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A Level Politics Model Essays: see how a top-level answer is written

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How to answer the 30 Mark Source Question (Edexcel)

This post should be read in conjunction with the guidance for 30 Mark Essays (Edexcel) posted here . As explained below, most of the principles in the 30 Mark Source Question are the same as that for the 30 Mark Essay.

The 30 Mark Source Question is the one in A-Level Politics that students worry about the most. Some students have studied History at A-Level or GCSE and have a different conception of what is required from a source question and are therefore perturbed by it. However, the source question is far more straightforward that it first seems, and this post aims to explain why that is the case and guide students through how to approach it.

What is the difference between a 30 Mark Essay and a 30 Mark Source Question?

The answer to this question is… very little. This can be seen by looking at the respective mark schemes for the two questions. Below, the differences are highlighted in bold:

AO1 – Knowledge and Understanding

30 Mark Essay Question:

Demonstrates thorough and in-depth knowledge and understanding of political institutions, processes, concepts, theories and issues, which are effectively selected in order to underpin analysis and evaluation.

30 Mark Source Question:

AO2 – Analysis

Perceptive analysis of aspects of politics, with sustained, logical chains of reasoning, which make cohesive and convincing connections between ideas and concepts.

Perceptive comparative analysis of political information , with sustained, logical chains of reasoning, drawing on similarities and differences within political information , which make cohesive and convincing connections between ideas and concepts

AO3 – Judgement

Constructs fully relevant evaluation of aspects of politics, constructing fully effective substantiated arguments and judgements, which are consistently substantiated and lead to fully focused and justified conclusions

Constructs fully relevant evaluation of political information , constructing fully effective arguments and judgements, which are consistently substantiated and lead to fully focused and justified conclusions

What this shows is that fundamentally examiners are looking for broadly the same skills in a source question compared to an essay question.

Essentially, the source question is a pretty artificial exercise in which students are required to write an essay by going through some hurdles set by the exam board .

What then is the difference between the 30 Mark Essay Question and the 30 Mark Source Question?

The only meaningful difference therefore between the 30 Mark Source Question and the 30 Mark Essay question is where the point you are analysing originates.

In a 30 Mark Essay Question you are free to base your arguments around any point that you think is relevant. However, for the source question, all the points you make must originate from the source. This is the artificial hurdle the exam board are placing for what is otherwise an essay question .

How should I approach the Source Question?

Below is a five-stage guide to completing the source question.

Stage 1 – Scan read the sources

It can be very tempting to select which source you will choose to tackle based on the question title alone. As tempting as this is, it isn’t a good idea. It may well be that the question for one source is very inviting, but in fact the content of the source does not offer up clear points for analysis. It may be that whilst a question appears inviting, the content of the source doesn’t present as many clear opportunities to tackle the question. Therefore, it is worth scan reading both the questions first.

Stage 2 – Get three different coloured highlighters and read the source you have selected to tackle

In your exam select three different coloured highlighters. Each of these are to highlight a pair of points. Just like in the 30 Mark Essay Question, you are looking for 3 sets of paired arguments i.e. an argument for a point and then another argument that challenges the original point. The source should be written by the exam board in such a way that paired arguments can be selected. Finding pairs of arguments from the source will boost the AO2 marks. The points might not necessarily be near each other in the source, and this is why highlighting them is helpful.

Stage 3 – Rank your arguments

Rank your paired arguments from best to worse. This is important. Most students will not have a chance to write three paired arguments in the source question due to the time constraints and will instead do two . You want to ensure that you are spending your time on the best points which you feel you are best able to expand upon. In addition, the AO3 marks for judgement will be higher if you are able to consider the differing strengths of varying arguments.

Stage 4 – Add some depth to your plans

Just as you would for the 30 Mark Essay question, look to spend some time adding some depth to your plans. Key points, facts, figures, quotes – anything that will help you to develop that argument when it comes.

