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A-Level English Literature Guide

In A-Level by Think Student Editor October 21, 2022 Leave a Comment

A-Level English Literature can be a niche or popular subject – sometimes classes have less than 10 people, sometimes classes are full. Whether you’ve picked it for A-Level or are sitting on the fence, it can be one of the hardest subjects to get right. Think you need some help? This guide is here to help answer all your questions.

In this guide I’ll be discussing whether you should take A-Level English Literature, what the course involves and what the benefits are to taking it. Keep reading to find out more!

Table of Contents

Should you take A-Level English Literature?

Personally, I feel that A-Level English Literature is one of the most creative A-Level subjects. If you enjoyed English Literature GCSE, the chances are you’ll also enjoy English Literature A-Level.

I’d only recommended taking English Literature A-Level if you are strongly passionate about it. The workload can be intense, so if you don’t enjoy the subject, you probably won’t enjoy the A-Level course.

Most schools will hold events for future sixth form students to learn more about each subject. From these you find out more about the course the school offers, or you can ask your teachers.

Alternatively, exam board websites usually post their specifications. For example, you can find the OCR specification here .

If you know what you want to pursue beyond A-Levels, you should also consider whether English Literature A-Level is necessary for future careers. This Think Student article has information on the most respected A-Level subjects.

Alternatively, read this Think Student article if you want to read more about A-Level combinations favoured by universities.

However, if you really want to take English Literature, you should choose what you’re interested in — it will make A-Levels in general more enjoyable.

Ultimately, whether you take English Literature A-Level or not is up to you. If you have a passion for the subject or think it could help you in the future, you should definitely consider choosing it.

How hard is A-Level English Literature?

Any A-Level English Literature student will tell you that it’s not an easy A-Level . In fact, this Think Student article has a list of the top 10 hardest A-Levels to take.

However, you shouldn’t let difficulty put you off. If you achieved the GCSE grades required to take the A-Level, you’re good enough to take the subject.

I would say that A-Level English Literature is moderately difficult. What many students, including myself, like about English is that there is technically no “wrong” answer. However, this also means your knowledge has to be on-point .

Still, don’t let difficulty get you down. Your school wouldn’t let you take A-Level English Literature if they thought you couldn’t handle it. Difficulty is also subjective; what other students find hard, you may find easy.

However , if you are a few weeks into the course and you decide it isn’t for you, there will still be time to switch subjects . If you have any concerns, this Think Student article offers advice on how to know if a course is right for you.

Now that we’ve established whether A-Level English Literature is right for you, let’s look at what the A-Level actually involves.

What do you do in A-Level English Literature?

The A-Level English Literature course is different depending on which exam board your sixth form uses. Even so, most of the courses have similar structures or modules.

As I mentioned earlier, if you enjoyed your GCSE English course, you’ll probably like the A-Level course too. Keep reading to find out more about the general structure of A-Level English Literature.

Exam boards provide a list of “set texts”. This means that your school has to choose a text to study from that specific list.

Exactly which texts are chosen is entirely up to your school. Meaning that you might study a different text to someone doing the same course.

What kind of work does A-Level English Literature involve?

The literature you study will cover poetry, prose and drama, and each exam board requires an NEA (non-exam assessment) project as part of the A-Level . Across the course, you’ll be analysing texts in response to questions on specific themes, ideas, characters or events.

The kinds of questions you get can vary . Sometimes, they’ll be a statement which you’ll be asked to agree or disagree with.

As well as this, you’ll be asked open-ended questions like discussing the presentation of a particular feature. This is one of the best things about A-Level English Literature: your opinion matters!

You’ll also have a lot of new and more complex terminology to learn, to help you analyse texts. This can definitely seem daunting when you first start. Although, if English is your favourite subject, then like me, you’ll learn to love it pretty quickly!

Does A-Level English Literature involve a lot of work?

I don’t think I need to tell you that A-Level English Literature is a very essay-based subject. However, this also means that you will have lots of writing to do and you will probably get set essays regularly . Your teachers may even set you an essay every week or two.

