English Reading List loc would issue hastily f l counter, Mr Ver rom the parlour ainted dea hich existed in large quantities befo at the bac ind the p ick houses w ther-in-law. It could be donre the era k. His e or beh grimy br e of his bro e, becauosf recon yes we lass do those in chriamrgy brick hou e therestruc re na sty g ne of was onein oafl tlhyo se g ses which existed wasti on d tural e du as oouse. It nom descript packages in large q veryaw ly h gh th . aIts wthe h hop d dancing girls; non in wrappers like p uantiti litnt ed e rou o suos ew is ss undresse e t edic es bef le l, th l, ea nhd erfet o hr les hop nominally in charge of his broth ines; clo ore th gna smsa tlh s ogf m, lo left his s er-in-law. sed ye e er t si a sw a grapnhin orning It could llow p a of tha op wso hoto or the m be d aper reco at shnd ned pe m ut in o e enve nst and Thell, a ntai th ing o beca lope ruct d; ma w co t in, go use s, ve ion ere s s ndo urloc the ry da tt a wi g oVe re im w a p w The inMr wa y a ne ho go s ve nd d e s c, ry ma h lo litt rke er le d r V bu M sin Secret Agent A Simple Tale Joseph Conrad (1907) w e a l , - b a n n u i - d r s e i p n h r t e w a o . c s r r a t s a b i s j c s a a a i a t l t h w l y y l s f a o s s q n o - u n h a o e u , o n o n y i g k a d r p e a c n i a r - i n a s w p e h i i t g m s c x c a a n b u e i n i l s n i s l e k o b s r t a a h a e a x u e s f a d w a o b q m o v r e n i f u f e y i y s l f o a t t d t w b h s a r e i s e l e i n e a e l p h e r c p t b , c v t c r k e r o e s l o t i n ­ v a a x i b o g d n d , e c c o g u r . d d o i f e r M t e o s o m a i , , s o o V a d c ; t p n w a w s d A l a l o . a s t c f k s i e c c i v e l c a n w r i t e l e a s g d l u a y , h b b n u e n l b w i t b l i n i s t t u n f l e e n t a s b o n i o s i u h t t m t o e t h h v t o b a e e t e h k e g e r n s e s h a t f o e c f e r f o n r a i a . n , o l n w t d a I c w g i n n s l o e t a o n b z s c e t t a i a d a F d n r i e i n e g n h l i n s c a h l m c c e m l h a e l u r l a l b c o r , p o o a b o n m d e r y z s e . h I m e g i t n y c e t h e m ti n d y a i p e l d u e f b a ; l i d s y o c m r a d t v i o o t n f s r h s u u a n i g a c s r e o s s e o n o r e i t s c r h r c m i i e a o d a l p e l n t s m l v r , p a e u a n s , a d n i n s t n n s s e a g u A s e c . b . M s t I n n i s y i r o l e s t V t n h n e e i u e r s e l o o r u b d c f c b a c s s t y e i a i l h r t b e d i i d h m s e n b d e u e t t r o s l o i t w t e t s o i l e h h a t b u t o t e e s a t d i n i o l g o k n r i o r n e c e m r v a e d i n o e e h t d l e c n i l ; o s d e r r e m V u r c M h t d u e B p . e t n c d e s p s o a n e t l h b e a i s e m l l a e r d ’ s n e a n g g n a i g English Reading List Introductions and Suggested Reading These Introductions and Annotated reading lists are intended for teachers preparing to teach this text for the first time Introductions for Unit F661 in the OCR GCE AS Level in English Literature, though some materials may be shared directly with students. and suggested Most of the concerns highlighted address literary, biographical, historical or other contextual concerns, as indicated reading in the margin (AO4). Others point to critical approaches that may be juxtaposed with the candidate’s own (AO3). Very > < occasionally some help is given exploring the text (AO2) though it is assumed that this work will be carried on in centres. It is the intention that most of this material will be found directly relevant to AS study, teachers are reminded that Assessment Objectives do not directly establish the quality of an answer, but only assist to place it accurately within an assessment band. It follows that no marks are given directly for demonstration of AOs and that unless properly assimilated into the candidate’s discussion, undigested lumps of contextual material may often inhibit rather than enhance an answer. The brief suggestions for further reading will need to be filtered by teachers before they are presented to students; I would, however, recommend a general textbook on the novel, regardless of your choice of text. This is Jeremy Hawthorn, Studying the Novel (Arnold), which first appeared in 1985, and has been frequently updated and reprinted. Hawthorn’s sense of the history of the novel is astute, his use of examples informative and unthreatening. He is impatient of jargon, and his definition of key‑terms (‘realism’, Modernism’) is accessible. Here is a sample of his method. Here he tests the value of successful viewpoint choice: I have tried to find good audio‑book readings of all the novels, convinced that they aid student comprehension more than is generally realised. I also hope teachers will find my views of film versions helpful. No area of A‑Level study has English Reading List improved as much as performance‑criticism, where film and television versions (in the case of novels) are viewed by candidates as critical readings of the base‑text. Obviously this process will be short‑circuited if candidates think of filmed novels merely as pale substitutes for reading, or, worse, as substitutes. Please note that where editions of texts are suggested, these are only recommendations. OCR does not specify editions of texts to be used, and F661 is a closed text examination. English Reading List Pole and Russian Conrad was born in a Polish‑speaking part of Ukraine that had traditionally been included in Poland by those, like AO4 Conrad’s parents, who dreamed of Polish independence. Unfortunately Poland at this time had been carved up among Biographical three empires, and Conrad lived in the Russian segment, subject to the brutal repression of the Tsarist regime. In 1862 context Conrad’s father was arrested for seditious activity and exiled to Russia where both he and his wife eventually perished of > < tuberculosis, leaving Conrad orphaned at the age of twelve. The novelist never forgot or forgave his family’s sufferings at the hands of the Russians.