Stage 5 – Make sure you know what your argument will be

Just as in the 30 Mark Essay question you should know what argument you will be making in your essay.

It is important to note that whilst you are doing this people around you might already be writing. Do not be perturbed by this – you will make up the time and more later by effectively planning your response. Just because someone sprints at the start of a marathon it doesn’t mean they will win the race.

Frequently Asked Questions

Q. I’ve been told I should not include my own knowledge in the source question, is this correct?

In the words of Margaret Thatcher “No, No, No” and if you do not include your own knowledge, in the words of Tony Blair, your answer will be “weak, weak, weak”. The ideas you should not include your own knowledge is a myth that emerged at the start of the new specification, perhaps as the exam board guidance was not clear enough.

The instruction for the question is: “analyse and evaluate only the information presented in the source”

The mark scheme says: “Marks for analysis (AO2) and evaluation (AO3) should only be awarded where they relate to information in the source.”

Just as in an essay, you must use your own knowledge to analyse the merits of the argument in the source. However, if the knowledge you deploy is not linked to a point in the source, it will not be rewarded .

Q. Do I need three paired points?

The answer to this is no . It is possible for you to achieve Level 5 based on only two points. Realistically you will have a similar amount of time for this question as you will for the 30 Mark Essay Question. However, you will have the added time challenge of having to read the source. Most students will not be able to write three well-developed paired arguments for this question. It is much better to do two well-developed paired points rather than three less well-developed ones.

Q. Do I have to quote from the Source?

No. However, you do need to show the examiner that the points you are using originate from the source. Ideally you should do this at the top of the paragraph and when introducing your counterpoint. But examiners potentially mark 100 answers an evening. They are normally full-time teachers. Some may do multiple papers. Put simply – they are not robots, they are human. Concise quotes are by far the easiest way to show fallible examiners that you are analysing information from the sources.

Q. Do I have to comment on where the source comes from?

Absolutely not. Unlike in a History Source Question, where the source comes from is utterly irrelevant. We are not interested in the provenance of the source. It is simply information being provided to create an artificial hurdle and make the essay harder to write.

Q. What should I do if there is nothing else from the source I can analyse ?

It is unlikely that you will be given a source that does not allow you enough arguments to structure your answer, so make sure you read it carefully. However, in the unlikely event that you run out of issues from the source, you can include your own points. You will not be awarded AO2 and AO3 for this – but can be awarded AO1. Therefore, if needed, you can do this.

Q. Do I really have to link the arguments in the source together? Can’t I just do for arguments and then against arguments?

Linking the points from the source together is the best way to ensure you are scoring marks across all the AOs. Selecting a point and counter-point approach allows you to demonstrate AO2 and then using mini-conclusions consistently throughout your answer allows you to demonstrate AO3.

Q. How do I get evaluation marks?

Just like in the 30 Mark Essay question you should be outlining your argument in your introduction and then consistently using mini-conclusions to show you are making judgements throughout your essay. Your conclusion should be a synthesis of the arguments you have already made and should not come as a surprise to the examiner.

Exemplar Question

Exemplar Answer Section

The UK has an uncodified constitution meaning that it has a number of sources that include conventions, statute law and royal prerogative powers. Unlike revolutionary constitutions like that of the US and Germany is has evolved organically over many centuries. Despite the UK constitution constantly evolving, it is often argued that it requires major change, most notably in terms of creating a more codified constitution. When answering this question, the following themes will be considered from the source: the protection of rights in the constitution, issues of entrenchment and flexibility and whether the constitution is fit for a modern liberal democracy. Ultimately it will be argued that the UK constitution does not require major change and that change is already steadily making the UK constitution stronger.