Due to this, for English literature, the jump from GCSE to A-Level is pretty noticeable. Especially as you will generally have quite a lot of work to do. If you’re worried that you aren’t prepared enough for it, this Think Student article has tips you’ll find useful.

Like I said earlier, exactly what you do, including how much work, depends on which exam board your school has chosen. Read further to find out more about the different exam boards, and what they offer as part of A-Level English Literature.

What are the exam boards for A-Level English Literature?

All 4 English exam boards – AQA, OCR, Edexcel and Eduqas – offer A-Level English Literature as a subject. Earlier in the guide , I mentioned that each exam board offers different texts and modules.

While your specific texts will depend on your sixth form, the modules are the same for everyone under the exam board. Continue reading for more information.

What is AQA A-Level English Literature like?

AQA, unlike the other exam boards, actually offers 2 different specifications: A and B .

In specification A, there are 3 compulsory modules. These are “Love through the ages”, “Texts in shared contexts”, and “Independent critical study: Texts across time”.

In specification B, there are also 3 compulsory modules. These are “Literary genres”, “Texts and genres”, and “Theory and independence”.

The texts that are part of specification A include one Shakespeare play, one pre-1900 poetry anthology and one pre-1900 prose text in one module. As well as 3 texts (one prose, one poetry and one drama) with at least one text written post-2000 in another module.

The texts that are part of specification B include one Shakespeare play and two pre-1900 texts in one module. As well as one post-2000 prose, one poetry, and one pre-1900 text in another module. As you can see, both specifications feature similar content but divide them differently .

However, this guide can only offer you a brief overview of the A-Level course. You can find the specifications for AQA A-Level English Literature here (specification A) and here (specification B).

What is OCR A-Level English Literature like?

The OCR A-Level English Literature specification is divided into 3 sections. These are “Drama and poetry pre-1900”, “Comparative and contextual study”, and “Literature post-1900”.

The latter section is a coursework module. Some exam boards require coursework as part of A-Level English Literature, but some don’t.

In the first section, you’ll study one Shakespeare play, one pre-1900 drama and one pre-1900 poetry text. In the second section, you’ll choose one theme (from a list provided by the exam board) and two texts, with at least one text from the list provided by OCR.

The third section is a coursework module, which means you don’t sit an exam for it. Instead , you produce an essay over the course which determines a percentage of your final grade . You can find the full OCR A-Level English Literature specification here .

What is Edexcel A-Level English Literature like?

Pearson Edexcel offers 4 components as part of A-Level English Literature. These are “Drama”, “Prose”, “Poetry”, and a coursework module.

As with the components and modules of other exam boards, each module has its own exam (except for coursework). For Edexcel, the “Drama” and “Poetry” exams are 2 hours 15 minutes, and the “Prose” exam is 1 hour 15 minutes .

In “Drama”, students study one Shakespeare play and critical essays related to the play, and one other drama. In “Prose”, students study two prose texts with one text written pre-1900.

In “Poetry”, students study an anthology and a range of poetry from either a specific poet or specific period. The Pearson Edexcel specification is linked here .

What is Eduqas A-Level English Literature like?

The Eduqas English Literature A-Level specification also has 4 components. These are “Poetry”, “Drama”, “Unseen Texts”, and “Prose Study”.

The “Prose Study” component is a coursework module. All 3 Eduqas A-Level English Literature exams are 2 hours long.

In total, you’ll study two selections of poetry (pre-1900 and post-1900), a Shakespeare play, two non-Shakespeare plays (pre-1900 and post-1900), and two prose texts.

Unlike the other exam boards, Eduqas dedicates a whole module to unseen texts , so you can’t directly revise for that. If you want to read the complete specification, you can do so here .

How to do well in A-Level English Literature

Every student knows there’s no set way to do well. There are way too many changing factors to offer you a fool-proof guide to success!

However , there are definitely techniques and processes to help you secure those top grades . Continue reading for my personal advice on how to succeed in A-Level English Literature.

