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This timely publication reflects on the current state of A Level English, presenting a critique of current arrangements, giving an account of alternative models, and proposing a new model that takes account of change: change in English Studies, in A Level students and in the wider world of discourse.
Basing their case in part upon teachers' evaluations, the writers argue that a large minority of students have no real choice of course in English. They provide detailed critiques of each English subject, and survey alternative curricular models that have developed in Higher Education, overseas, and in other disciplines. They consider appropriate modes of assessment in English. Finally, they propose approaches to A Level English that draw on best theory and practice, and suggest ways in which these might be delivered.
The NATE Post-16 Committee have brought diverse experience to this task. The writers currently work in 11-18 schools, in further and higher education, and in teacher training. They are engaged in research into literacy and the English curriculum, and have responsibility as senior examiners and moderators in English.