The source presents the argument that the UKs constitution does not protect rights by saying that “a government with a simple majority [can] make significant constitutional changes which threaten our fundamental rights”. In Britain, it can often be said that there is what Lord Hailsham termed an ‘elective dictatorship’. This means that once in power the government can do as it pleases. The First Past the Post voting system often leads to colossal parliamentary majorities, such as Blair’s majorities of 179 and 166 in 1997 and 2001. Indeed, since 1945 the average government majority has been 57.5 seats. This allows the government to change the constitution without much scrutiny and can lead to changes that are seen to threaten fundamental rights. Recently this has been seen through the passage of the Police, Crime and Sentencing Bill which has placed more restrictions into law on the rights of peaceful protest – something that is a fundamental right in a liberal democracy. In addition, it is clear that any statute that protects rights could potentially be repealed by a majority government. For example, the Conservative Manifesto in 2015 pledged to replace the Human Rights Act with a British Bill of Rights and the current Conservative Government is still tentatively considering reform to the Human Rights Act (1998). This would be done from a partisan position and may damage the concept of universality that is essential to the modern notion of rights. These factors indicate that majority governments can sometimes threaten fundamental rights. Conversely, the source also presents the more compelling counter-argument that rights are well protected despite Britain’s uncodified constitution in saying “our rights have been respected and updated by politicians and protected by an independent judiciary”. Britain has a long history of judicial oversight of rights and has a strong common law tradition. The judiciary has made a number of judgements that protect and enforce the rights of citizens. For example, in Heiden & Steinfeld v. Home Secretary the Supreme Court ruled that preventing heterosexual couples from seeking a civil partnership was discriminatory. In addition, at times the judiciary has ruled on contentious political decisions in order to protect rights. In Miller vs Prime Minister in 2019 the Supreme Court ruled that by advising the Queen to prorogue Parliament the PM had acted to frustrate parliamentary democracy and therefore unlawfully. In this ruling they were respecting the right of Parliament to scrutinise the Executive. In addition, parliamentarians are always aware that they cannot take decisions that will be politically unpopular. In 2005 this was shown when the House of Commons voted by 322-291 to reject 90-day detention of terror suspects. Despite the terror threat (the 7/7 bombings took place in July) MPs were not willing to undermine civil liberties by allowing someone to be held for three months without being charged. Therefore, on balance, on the issue of the protection of rights it is clear the constitution does not require major change as both the judiciary and the political antennae of elected representatives provide an effective check against Executive overreach.

What does this section do?

• An introduction is written just as it would be for an essay. This defines any key terms, sets out the themes to be analysed (all of which must come from the source) and sets out an argument that will be presented in the essay.
• At the start of each point the source is quoted. This ensures the examiner knows that the point being analysed originated in the source. Note that the quote is shortened to make sure the point of the source is clear, but without copying out significant text from the source. You are not getting marks from quoting from the source, so keep the quotes short, if possible.
• Own knowledge is deployed which is clearly relevant to the examination of the point in the source. This is gaining AO1 marks and allowing AO2 to be advanced.
• The term conversely is used to cleary highlight to the examiner that an alternative viewpoint from the source is now being considered.
• The use of ‘the more compelling argument’ indicates to the examiner that you are being judgemental, as required for AO3.
• A clear judgement is reached on the paired argument in an effective mini conclusion.

A full source exemplar essay can be found here .

If you have any questions, please feel free to ask them in the comments below.

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Topical Examples for A-Level Politics Exams

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A Level Politics Ideologies Essays and Essay Plans (A*)

Last updated

28 April 2021

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Resources included (17)

A* Essay Plan - divisions within Feminism - A Level Politics (Ideologies)

A* Essay Plan - Feminism, A Level Politics (Ideologies)

A* Essay Plan - Feminist view of the patriarchy, A Level Political Ideologies

A* Essay Plan - socialist view of capitalism, A Level Politics (Ideologies)

A* Essay Plan - modern liberalism, A Level Politics, Ideologies

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A Level Politics Essay A* - Ideologies, Liberalism

To what extent do conservatives agree on pragmatism? A* Essay Plan

To what extent do modern and classical liberals agree over the nature of the state? Essay Plan

Conservatism (view of economy) A* Essay

A Level Politics Essay Plan - Conservatism

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Election latest: Sunak speaks out over Farage supporter's racist comments

Rishi Sunak has spoken out after a Reform UK supporter was filmed making racist comments about him. Meanwhile, Sir Keir Starmer has distanced himself from a Labour colleague's previous criticism of Donald Trump, after a good night at a TV debate for the former US president.

