Following on the very positive reception of Making Sense of Poetry, this new guide focuses on the ‘unseen poems’ test which features in English examinations, but it also serves as a follow-on from the first volume, examining the process of analysing a poem in greater depth. Poets range from Milton to the nineteenth-century poetess Anna Laetitia Barbauld. The whole approach is interactive, with readers en­couraged not just to sit back and read but to work out for themselves the answers to the examples in the text before checking the model responses at the back of the guide. Readers are also encouraged to read poetry widely, as this is one of the key routes for making progress in this subject, and the guide contains a list of anthologies, etc., which can point them in the right direction. Table of Contents ​ Reviews of Volume one – Making Sense of Poetry ​ About the Author ​ Acknowledgements Introduction ​ Chapter one – First steps ​ Interlude one – Name that poem ​ Chapter two – Getting up early ​ Interlude two – Name these poems ​ Chapter three – Anna Barbauld and the mystery building ​ Chapter four – The death of Heraclitus ​ Interlude three – The language of the past ​ Chapter Five – Total nonsense? ​ Chapter six – Religious fervour ​ Chapter seven – Broken statue in the desert ​ Interlude four – External references ​ Chapter eight – Rural plunder ​ Interlude five – ‘Deserted Village’ words and phrases ​ Chapter nine – Trailing clouds of glory ​ Chapter ten – In conclusion ​ Appendix one – Further reading ​ Appendix two – Keys to Interludes one and two and Chapter three ​ Appendix three – Answers to Interlude three ​ Appendix four – Solutions to Classical and other names ​ Appendix five – ‘Deserted Village’ answers

Endorsed by WJEC Eduqas. Equip your students with the skills required to analyse and respond to every poem in the WJEC Eduqas Poetry Anthology. - Helps students of all abilities to explore each poem with a step-by-step approach to textual analysis that moves gradually from first impressions to detailed explorations - Develops the skills students need for GCSE and beyond by providing focused activities for each Assessment Objective - Teaches students how to approach different question types with exam-style questions, examiner advice and prompts throughout the text to emphasise literary comparison - Offers a quick knowledge check at the end of each chapter with self-assessment criteria for students to map their progress - Increases students' confidence tackling Component 2 of the specification through a dedicated section on unseen poetry

The only textbook that has been written for the Oxford AQA International GCSE English Literature specification (9275), for first teaching in September 2016. Written by expert authors who have contributed to the new specification, the clear international approach develops students' reading, writing and critical thinking skills. Packed with examples of Prose, Poetry, Set and Unseen texts and exercises in the first half build strong foundations, developing the key skills required to critically analyse, evaluate and respond to different types of literature. The second half ensures students are fully prepared for their exams with full support and guidance on each part of the assessment, giving students the opportunity to apply the skills they have learnt to specific Set and Unseen texts. This textbook helps students to develop the key skills needed for their exams and provides an excellent grounding for further study at A Level.

This book prepares students and teachers for the requirements of the 2015 AQA A Level English Literature A specification. Structured and written to develop the skills on which students will be assessed in the exams and coursework, students of all abilities, through the source texts, book features and approach, will be able to make clear progress. The book offers students the opportunity to build on skills acquired at GCSE, extending them into their A Level course, ensuring that they are fully prepared for the assessment requirements of the qualifications and that students become successful, independent all-round learners. Building on years of development work on earlier editions, this brand new book includes the latest thinking and research, thus maintaining relevance and instilling confidence. Whether students are taking AS or A Level AQA English Literature specification A, this resource offers guidance and activities to help all students achieve their potential.

What is English as a school subject for? What does knowledge look like in English and what should be taught? Making Meaning in English examines the broader purpose and reasons for teaching English and explores what knowledge looks like in a subject concerned with judgement, interpretation and value. David Didau argues that the content of English is best explored through distinct disciplinary lenses – metaphor, story, argument, pattern, grammar and context – and considers the knowledge that needs to be explicitly taught so students can recognise, transfer, build and extend their knowledge of English. He discusses the principles and tools we can use to make decisions about what to teach and offers a curriculum framework that draws these strands together to allow students to make sense of the knowledge they encounter. If students are going to enjoy English as a subject and do well in it, they not only need to be knowledgeable, but understand how to use their knowledge to create meaning. This insightful text offers a practical way for teachers to construct a curriculum in which the mastery of English can be planned, taught and assessed.

Through a skills-based and Assessment Objective-focussed approach, this Student Book develops the skills on which students will be assessed in the exam papers. The book provides a thorough preparation for students of all abilities on the requirements of the 2015 English Literature specification, that can be applied to specific set text-choices.

Over a period of over forty years, Geoffrey Leech has made notable contributions to the field of literary stylistics, using the interplay between linguistic form and literary function as a key to the ‘mystery’ of how a text comes to be invested with artistic potential. In this book, seven earlier papers and articles, read previously only by a restricted audience, have been brought together with four new chapters, the whole volume showing a continuity of approach across a period when all too often literary and linguistic studies have appeared to drift further apart. Leech sets the concept of ‘foregrounding’ (also known as defamiliarization) at the heart of the interplay between form and interpretation. Through practical and insightful examination of how poems, plays and prose works produce special meaning, he counteracts the ‘flight from the text’ that has characterized thinking about language and literature in the last thirty years, when the response of the reader, rather than the characteristics and meaning potential of the text itself, have been given undue prominence. The book provides an enlightening analysis of well-known (as well as less well-known) texts of great writers of the past, including Keats, Shelley, Samuel Johnson, Shaw, Dylan Thomas, and Virginia Woolf.

This book explores a neglected feature of intellectual history and literature in the early modern period: the ways in which the body was theorized and represented as an intelligent cognitive agent, with desires, appetites, and understandings independent of the mind. It considers the works of early modern physicians, thinkers, and literary writers who explored the phenomenon of the independent and intelligent body. Charalampous rethinks the origin of dualism that is commonly associated with Descartes, uncovering hitherto unknown lines of reception regarding a form of dualism that understands the body as capable of performing complicated forms of cognition independently of the mind. The study examines the consequences of this way of thinking about the body for contemporary philosophy, theology, and medicine, opening up new vistas of thought against which to reassess perceptions of what literature can be thought and felt to do. Sifting and assessing this evidence sheds new light on a range of historical and literary issues relating to the treatment, perception, and representation of the human body. This book examines the notion of the thinking body across a wide range of genres, topics, and authors, including Montaigne’s Essays, Spenser’s allegorical poetry, Donne’s metaphysical poetry, tragic dramaturgy, Shakespeare, and Milton’s epic poetry and shorter poems. It will be essential for those studying early modern literature, cognition, and the body.