texts you will struggle to produce a coherent, detailed and sustained argument. It is also a good idea to set out your main points of comparison in your introduction.
The example below shows how you might begin to approach comparing Paradise Lost with The Duchess of Malfi, based on the following past paper question proposition:
Proposition | “Literary works frequently overvalue the quality of heroism.” In the light of this view, consider ways in which writers explore heroic acts and behaviour | |
Similarities and differences | Paradise Lost | The Duchess of Malfi |
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Steps for success
To do well in this task, you need to identify the focus of the question and decide to what extent you agree with the proposition. The most important part of the question is the statement or quotation, because this gives you a clear proposition on which to base your argument. You also need to identify the main points of comparison you can make, in relation to the question’s focus, with the two texts you will be using.
It is tempting to jump straight in and start writing your response immediately. However, completing the steps below first will ensure you answer the question in the way that examiners are looking for:
Ensure you are answering the question on your chosen topic area:
This may seem obvious, but this is one of the most common reasons for a rubric infringement in this part of the exam
Read the proposition and the question carefully and highlight the focus of the question:
Ensure you have identified both what the proposition is suggesting and your position in relation to it (how far you agree)
Plan your answer:
Start by deciding on your argument in relation to the focus of the question
Develop a thesis statement (AO1) that demonstrates to the examiner that you have understood the focus of the question
Ensure that this is placed in the context of your chosen topic (AO3)
Also set out which texts you will be primarily comparing in your answer and the main points of comparison (AO4)
Note down the main points of comparison you will be making – these should become your paragraph topic sentences
Include any quotations or close textual references you will be using in your response
Follow your plan and write your response:
Ensure each paragraph starts with a confident, comparative topic sentence (AO1)
Then flesh out each paragraph with a series of “sub-points”, which “prove” your comparative topic sentence
Re-read and check your work for overall sense and accuracy (AO1)
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