Friday 28 June 2024 13:39, UK

• General Election 2024

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• Sunak: Farage supporter using racial slur 'makes me angry'
• Starmer says he would resign if Labour lost badly
• No polls showing 'best' outcome for Conservatives
• Analysis : Sunak's tetchiness over betting scandal speaks volumes
• PM accuses Farage of Putin 'appeasement'
• Rylan would 'love' to get into politics
• How will Britain's ethnically diverse communities vote?
• Politics at Jack and Sam's : The last weekend

Election essentials

• Manifesto pledges: Conservatives | Greens | Labour | Lib Dems | Plaid | Reform | SNP
• Trackers:  Who's leading polls? | Is PM keeping promises?
• Campaign Heritage:  Memorable moments from elections gone by
• Follow Sky's politics podcasts:  Electoral Dysfunction | Politics At Jack And Sam's
• Read more:  Who is standing down? | Key seats to watch | What counts as voter ID? | Check if your constituency is changing | Guide to election lingo
• How to watch election on Sky News

Last night, Channel 4 broadcast a report in which a Reform UK campaigner called Rishi Sunak a "P***".

Asked about this today, the prime minister told broadcasters: "Well, my two daughters have to see and hear Reform people who campaign for Nigel Farage calling me an effing 'P***'.

"It hurts, and it makes me angry, and I think he has some questions to answer. 

"And I don't repeat those words lightly. I do so deliberately because this is too important not to call out clearly for what it is."

Asked about repeating the word the Reform supporter used, he said: "I hate having to do it, I chose my words deliberately, I hate having to repeat them, absolutely hate it.

"But I also think it's important to call this out for what it is and be clear about what it is."

Reform UK leader Nigel Farage is appearing on ITV's Loose Women.

He doubles down on the suggestions that Channel 4 - or a production company - paid a Reform supporter to say racist things about the prime minister.

Andrew Parker, the man involved, has spoken to Sky News and denied he took any money, and praised Mr Farage.

He has worked as an actor but says he was volunteering when he was caught on undercover camera making the remarks.

Mr Farage also claims that "no one speaks" how the man spoke in the footage and was putting on an accent.

Mr Parker used the same voice as he did in the Channel 4 video when he spoke to Sky.

He adds that the whole things was "a set up" - and that "something is wrong here".

Asked about other Reform supporters who were seen making homophobic comments, Mr Farage says the group were "drunk" after watching the football, and were "vulgar" and "wrong" and "gone" from the party.

Following on from its reporting last night - and claims from Reform that the man involved might have been paid - Channel 4 has defended its expose.

A spokesperson said in a statement: "We strongly stand by our rigorous and duly impartial journalism which speaks for itself.

"We met Mr Parker for the first time at Reform UK party headquarters, where he was a Reform party canvasser.

"We did not pay the Reform UK canvasser or anyone else in this report. Mr Parker was not known to Channel 4 News and was filmed covertly via the undercover operation."

Yesterday, Channel 4 news published a report in which Reform UK activist Andrew Parker was captured by an undercover reporter posing as a canvasser in Clacton, Essex, where leader Nigel Farage is a candidate.

Mr Parker used a racial slur to refer to the prime minister, and said the army should "just shoot" migrants crossing the Channel.

Since the report came out, it emerged that Mr Parker had previously worked as an actor.