The best advice I received while studying A-Level English Literature is to include your work in your everyday life. This could be as simple as telling your friend about a character you liked. Alternatively, you could use a key quote in a conversation.

These things both count as revision, because it helps you remember important information. For more revision techniques, see this Think Student article.

in A-Level English Literature is to take advantage of peer review . You’ll definitely make mistakes in your work, no one is perfect!

Asking a partner, friend, or family member to read your essay is a great way to pick up on things you miss. This Think Student article has some useful advice for English literature essay writing!

How to write an English literature essay for A-Level?

Sometimes, the exam system can make it feel like you don’t have much self-expression. I know I’ve certainly felt that way.

One of the great things about essays, and English literature, is that you get to voice your own opinion in your own way . I’ll take you through some general tips on what makes a good essay.

The most important thing is to perfect your spelling and grammar as much as possible. One thing I was always told in school was that if your essay is coherent, you’re halfway to a good essay. Obviously, this is harder if English isn’t your first language, but practice makes perfect!

On top of spelling and grammar, you should make your argument as clear as possible. Teachers will often refer to this as “signposting”.

It lets examiners know exactly what you’re going to talk about. It’s also useful if you run out of time, as examiners can see what you were planning to talk about; it shows you had good ideas, you were just limited by time. For tips on how to structure an English essay, check out this Think Student article.

A third, more obvious tip is to keep your assessment objects in mind as much as possible . In your essays, it’s good to mentally check off what criteria you’ve followed. This way you can keep track of the marks you’ve achieved, and the ones you still need.

What can you do with an English literature A-Level?

Being a student who took A-Level English Literature myself, one of my biggest concerns was the pathways available to me afterwards .

English is often talked about as a subject with limited options – but don’t worry! A-Level English Literature is useful for degrees in fields like English, History, Law, Politics, Philosophy and more.

It might surprise you, but English is a subject that a lot of universities and employers like . You don’t have to want to be a writer to find English A-Level useful.

The writing skills you gain are desirable to universities and employers in a range of fields . However, if you’re still uncertain, I’d recommend researching what A-Levels you need to pursue your future degree/job.

For example, if you want to be a vet , midwife , counsellor , nurse , social worker , police officer , pilot or account , you can click on their respective links to see what A-Levels you will need.

Don’t let how useful A-Level English Literature is stop you from taking it if you really want to! The most important thing about A-Levels is that you choose the subjects you like.

From personal experience, I can tell you that if you don’t care about the subject, you won’t enjoy the A-Level. If you think A-Level English Literature is right for you, choose it!

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AS and A-level English Literature A

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Love through the ages
• 4.1 Love through the ages
• 4.2 Texts in shared contexts

4.3 Independent critical study: texts across time

• Scheme of assessment
• Non-exam assessment administration (A-level only)
• General administration

In Texts across time, students write a comparative critical study of two texts.

This specification is committed to the notion of autonomous personal reading and Texts across time provides a challenging and wide-ranging opportunity for independent study. Possible themes for the comparison are indicated below, but this is not a set list and students are free to develop their own interests from their own wider and independent reading.

Texts chosen for study must maximise opportunities for writing about comparative similarity and difference and must allow access to a range of critical views and interpretations, including over time . Students should take an autonomous approach to the application and evaluation of a range of critical views.

The title 'Independent critical study' highlights the important idea that, within a literature course, students should have the opportunity to work independently. Although one common text could, if required, be taught to a whole cohort, at least one text should be studied independently by each student. Texts should always be chosen with your guidance and support. Students should also individually negotiate their own task.

In Texts across time, students write a comparative critical study of two texts on a theme of their choice. Possible themes include, but are not limited to:

• the struggle for identity
• crime and punishment
• minds under stress
• nostalgia and the past
• satire and dystopia
• war and conflict
• representations of race and ethnicity
• representations of sexuality
• representations of women
• representations of men
• representations of social class and culture.

The spirit of this component is for independent study, with schools and colleges submitting work on a range of texts and tasks. Schools and colleges are encouraged to check the appropriateness of texts and tasks with their non-exam assessment adviser, especially where there may be some uncertainty on the approach being taken, either by the school or college as a whole or by individual students.

