GCSE English Literature
Personal Learning Checklist (PLC): Prose, Drama, Poetry & Unseen Poetry
English Literature skills
1a
BASIC ESSENTIAL
I spell the author's name and the text title accurately throughout
1b
I keep quotes brief and in a supporting role
1c
I use suggested frameworks from my teacher as a starting point for my own response
1d
I identify the form and stay aware of this throughout when making connections between writer's choices and meanings
1e
I use tentative language: possibly, perhaps, suggests, maybe, could, might, suggests, hints at
RESPONSE TO TEXT and/or TASK
2a
I identify the focus for the task
2b
I begin my unseen answer with an overview, using the title and any contextual detail to find a 'way in'
2c
I self select relevant ideas and give a sense of the literary effect of charaterisation/theme/plot and/or setting
2d
I explain the literary effect of characterisation/theme/plot/setting, staying relevant to the question
2e
I apply relevant evaluative phrases to explanations
2f
I select perceptive details in terms of characteristation/theme/plot/setting and my comments
WRITER'S IDEAS AND ATTITUDES
3a
I identify clearly what the key ideas/attitudes in the text are and stay true to these throughout
3b
I am clear about whether the voice/s in the text is the same as the author's and I identify any differences in ideas/attitude
3c
3d
I keep referring to the writer's choices throughout, using evaluative phrases to express my appreciation of how the ideas and attitudes are
presented
I select details that are more subtle and imaginative in terms of attitude - what is the wider picture/the implications to individuals/society in
what is being said?
INTERPRETATION
4a
I self select relevant detail from the whole text
4b
I take time to identify the BEST detail that will allow me to draw out multiple meanings
4c
I select 3-5 precise 'loaded' quotations/moments that I can 'explode' confidently in terms of meaning and form/structure/language
4d
I ensure that at least 1 of my quotations is more subtle and imaginative and offers multiple possibilities for how readers/audiences may
respond.
Learning
Status
GCSE English Literature
Personal Learning Checklist (PLC): Prose, Drama, Poetry & Unseen Poetry
STRUCTURE
5a
5b
5c
5d
I self-select and explain the effect of 2-3 structural features and give the specific impact upon the reader/audience
I am able to bring structure to the fore where it is relevant - for example: beginnings/middles/endings, foreshadowing, triggers, climax,
linear structures (or otherwise)
I analyse structural features to the extent that it convinces my reader that I fully appreciate the choice made by the writer and the possible
(dramatic) impact on the reader (audience)
I analyse at least one structural feature that is subtle yet relevant to the task
LANGUAGE
6a
I self-select and explain the effect of 2-3 language choices (words/phrases or named features if relevant) and give the specific impact upon
the reader/audience
6b
I explain any language use within my 3-5 best quotations and I include cognitive and emotional impact on the reader/audience
6c
I analyse my precise quotations using evalutive phrases to convince my reader that I appreciate the impact of writer's word/language choices
6d
I analyse my choice of subtle and imaginative textual detail using evaluative phrases
COMPARISON
7a
I self-select 2-3 relevant links or points of comparison arising from the texts that are appropriate to the question
7b
I explain the links and/or points of comparison using thoughtfully selected textual detail
7c
I evaluate the similarities and differences within links/comparisons using apt linking words/phrases and evaluative phrases
7d
I self select more subtle points in terms of linkage or comparison
CONTEXT
8a
I self-select and embed comments about context (avoiding 'bolt on' effect)
8b
I identify at least 2 relevant contextual details for each text that mean something to the moment that I am referring to
8c
I consider the 'then and now' impact on the reader/audience
8d
I evaluate the similarities and differences between context then and now using apt linking words/phrases and evaluative phrases
8e
I self select more subtle points in terms of imaginative explorations of context