This fact was used by Mr Farage and Reform deputy leader Richard Tice to suggest what happens "does not add up" and "stinks".

However, Sky News has now spoken to Mr Parker - and he denies being a paid actor.

He says he was "just a volunteer" delivering leaflets - and that he still supports Mr Farage and thinks he is "a brilliant guy".

Mr Parker denied that he had put on a "rough voice" - adding that he feels like he was "set up" and "goaded on" by the undercover journalist, and he was using his natural accent.

He added that he first joined the campaign after Mr Farage launched it in Clacton.

Acting, he says, makes up a small portion of his income and he can't remember his last job in the sector.

He denies being racist, saying his word choice was partially down to his age.

"It's the sort of language we use. There's no racism at all in it. I am a decent guy to be honest," he told Sky.

Reform has not contacted him since, he says.

Read more and see the other candidates for Clacton here:

We've got six days to go until the election - and today is a bit quieter than some of the other days on the campaign trail.

Here's everything you need to know this lunchtime:

• Sir Keir Starmer spoke to the BBC for a phone in interview;
• He confirmed he would stand down as leader if Labour lost the election badly;
• Sir Keir also described the reported comments made by a Reform campaigner as ' racist ' - but did use the label to describe Nigel Farage;
• He would not comment on the US debate overnight - instead saying he would work with whoever is president if he is PM.

👉 Tap here to follow Politics at Jack and Sam's wherever you get your podcasts 👈

• Junior doctors in Wales  have accepted a pay offer from the Welsh administration there;
• Rylan Clark revealed the changes he would make to the political system;
• And Education Secretary Gillian Keegan admitted no poll was showing a good outcome for the Conservatives.

Stay with us throughout the afternoon as we keep you up to date on the latest developments.

And don't forget, Politics Hub  is live from 7pm.

Following the news that the Labour run Welsh administration  - which is not currently undergoing an election - agreed a pay rise for junior doctors, the Tory group for the nation have responded.

Sam Rowlands the shadow minister for health, said: "The Welsh Labour government has acted shamefully throughout this episode. 

"By only releasing the funds for a pay deal when it was politically advantageous to do so, Labour have caused the strikes which led to missed operations, extra pressure on our NHS and undue stress on Wales' consultants, SAS doctors and junior doctors. 

"The Welsh Conservatives will never play politics with the Welsh NHS."

 By Tomos Evans , Wales reporter

Doctors in Wales have accepted a pay offer from the Welsh government.

This will be seen as a win for the Labour Party, which is in power in Wales.

The British Medical Association announced on Friday that the three separate disputes between the government and consultants, junior doctors, and specialists, had come to an end.

In a referendum, 96% of junior doctors voted to accept a pay uplift of 7.4%, bringing the total to 12.4% backdated to April 2023.

Some 86% of consultants and 82% of SAS doctors also voted to end their disputes.

Dr Oba Babs-Osibodu and Dr Peter Fahey, co-chairs of the BMA's Welsh Junior Doctors Committee, said junior doctors had been "undervalued".

"While we are pleased with the progress we have made, the fight for full pay restoration is far from over," they added.

Wales's first minister, Vaughan Gething, said the Welsh government had "listened to doctors" - and had negotiated a deal which "ensures doctors are back at work".

Health secretary Eluned Morgan said the government had negotiated the deal "despite the most severe financial situation we've faced in the devolution era".

"It means all our efforts are now focused on ensuring the best possible clinical outcomes for people in Wales," she added.

Our live poll tracker collates the results of opinion surveys carried out by all the main polling organisations - and allows you to see how the political parties are performing in the run-up to the general election.

With under a week to go, the Tories and Labour have taken a drop, while support for Reform UK and the Liberal Democrats is on the rise.

Read more about the tracker  here .

During his BBC radio interview, Sir Keir Starmer said the tax-free withdrawal of lump sums from pensions would lapse in two or three years.

Labour have since clarified the leader was talking about something else.

