Paper 2: Texts in shared contexts - Option A: WW1 and its aftermath - Section A: Core set texts — AQA A-Level English Literature
Teaching note checked against the official specification.
This AQA A-Level English Literature unit explores literature written in response to the First World War and its aftermath, focusing on core set texts such as Birdsong, Journey's End, and the poetry of Owen and Sassoon. Students analyse how writers present themes of trauma, memory, duty, and loss, and how contextual factors shape meaning.
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Paper 2: Texts in shared contexts - Option A: WW1 and its aftermath - Section A: Core set texts explained
This row is course guidance, not an assessed answer target.
Read the full explanation
It tells you that Section A of Option A requires study of at least one core set text, and that the specification lists six from which your centre chooses. The minimum is one, so your centre may teach more, but you must know whichever text or texts your centre has selected thoroughly, because Section A questions are anchored to the core text(s) you have studied. Confirm with your teacher exactly which core text(s) are on your route, obtain the edition in use, and read it closely more than once. Keep notes on the WW1 lenses from the option guidance and on how the text handles them, so class discussion and any comparative work rest on secure textual knowledge.
Your focus
- Identify the core set text or texts selected for your route.
- Demonstrate secure knowledge of the whole chosen core text.
- Connect the core text to the thematic lenses of Option A.
Which command word is this?
You must investigate and analyse in detail, considering different interpretations and methods. Use evidence to support your points and link to context where relevant.
Paper 2: Texts in shared contexts - Option A: WW1 and its aftermath - Section A: Core set texts exam tips
Topic Overview
This unit explores literature written in response to the First World War and its aftermath, focusing on core set texts such as Sebastian Faulks's Birdsong, R.C. Sherriff's Journey's End, and the poetry of Wilfred Owen and Siegfried Sassoon. Students examine how writers represent the experiences of soldiers and civilians, and how themes of trauma, memory, duty, and loss are shaped by the historical and social context of the period.
Studying these texts is crucial for understanding the cultural and psychological impact of WW1, and for developing skills in close analysis, comparison, and contextual interpretation. It fits into the wider A-Level by building on skills from Paper 1, such as analysing unseen prose and poetry, and preparing students for the synoptic element of the course.
Key Concepts
- →The impact of context: how the war changed attitudes to patriotism, heroism, and masculinity, leading to disillusionment and modernism.
- →Writer's methods: use of form, structure, and language to convey trauma, memory, and the futility of war.
- →Shared contexts: the connections between texts in terms of themes, historical background, and literary movements.
- →Characterisation: how writers create characters who embody different responses to war, from naive enthusiasm to cynical despair.
- →The role of memory and testimony: how texts explore the lasting psychological effects of war on individuals and society.
Examiner Tips
- 💡Ask your teacher to confirm the exact core text or texts for your class and write the title and edition at the front of your notes.
- 💡Annotate your copy with the option's thematic lenses so quotations are easy to retrieve under time pressure.
- 💡Re-read the whole core text before the exam and refresh a short list of key moments rather than relying on first impressions.
- 💡Always address the assessment objectives: AO1 (response and analysis), AO2 (methods), AO3 (context), and AO4 (connections). Use precise terminology and embed context.
- 💡Plan your essay to ensure you cover the whole text and make meaningful comparisons. Avoid a text-by-text approach; instead, organise by theme or method.
- 💡Use short, embedded quotations and analyse them in depth rather than long quotes with superficial comment. Focus on the effect of specific word choices and structural features.
Common Mistakes
- Assumes all six core texts will be examined on the same paper; check with your centre which text or texts your route actually covers.
- Reads only summaries or extracts instead of the whole core text; study the full text in the edition your centre uses.
- Treats the minimum of one text as a reason to skim; depth of knowledge of the chosen text is what Section A rewards.
- Students often think that all WW1 literature is anti-war. In fact, some texts, like Rupert Brooke's 'The Soldier', present a patriotic and idealistic view, and even Owen's poetry can be seen as a complex mix of pity and protest.
- Students may assume that shell shock was widely understood and treated. In reality, it was often stigmatised, and many soldiers were accused of cowardice or executed for desertion, as shown in Regeneration.
- Students sometimes treat context as a separate section to be bolted on. Instead, context should be integrated into analysis of the writer's methods and intentions.
Revision Plan
- 1Week 1: Read all core texts (Birdsong, Journey's End, selected poems by Owen and Sassoon) and create a timeline of key contextual events. Make chapter/scene/poem summaries.