• The word count is 2,500 words.
• Tasks should be designed to ensure that students address all assessment objectives in their essay response.
• An appropriate academic bibliography (not included within the 2,500 word count) must be included.
• An appropriately academic form of referencing must be used.

The following conditions apply to the texts chosen:

• one text must have been written pre-1900
• two different authors must be studied
• set texts listed for the A-level exam components cannot be used for non-exam assessment, even if they will not be used in the exam
• the essay is comparative and connective so equal attention must be paid to both texts
• a poetry text could be either one longer narrative poem or a single authored collection of shorter poems. If using a collection of poetry, students must have studied the whole text and select at least two poems to write about in detail as examples of the wider collection
• single authored collections of short stories are permissible. If using a collection of short stories, students must have studied the whole text and select at least two stories to write about in detail as examples of the wider collection
• texts chosen for study may include texts in translation that have been influential and significant in the development of literature in English. The translated text should be treated as the original writer's own words for assessment purposes. Therefore, schools and colleges should ensure that they use a version recognised by academia as being a high quality translation which supports the original author's writing appropriately.

Recommended texts

Texts listed in the A-level core set text and comparative set text lists in Sections 4.1 and 4.2 cannot be studied for non-exam assessment. Texts chosen for study may include texts in translation that have been influential and significant in the development of literature in English.

Possible pre-1900 texts include, but are not limited to:

NEA prohibited texts

Students cannot use the following texts for non-exam assessment as they appear on the exam set text lists.

Examples of choices of non-exam assessment texts and possible connections

Compare and contrast the presentation of British attitudes to race and ethnicity in The Moonstone and in Zadie Smith’s White Teeth in the light of this view.

In what ways do you think the Gothic settings of these texts help the writers to shape their presentation of heroines in peril?

Compare and contrast the presentation of Sue Trinder in Fingersmith with Marian Halcombe in The Woman in White in the light of this view.

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Cambridge International AS and A Level English Language Coursebook 2nd Edition

Purchase options and add-ons.

• ISBN-10 1108455824
• ISBN-13 978-1108455824
• Edition 2nd
• Publisher Cambridge University Press
• Publication date April 2, 2019
• Language English
• Dimensions 8.9 x 0.8 x 10.8 inches
• Print length 460 pages
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• Publisher ‏ : ‎ Cambridge University Press; 2nd edition (April 2, 2019)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 460 pages
• ISBN-10 ‏ : ‎ 1108455824
• ISBN-13 ‏ : ‎ 978-1108455824
• Grade level ‏ : ‎ 4 - 6
• Item Weight ‏ : ‎ 15.2 ounces
• Dimensions ‏ : ‎ 8.9 x 0.8 x 10.8 inches
• #3,422 in Children's Reading & Writing Education Books (Books)
• #31,489 in Unknown

About the author

Mike Gould was born in London and after a career as a Head of English and a drama teacher, became an educational publisher and writer. Now author of over 150 books for children and adults, he also runs his own educational and publishing consultancy, Gould Publishing Ltd. He has written best-selling textbooks for schools in the UK and around the world and is also author of many short plays, short fiction and non-fiction, some of which have been published in partnership with the Imperial War Museum, Natural History Museum etc. He lives in East Sussex and is married to Jane, expert EFL author and IELTS examiner, and has three (grown up) children and a mad dog.

Did you know?

His son Sam is co-author of his book 'The Body in the Car Park' about Richard III.

He's written a lot of poetry, anthologised in various school collections or textbooks. His first published one was a funny rhyme written under the pseudonym Bongo Lee. Don't ask.

He plays the guitar (badly) and owns a Rickenbacker, limited edition Epiphone Dot, a Tokai jazz guitar and a Turner electro-acoustic, plus a mandolin he rarely plays.

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Programmes & Qualifications

Cambridge international as & a level english - literature (9695).

