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The response should use context sparingly and ensure that the text itself has primacy over context.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},317986,1790377235,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},34359740700684,"https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487","Shakespearean Genres  \nUnit A2 1  \nENGLISH LITERATURE  \nEnglish Literature  \nAs You Like It  \nContent/Specification Section Page  \nStarting Point 2  \nAO1 Plot, Characters, Themes 4  \nAO2 Dramatic Methods  12  \nAO3 Contexts  14  \nAO4 Connections  16  \nAO5 Argument and interpretation 17  \nActivities  20  \nGlossary of terms 21  \nENGLISH LITERATURE  \nStarting Point  \nIn this unit there are 5 Assessment Objectives involved – AO1, AO2, AO3, AO4 and AO5 .  \nAO1: Textual knowledge and understanding, and communication  \nIn this examination, the candidate should be able to articulate informed and relevant  \nresponses that communicate effectively knowledge and understanding of the selected play.  \nThis Assessment Objective (AO) involves the student’s knowledge and understanding of the play, and ability to express relevant ideas accurately and coherently, using appropriate terminology and concepts. Quality of written communication is taken into consideration in all units.  \nAO2: Dramatic methods  \nIn this examination, the candidate should analyse Shakespeare’s use of such dramatic methods as characterisation, structure, language and staging.  \nThe student should analyse relevantly the ways in which meanings are shaped in plays. This means identifying dramatic features and showing how these features relate to the key terms of the question.  \nDiscussing dramatic methods – advice to teachers and students:  \nIn this component, equal marks are available for the candidate’s treatment of the extract and other relevant parts of the text. As the unit is closed book, examiners will be realistic about the amount of detail from the wider text which can be provided in the time available. Every play has its memorable phrases which come to mind when writing, but it is anticipated that the larger-scale features of form, structure, language and staging will be helpful in constructing a relevant response. The student will, however, be expected to respond in a more detailed fashion to the use of language and dramatic methods within the given extract. A reminder of the process of identification (of methods), illustration, analysis, and relation to the question may be timely.  \nAO3: Contexts  \nIn this examination, the candidate should demonstrate understanding of the significance and influence of the contexts in which a play is written and received by drawing on appropriate information from outside the play.  \nEach question will specify a particular type of context in the stimulus statement/ directive. In this unit the stipulated context will be literary and will focus on the nature of a particular Shakespearean genre. Contextual information offered should be of this stipulated type. It should be relevant to the question. And it should be external to the play itself.  \npg 2  \nENGLISH LITERATURE  \nContextual information which is made relevant to the key terms of the question will be rewarded. Students should be aware that little credit can be given for contextual information that is introduced merely for its own sake. They should remember that  \nthe text has primacy over the context. A good response will use contextual information sparingly and judiciously.  \nAO4: Connections  \nIn this examination, the candidate should explore connections within a Shakespeare play, and between the extract accompanying the question and the wider text.  \nThe student should explore similarities and differences between characters, plot lines, themes, staging, and other dramatic techniques within the play and its wider context.  \nSignificant, pointed connections which are made relevant to the key terms of the question will be rewarded.  \nAO5: Argument and interpretation  \nIn this examination, the candidate should offer opinion or judgment in response to the given reading of the play, taking account of the key terms as the basis of the argument.  \nThis AO is the driver of Unit A2 1 and is of primary importance.  \nAO5 can be satisfied in full by the candidate developing his/her own r","cbCairpSpOW91PcN","https://ap.wps.com/l/cbCairpSpOW91PcN","pdf",300728,23,"English","# Shakespearean Genres\n# Unit A2 1\n## Assessment Objectives (AO1-AO5)\n## AO1 Plot, Characters, Themes\n## Plot Summary\n## AO2 Dramatic Methods\n## AO3 Contexts\n## AO4 Connections\n## AO5 Argument and interpretation\n## Activities\n## Glossary of terms","[{\"question\":\"What do AO1, AO2, AO3, AO4, and AO5 require in this unit?\",\"answer\":\"The unit defines AO1 as textual knowledge and communication, AO2 as analysis of dramatic methods, AO3 as understanding relevant contexts, AO4 as exploring connections in and beyond the play, and AO5 as developing argument and interpretation based on key terms.\"},{\"question\":\"How should students use dramatic methods in their responses?\",\"answer\":\"Students should analyse Shakespeare’s use of characterisation, structure, language, and staging, identifying dramatic features and relating them to the key terms of the question, with detailed focus on language and methods in the given extract.\"},{\"question\":\"What is the recommended approach to using context information?\",\"answer\":\"Context must be relevant to the specified context type in the stimulus and should be external to the play. The response should use context sparingly and ensure that the text itself has primacy over context.\"}]","As You Like It - Unit A2 1 - Assessment Objectives | PDF",1789939201,58]