- 2Week 1-2: For each text, create a revision grid of themes (e.g., trauma, duty, memory) with key quotations and analysis of methods. Use colour-coding for context links.
- 3Week 2: Practice comparative essays, focusing on how different texts treat similar themes. Use past paper questions and mark schemes to self-assess.
- 4Week 2: Revise key contextual terms (jingoism, modernism, shell shock) and practice integrating them into analysis. Create flashcards for quick recall.
- 5Ongoing: Re-read key passages and annotate for language, form, and structure. Discuss interpretations with peers to develop alternative readings.
Exam Question Types
- 📋Comparative essay question: 'Compare how two texts present the theme of memory.' Advice: Plan for integrated comparison, not separate summaries. Use connectives like 'similarly', 'whereas', and 'both'.
- 📋Close analysis question: 'Analyse how the writer uses language and structure to present the effects of war in this extract.' Advice: Focus on the extract, but link to the wider text and context. Use precise terminology.
- 📋Contextual question: 'Explore how contextual factors shape the presentation of duty in two texts.' Advice: Integrate context into your analysis of methods, not as a separate paragraph.
- 📋Unseen poetry comparison: 'Compare how two unseen poems present attitudes to war.' Advice: Use your skills of close analysis and comparison, and consider the context of publication if given.
Command Word Expectations (AQA)
Explore
You must investigate and analyse in detail, considering different interpretations and methods. Use evidence to support your points and link to context where relevant.
Compare
You must identify similarities and differences between texts, and analyse how and why these exist. Use comparative language and structure your essay around points of comparison, not text-by-text.
Analyse
You must break down the text into its constituent parts (language, form, structure) and explain how they create meaning and effect. Use precise terminology and avoid retelling the story.
How Students Lose Marks (Examiner Pitfalls)
Pitfall: Students often ignore the 'shared contexts' element and treat the text in isolation, failing to make meaningful connections between texts or to the wider WW1 context.
❌ Weak Answer (Loses Marks):Owen shows the horror of war in 'Dulce et Decorum Est' through vivid imagery of a gas attack.
Example improved answer:Owen's 'Dulce et Decorum Est' subverts the classical ideal of patriotic sacrifice by juxtaposing the Latin title with the visceral, present-tense account of a gas attack. This reflects the wider modernist disillusionment with Victorian jingoism, a shared context with Sassoon's 'They' and Barker's Regeneration, where the psychological aftermath of conflict is central.
Examiner Tip: Always link your analysis to the shared context of WW1 and its aftermath, and compare how different texts treat similar themes. Use precise contextual terminology such as 'jingoism', 'disillusionment', and 'shell shock'.
Pitfall: Students rely on plot summary and fail to analyse the writer's methods (language, form, structure) in detail, limiting their marks to AO2.
❌ Weak Answer (Loses Marks):In Journey's End, Stanhope is a good leader but he drinks a lot because he is stressed.
Example improved answer:Sherriff uses Stanhope's dependence on whisky as a structural motif to dramatise the psychological cost of command. The stage directions in Act 1, where Stanhope 'pours out a whisky' before greeting Raleigh, immediately establish his need for alcohol as a coping mechanism, foreshadowing his eventual breakdown and reflecting the wider context of untreated shell shock in the British officer class.
Examiner Tip: Focus on specific methods: dramatic techniques (stage directions, setting, dialogue), poetic devices (form, meter, imagery), and narrative perspective. Always explain the effect on the audience/reader and link to context.
Step-by-Step Worked Solutions
Question: Explore how Sherriff presents the theme of duty in Journey's End. (25 marks)
- 1.Step 1: Identify key moments where duty is presented: Stanhope's sense of responsibility, Osborne's calm acceptance, Raleigh's naive enthusiasm, Hibbert's desire to leave.
- 2.Step 2: Analyse Sherriff's methods: use of stage directions (e.g., Stanhope's drinking), dialogue (e.g., Osborne's 'It's the only way'), and structure (the impending attack creates tension).
- 3.Step 3: Link to context: the British class system, the officer's code of honour, and the reality of trench warfare.
- 4.Step 4: Compare with another text if required (e.g., Barker's Regeneration and Sassoon's duty to protest).
- 5.Step 5: Conclude on how Sherriff presents duty as both a noble ideal and a destructive force.