A party spokesperson said: "The ability to withdraw 25% of your pension as tax-free lump sum is a permanent feature of the tax system and Labour are not planning to change this.

"Keir was referring to temporary tax breaks in the system that are due to expire and which the public finances assume will not continue, like increasing the stamp duty threshold for first-time buyers from £300,000 to £425,000."

The final question put to Sir Keir Starmer during his BBC interview is whether he will resign if he loses the election badly.

He simply responds "yes".

Considering his party is 20 points ahead in the polls, it is not immediately clear what a "bad" loss would equate to.

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Fall 2024 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 151.S01: Introduction to English Studies

Tuesday and Thursday, 11 a.m.-12:15 p.m.

Sharon Smith

ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.

ENGL 201.ST1 Composition II: The Mind/Body Connection

In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.

ENGL 201.S10 Composition II: Environmental Writing   

Monday/Wednesday/Friday 1-1:50 p.m.

Gwen Horsley

English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:

• Focus on the relationships between world environments, land, animals and humankind.
• Read various essays by environmental, conservational and regional authors.
• Produce student writings. 

Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.

ENGL 201.13 Composition II: Writing the Environment

Tuesday and Thursday 9:30-10:45 a.m.

Paul Baggett

For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.

ENGL 201 Composition II: Food Writing

S17 Tuesday and Thursday 12:30-1:45 p.m.

S18 Tuesday and Thursday 2-3:15 p.m.

Jodi Andrews

In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.

ENGL 221.S01 British Literature I

Michael S. Nagy

English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:

• The Norton Anthology of English Literature: The Middle Ages. Ed. Alfred David, M. H. Abrams, and Stephen Greenblatt. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Sixteenth Century and Early Seventeenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Restoration and the Eighteenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• Gibaldi, Joseph. The MLA Handbook for Writers of Research Papers. 6th ed. New York: The Modern Language Association of America, 2003.
• Any Standard College Dictionary.

ENGL 240.S01 Juvenile Literature Elementary-5th Grade

Monday, Wednesday and Friday noon-12:50 p.m.

April Myrick

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 240.ST1 Juvenile Literature Elementary-5th Grade

Randi Anderson

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.

Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.

In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.

ENGL 241.S01: American Literature I

Tuesday and Thursday 12:30-1:45 p.m.

This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.

Required Texts

• The Norton Anthology of American Literature: Package 1, Volumes A and B Beginnings to 1865, Ninth Edition. (ISBN 978-0-393-26454-8)

ENGL 283.S01 Introduction to Creative Writing

Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

ENGL 283.S02 Introduction to Creative Writing

Jodilyn Andrews

This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).

ENGL 283.ST1 Introduction to Creative Writing

Amber Jensen, M.A., M.F.A.

This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.

• 300-400 level

ENGL 424.S01 Language Arts Methods grades 7-12  

Tuesday 6-8:50 p.m.

Danielle Harms

Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.

AIS/ENGL 447.S01: American Indian Literature of the Present 

Thursdays 3-6 p.m.

This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:

• Genre: What makes Indigenous literature indigenous?
• Political and Cultural Sovereignty: Why have an emphasis on tribal specificity and calls for “literary separatism” emerged in recent decades, and what are some of the critical conversations surrounding such particularized perspectives?
• Gender and Sexuality: What are the intersecting concerns of Indigenous Studies and Women, Gender and Sexuality Studies, and how might these research fields inform one another?
• Trans-Indigeneity: What might we learn by comparing works across different Indigenous traditions, and what challenges do such comparisons present?
• Aesthetics: How do Indigenous writers understand the dynamics between tradition and creativity?
• Visual Forms: What questions or concerns do visual representations (television and film) by or about Indigenous peoples present?