• Syllabus overview

Learners following the Cambridge International AS and A Level English syllabus will study a range of texts in the three main forms: prose, poetry and drama. Set texts are offered from a wide range of different periods and cultures.

Learners will develop skills of reading and analysis of texts, and are encouraged to undertake wider reading to aid understanding of the texts studied. They will learn skills of effective and appropriate communication including the ability to discuss the critical context of texts.

Changes have been made to this syllabus for examination from 2021 onwards. Please see the 2021-2023 syllabus for detailed information.

The syllabus year refers to the year in which the examination will be taken.

• -->2021 - 2023 Syllabus update (PDF, 179KB)
• -->2024 - 2026 Syllabus (PDF, 523KB)

Syllabus support

• -->2023 - 2026 Grade Description A Level (PDF, 156KB)
• -->2023 - 2026 Grade Description AS Level (PDF, 149KB)
• -->Support for Literature in English (PDF, 3MB)

Syllabus updates

We worked with teachers, subject expert panels and universities around the world to update our Cambridge International AS & A Level English subject group as part of our on-going review process. Following the review, we have made some changes to Cambridge International AS & A Level Literature in English for examination in 2021, 2022 and 2023.

Many teachers told us that they offer more than one English subject from this group, so we have made some changes so that the syllabuses work together regardless of whether a student is studying one or more subject from this group. To make it clearer for teachers, we have separated this syllabus (Cambridge International AS and A Level English – Literature 9695) from our other Cambridge International AS & A Level English syllabuses.

How has the syllabus changed?

Cambridge International AS & A Level Literature in English is available for examination in 2021, 2022 and 2023.

• We have updated the aims in the syllabus, but the emphasis remains the same - to encourage learners to enjoy reading a wide range of international texts and to develop their skills in Literature.
• Interpretation.
• We have updated the list of set texts in the 'Subject content' section of the syllabus.
• A list of command words has been added to the syllabus to help teaching and learning and exam preparation.

How has the assessment changed?

• We have removed optional routes through the syllabus. There are now compulsory examination components: Paper 1 and Paper 2 at AS Level, with the addition of Paper 3 and Paper 4 at A Level.
• Paper 2: The assessment of an Unseen text has been introduced to the AS level and this provides good progression from Cambridge IGCSE.
• Coursework has been removed from the syllabus. All components are now externally assessed.
• All learners will study all three forms: poetry, prose and drama at both AS and A Level. This allows students to gain a good knowledge and understanding of Literature in all forms.
• The question paper structure has changed, as have the paper titles due to the changes made to the assessment model. However, the style of questions and presentation of the questions remains consistent with the current syllabus.
• The rubrics in all of the question papers have changed. Please see the specimen papers for further information.
• The levels-based marking criteria have been updated to maintain validity and reliability of assessment.

When do these changes take place?

The updated syllabus is for examination in June and November 2021, 2022 and 2023. It is also available in March 2021, 2022 and 2023 (India only). Please see the 2021-2023 syllabus above for full details.

Coming soon

We are developing a wide range of support to help you plan and teach the 2021-2023 syllabus.

Look out for a comprehensive range of materials to help you teach the updated syllabus including a scheme of work, Example candidate responses, Learner and Teacher Guides as well as specimen paper answers. These resources will be available from April 2019 onwards (before first teaching) through our School Support Hub .

Endorsed resources

Introduce key concepts and skills for advanced level literary study and focus on developing effective writing from the start. Give students a toolkit for responding to unseen texts and exploring the set texts in depth.

Read more on the Collins website

Through exploring wide ranging texts, students will find they are building essential skills – such as the ability to write clearly and effectively, construct an argument, manage information and analyse complex pieces.

Read more on the Cambridge University Press website

Important notices

We are withdrawing Cambridge International AS & A Level Literature in English (9695) from the March exam series. The last March series for this syllabus will be March 2026. 

From 2027, we will only offer this syllabus in the June and November exam series.

We communicated this change to schools in September 2022.