Final Answer: Sherriff presents duty as a complex, double-edged concept: it drives men to heroic self-sacrifice but also traps them in a system that demands emotional repression and ultimately destroys them.
Question: Analyse how Owen uses language and structure to convey the pity of war in 'Futility'. (25 marks)
- 1.Step 1: Identify key linguistic features: gentle imperatives ('Move him into the sun'), natural imagery ('sun', 'snow'), and the shift from hope to despair.
- 2.Step 2: Analyse structure: the sonnet form is disrupted, with a volta at line 7, reflecting the disruption of life and the failure of traditional forms to contain the horror.
- 3.Step 3: Link to context: Owen's own experience of shell shock and his aim to warn against the 'old Lie'.
- 4.Step 4: Explain effect: the poem moves from a plea to a rhetorical question, emphasising futility and the indifference of nature.
Final Answer: Owen uses the sonnet form and natural imagery to show the futility of war: the sun, once a life-giving force, cannot revive the dead soldier, and the poem ends with a despairing question about the purpose of creation.
Active Recall Memory Test
What is the significance of the title 'Dulce et Decorum Est'?
Key Fact: It is a Latin phrase from Horace meaning 'It is sweet and fitting to die for one's country', which Owen calls 'The old Lie'. The title is ironic because the poem shows the horrific reality of death in war, contradicting the patriotic ideal.
How does Sherriff use the character of Raleigh in Journey's End?
Key Fact: Raleigh represents naive enthusiasm and the younger generation. His hero-worship of Stanhope and his eventual death highlight the loss of innocence and the futility of war. He also serves as a foil to Stanhope, emphasising the latter's psychological deterioration.
What is the 'shared context' of WW1 literature?
Key Fact: The shared context includes the historical events of WW1, the social and cultural attitudes of the time (e.g., patriotism, class system), and the literary responses such as modernism, protest poetry, and the psychological impact of trauma. It also includes the aftermath, such as memorialisation and the treatment of veterans.
What does the term 'shell shock' refer to and how is it presented in the texts?
Key Fact: Shell shock was a term used to describe the psychological trauma suffered by soldiers, now known as PTSD. In Regeneration, Barker explores its treatment and the stigma attached. In Journey's End, Stanhope's drinking and Hibbert's neuralgia are manifestations. Owen's poetry also reflects the psychological toll.
Frequently Asked Questions
What are the core set texts for AQA A-Level English Literature Paper 2 Option A?
The core set texts for Option A: WW1 and its aftermath typically include Sebastian Faulks's 'Birdsong', R.C. Sherriff's 'Journey's End', and a selection of poetry by Wilfred Owen and Siegfried Sassoon. Some schools may also study Pat Barker's 'Regeneration'. You should check with your teacher for the exact texts your class is studying, as the specification allows for some choice.
How do I revise for the WW1 and its aftermath exam?
Start by reading all texts thoroughly and making notes on themes, characters, and key quotations. Create revision grids linking themes to methods and context. Practice comparative essays under timed conditions and use mark schemes to identify areas for improvement. Re-read key passages and annotate for language, form, and structure. Also, revise the historical context of WW1, including key battles, social attitudes, and literary movements like modernism.
What is the difference between AO1, AO2, AO3, and AO4 in this exam?
AO1 is your response to the text and your ability to structure an argument. AO2 is your analysis of the writer's methods (language, form, structure). AO3 is your understanding of the context in which the text was written and received. AO4 is your ability to make connections between texts. In this exam, all four are assessed, with AO2 and AO3 being particularly important for top marks.
How many marks is the WW1 and its aftermath section worth?
The WW1 and its aftermath section is worth 25 marks for the essay question, which is part of Paper 2. Paper 2 is worth 40% of the overall A-Level. The essay question assesses AO1, AO2, AO3, and AO4, with a focus on comparison and contextual understanding.
Can I use the same text for both Paper 1 and Paper 2?
No, you cannot use the same text for both papers. The texts you study for Paper 2 must be different from those studied for Paper 1. This is to ensure you cover a range of literature and contexts. Check the AQA specification for the list of set texts and their designated papers.
What are some common themes in WW1 literature?
Common themes include the horror and futility of war, the psychological impact on soldiers (shell shock), the loss of innocence, the contrast between home front and battlefront, the role of memory and testimony, and the critique of patriotic rhetoric. These themes are explored through various methods, such as vivid imagery, irony, and narrative perspective.