Possible Texts

• Akiwenzie-Damm, Kateri and Josie Douglas (eds), Skins: Contemporary Indigenous Writing. IAD Press, 2000. (978-1864650327)
• Erdrich, Louise, The Sentence. Harper, 2021 (978-0062671127)
• Harjo, Joy, Poet Warrior: A Memoir. Norton, 2021 (978-0393248524)
• Harjo, Sterlin and Taika Waititi, Reservation Dogs (selected episodes)
• Talty, Morgan. Night of the Living Rez, 2022, Tin House (978-1953534187)
• Wall Kimmerer, Robin. Braiding Sweet Grass, Milkweed Editions (978-1571313560)
• Wilson, Diane. The Seed Keeper: A Novel. Milkweed Editions (978-1571311375)
• Critical essays by Alexie, Allen, Cohen, Cox, King, Kroeber, Ortiz, Piatote, Ross and Sexton, Smith, Taylor, Teuton, Treuer, Vizenor, and Womack.

ENGL 472.S01: Film Criticism

Tuesdays 2-4:50 p.m.

Jason McEntee

Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?

In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)

ENGL 476.ST1: Fiction

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 479.01 Capstone: The Gothic

Wednesday 3-5:50 p.m.

With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live. 

ENGL 485.S01: Undergraduate Writing Center Learning Assistants 

Flexible Scheduling

Nathan Serfling

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.

Graduate Courses

Engl 572.s01: film criticism, engl 576.st1 fiction.

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 605.S01 Seminar in Teaching Composition

Thursdays 1-3:50 p.m.

This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.

As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.

At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.

ENGL 726.S01: The New Woman, 1880–1900s 

Thursdays 3–5:50 p.m.

Katherine Malone

This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.

ENGL 792.ST1 Women in War: Female Authors and Characters in Contemporary War Lit

In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.

The Politics Shed- A Free Text Book for all students of Politics.

How to answer an Edexcel exam question on socialism

You could get asked two questions on socialism in Paper 1. There is no guarantee that the two questions will be on more than one idea. All questions start with ‘To what extent…?’, so they are looking for you to evaluate the extent of agreement or disagreement.

Question topics

Questions will focus on the agreement and disagreement within the various strands. In socialism this is more complex, as you have three strands: revolutionary (Marxist), social democracy and the Third Way. Within these strands you also have division over the means (how to achieve goals) and ends (what kind of society you are trying to create). Do not worry about the strands within social democracy — you do not need to explore the difference between democratic socialism and social democracy. Questions may ask generally about agreement or disagreement between strands or will focus on specific areas such as the state. Make sure you are clear which type of question you are answering.

Divisions in socialism

·          Human nature: How collectivist is human nature? How important is the concept of common humanity ? To what extent are we the product of our environment? Marxists examine how human nature is damaged by capitalist society, but supporters of the Third Way believe that individuals can flourish within the globalised free market.

·         Society : Revolution or evolution as a means to achieve goals? Are socialists aiming for a completely equal society (in economic terms) or a more equal society? Socialists do not agree on what is meant by equality: while revolutionaries want social equality, social democrats wish to narrow the gap and Third Way supporters favour equal opportunities and reducing poverty.

·         State : Should the state — as a tool of the bourgeoisie, according to revolutionary socialists — be abolished by revolutionary means? Or, as social democrats believe, can you use the neutral state to achieve equality of outcome using intervention, such as nationalisation and progressive taxation?

·          Economy: Should capitalism be abolished via revolution or other means? Or can it be tamed and regulated, and economic growth used to help the many and not the few? Third Way supporters go even further and pragmatically support the free market.

Introduction

These essays are quite short (Edexcel 24 marks so about 25-30 minutes) So a one or two-line introduction will do. E xplain the debate, e.g.:

Although all socialists agree that society should be much more equal, there is significant disagreement over how to achieve it and what exactly it would mean.

Then add your line of argument, e.g.:

The divisions within socialism over the role of the state far outweigh the areas of agreement.