Find out more about our range of English syllabuses to suit every level and ambition.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

School Support Hub

Teachers at registered Cambridge schools can unlock over 30 000 teaching and learning resources to help plan and deliver Cambridge programmes and qualifications, including Schemes of work, Example candidate responses, Past papers, Specimen paper answers, as well as digital and multimedia resources.

Schemes of work

Example responses, past papers, specimen paper answers.

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Sign up for updates about changes to the syllabuses you teach

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At the Academy of American Studies in Queens, an English class teaches 10th grade students about books that have historically faced challenges or bans. (Olena Ruban / Getty Images)

Banned books make up the sophomore English curriculum at this NYC high school

This story is part of the P.S. Weekly podcast, a collaboration between Chalkbeat and The Bell . Listen for new episodes Wednesdays this spring.

Amid a nationwide surge in attempted book bans, one Queens school is taking the opposite approach.

At the Academy of American Studies in Queens, 10th grade students take a Regents-level English class devoted to the study of books that have historically faced challenges or bans — with students reading works like Elie Wiesel’s “Night” and Amy Tan’s “The Joy Luck Club.”

“All the teachers who teach it really try to tie in when and how these books were challenged historically,” said Amy Weidner-LaSala, an English teacher at the school. The course can help show students “how we open our minds and accept new things through literature,” she added.

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It’s the second year that the class has been offered, said Weidner-LaSala.

The course comes at a time when efforts to restrict student access to books that deal with topics of race, gender, and sexuality are on the rise. During the first half of the 2022-23 school year, PEN America reported more than 1,450 cases where students saw access to individual books restricted or diminished in school libraries or classrooms nationwide — a 28% jump from the six months before.

Though a handful of districts in a few states saw a large share of book bans, the organization reported cases in 66 school districts across 21 states, including New York.

While historically book bans have come from both sides of the political spectrum, recent years have seen a surge in attempts from conservative movements and actors, said Shannon Oltmann, a University of Kentucky professor who has studied censorship and book banning. Those efforts have heavily targeted books that feature LGBTQ characters, as well as characters who are Black, Indigenous, or other people of color.

Yet for many students, those stories can be hugely important, especially in a city like New York, with a school system that’s home to more than 80% students of color.

“Having access to stories that look like their lives, that reflect the experiences they’ve had, help them feel seen, help them feel empowered, and help them to be more confident and resilient throughout life,” Oltmann said. “A lack of these resources, then, does exactly what you might think: It creates spaces where kids feel unsure, unwelcome, unsafe.”

Oltmann believes classes that focus on banned books can offer a unique learning opportunity.

“It has the potential to be really powerful, to teach kids about whose voice matters and doesn’t matter, whose voices are challenged or seen as intimidating or threatening,” she said. “It can also teach them about political power and the ways that it can be wielded.”

Tabassum Akter, a 10th grader at the Academy of American Studies, said her class on banned books has delved deeper into intense topics than previous English classes she’s taken. So far, her class has read William Golding’s “Lord of the Flies” and Khaled Hosseini’s “The Kite Runner.”

“It makes you think about the world more,” Akter said. “These books were books that you weren’t allowed to read at one point.

“It’s important to know why they were banned and why they should be read,” she added.

Still, Akter hopes that the class will go further as it continues to develop, incorporating more contemporary works into the syllabus.

“Most of the books that we read are very old,” she said. “I wish we got to read more modern books and things that can apply to our current society.”

Courses designed around frequently challenged books have also cropped up at colleges and universities around the country.

To Ansley Erickson, a professor of education history at Columbia University’s Teachers College, the rise of banned books courses follows a tradition in American education. When schools and other institutions have historically denied education to young people on topics like sex education or Black history, communities have formed their own spaces to share knowledge, Erickson said.

“It’s not just ironic to respond to book bans by having this class — it’s actually, truly part of the tradition of American education,” she said. “People will find ways to learn what they need to know, and book banning efforts really can’t stop that.”

Tanvir Kaur is a high school senior at the Academy of American Studies in Queens and an intern at The Bell.

Julian Shen-Berro is a reporter covering New York City. Contact him at [email protected] .