September 2009
As a generation of English literature students tackles a range of new A2 specifications for the first time, and another generation embarks on a similar variety of AS specifications that are only a year old, it is tempting to think, at the beginning of this new academic year, that the study of A-level English is yet again in a state of flux and diversity. In some senses this is true. The content of the different specifications varies enormously, as do their methods of testing and assessment; one student’s experience of ‘A-level English’ can be very different from another’s.
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