Socialists used to disagree significantly over the means of achieving their goals — revolution or evolution — but there is now much less disagreement, as revolutionary socialism has been discredited.

This is AO3, and must not be left to your conclusion — the examiner will expect to see it throughout the essay.

Main body of essay

The danger here is that you focus on the areas of division, as there are so many within socialism. Another hazard is that you simply describe the three strands in separate paragraphs and lose focus on the question until your conclusion. As all questions ask ‘To what extent…?’ you must look at agreement as well as disagreement (AO2). If your line of argument is that there is more disagreement than agreement, then start with a paragraph highlighting all the areas socialists agree on, in relation to the topic.

Use an agree disagree sandwich. This means three paragraphs in the main body of your essay with agree/disagree/agree or disagree/ agree/ disagree- depending on your line of argument. Your middle paragraph i.e. the line you are not arguing should be qualified - e.g distance yourself with phrases like 'It can be argued....' and end the middle paragraph with a restatement of your line. e.g 'Granted there are some differences/agreements  over ........however more fundamental differences/ agreements are 

 Add in a key thinker.

Areas of agreement:

·        A critique of capitalism as fundamentally damaging to human nature and society.

·        Common humanity and cooperation are natural.

·        A belief that inequality is not due to differing ability or effort but is the result of the fundamentally unfair structure of a society based on inherited privilege.

·        The plasticity, sociability and malleability of human nature — a positive and optimistic view of the possibility of improvement and the role of our surroundings in creating our personalities.

·        Equality of outcome — the need to eradicate or narrow the gap between rich and poor to ensure fairness, freedom and justice for all.

Finish your paragraph with a clear judgement (AO3) and link back to the exact wording of the question, such as:

Although there are significant areas of agreement over capitalism, the areas of disagreement between the strands are much more significant.

Then move onto the areas of division and pick out 2–3 significant aspects to write on. Use key thinkers to show contrast, e.g.:

Marx argued that capitalism created two classes, whose interests were utterly in conflict and irreconcilable. However, Crosland, writing in the mid-twentieth century, updated this view to argue that there was now a large and growing managerial class in the middle, and that instead of focusing on capitalism, socialists should focus on how to create a more equal society using progressive taxation and a generous welfare state.

Differences within socialism

Make sure you use the Edexcel specification terminology. For example, ‘bourgeoisie and proletariat’ is much more accurate than ‘rich and poor’ or ‘upper and lower class’.

Integrating the thinkers

You need to cite at least two thinkers or your mark will be capped. Three would be wiser. Use them to support and explain your ideas, rather than adding them to the end of a paragraph as an afterthought. For example, you can use Marx’s analysis of capitalism to explain the revolutionary socialist approach to the economy. Beatrice Webb is useful, as she bridges the gap between revolutionary and evolutionary socialism, rejecting violence and revolution but seeking radical alternatives to capitalism. She could be used to show how socialists agree in terms of their analysis of capitalism, even if they don’t agree on methods.

Do I need examples?

It is not necessary to include recent examples in socialism, such as Bernie Sanders or Jeremy Corbyn. There is probably no time, although you could include them in a conclusion if linked to the question, for example mentioning Sanders to show how Third Way ideas have not necessarily triumphed. Examples can be used to develop your AO2 evaluation and analysis points, such as showing how the creation of the welfare state by the postwar Labour government demonstrates how social democrats used the mixed economy and state intervention in order to create a more equal society. That said, you are very limited for time and it is much more important to include the key thinkers.

Do not sit on the fence. To get those AO3 marks you cannot argue that there is both disagreement and agreement. For example:

Socialists do agree that capitalism is deeply flawed and damaging to human nature and society. Therefore the agreement is more significant than the disagreement, which focuses on the alternatives.

clearly comes down on the side of agreement. You will have already mentioned your viewpoint in the introduction and in each paragraph, so it should not come as any surprise to the examiner.

How to write an essay on socialism and common humanity