How do you approach the OCR post-1900 non-exam assessment, the close reading or re-creative Task 1 and the comparative Task 2?
The post-1900 coursework (H472/03 NEA): the two-task non-exam assessment on three post-1900 texts, Task 1 (close reading or re-creative writing with commentary, AO2 dominant) and Task 2 (comparative essay, all AOs equally), and how to choose texts and tasks.
How to approach the OCR A-Level English Literature post-1900 non-exam assessment (H472/03): the two tasks on three post-1900 texts, Task 1 (close reading or re-creative writing with commentary, AO2 dominant) and Task 2 (comparative essay, all AOs equally), and how to choose texts and tasks for an independent, well-evidenced response.
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What this dot point is asking
OCR Component 03, Literature post-1900, is the non-exam assessment (coursework): 40 marks, 20 percent of the A-Level, marked by your school and moderated by OCR. It is based on three post-1900 texts, one prose, one poetry and one drama, at least one of which must be post-2000, with no texts in translation. It comprises two tasks: Task 1, a close reading or a piece of re-creative writing with a commentary on a single text (AO2 dominant), and Task 2, a comparative essay on two of the texts (all AOs equally). This dot point covers the requirements, the two tasks, and how to choose texts and tasks for an independent, well-evidenced response.
The answer
The NEA rewards independence: your choice of texts, your focused tasks, your evidenced argument. Two tasks deliver it, with different demands. Task 1 develops the close-reading skill at coursework length on a single text; Task 2 is the qualification's most balanced task, weighing all five objectives equally on a comparison. Three things deliver a strong NEA: meeting the text requirements, understanding each task's demands, and choosing well.
The text requirements
The NEA is built on three post-1900 texts, and the rules are precise:
- Three texts, three forms. One prose, one poetry and one drama text across the component.
- All post-1900. Every text must be first published or performed after 1900.
- At least one post-2000. At least one of the three must be post-2000, so the component reaches into contemporary writing.
- No translations. Texts must be in English, not in translation.
The texts are shared across the two tasks: Task 1 uses one of them, Task 2 compares two of them (at least one post-2000).
Task 1: close reading or re-creative writing
Task 1 is based on a single text and assessed for AO1 and AO2, with AO2 dominant. It comes in two forms, and you choose one:
- Close reading. A detailed analytical essay on a passage or aspect of one post-1900 text, analysing how meaning is shaped (the close-reading skill from Section A, developed at length on a text you choose) in a coherent, independent argument.
- Re-creative writing with commentary. A creative piece (for example a re-telling from another perspective, an added scene, a pastiche) based on one text, plus a commentary explaining how your writing is informed by the original's style and concerns and reflecting on your writerly choices. The commentary demonstrates the AO2 understanding.
Both forms are assessed on the same objectives, AO1 and AO2 with AO2 dominant, so both reward close attention to how meaning is made.
Task 2: the comparative essay
Task 2 is a comparative essay on two of your post-1900 texts (at least one post-2000), assessed on all five AOs equally. This makes it the most balanced task in the qualification: a strong Task 2 integrates a controlling comparative argument (AO1), analysis of each text's method (AO2), context of production and reception (AO3), genuine integrated comparison (AO4), and engagement with interpretations (AO5). Because no objective dominates, none can be neglected, and the idea-led, both-texts-live structure from the Component 02 comparison applies here too.
Examples in context
The NEA texts are your own choices, so the moves below are illustrative.
A model Task 2 integration. "A strong comparative NEA essay holds all five objectives together: it argues a single comparative position on how two post-1900 texts treat a concern (AO1), analyses the method by which each conveys it (AO2), grounds the divergence in contexts of production and reception (AO3), keeps both texts live in an idea-led structure (AO4), and tests the reading against a critical interpretation (AO5). Because no objective dominates, the essay must do all five well rather than excelling at one." The balance is the task's distinctive demand.
A weak approach upgraded. A Task 2 that pours in context while neglecting close analysis and comparison would underperform, because all AOs are equal. Upgraded, the essay balances comparative argument, method analysis, context, comparison and interpretation, so every objective is satisfied.
Try this
Q1. What are the text requirements for the NEA? [2 marks]
- Cue. Three post-1900 texts (one prose, one poetry, one drama), at least one post-2000, none in translation.
Q2. How are Task 1 and Task 2 assessed differently? [2 marks]
- Cue. Task 1 on AO1 and AO2 (AO2 dominant); Task 2 on all five AOs equally.
Q3. Compare two post-1900 texts (at least one post-2000) on a focused question of your devising, integrating all five objectives. [20 marks]
- What the marker wants. A balanced, idea-led comparison holding AO1 to AO5 together, with both texts live, independent and well-evidenced.
A note on the coursework
This guide is AI-written and not individually human-reviewed. The NEA requirements, task definitions and word count are set by OCR and administered by your centre; confirm them against the current H472 specification, and agree your texts and tasks with your teacher.
Exam-style practice questions
Practice questions written in the style of OCR exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
OCR H472/03 201920 marksTask 1 (close reading): Analyse how the writer shapes meaning in a passage or aspect of one post-1900 text of your choice. [NEA task, assessed AO1 and AO2 with AO2 dominant]Show worked answer →
This models NEA Task 1 in its close-reading form: a detailed analytical essay on a passage or aspect of a single post-1900 text. The specification assesses Task 1 for AO1 and AO2, with AO2 dominant.
AO2: the focus is close analysis of how meaning is shaped, narrative, dramatic or poetic method according to the text's form, moved from feature to effect, exactly the close-reading skill from Section A but developed at coursework length on a text you choose.
AO1: a coherent, well-written, independent argument. Because it is coursework, the bar for control and polish is high, and the task and focus are agreed with your teacher.
A strong Task 1 reads a single text closely and argues a controlling idea. The re-creative alternative (a creative piece plus a commentary on your writerly choices) is assessed on the same AO1 and AO2.
OCR H472/03 201920 marksTask 2 (comparative essay): Compare two post-1900 texts (at least one post-2000) in response to a focused question of your devising. [NEA task, assessed on all five AOs equally]Show worked answer →
This models NEA Task 2: a comparative essay on two post-1900 texts, at least one post-2000. The specification assesses Task 2 on all five AOs equally, so it is the most balanced task in the qualification.
Because all AOs count equally, a strong Task 2 integrates them: a controlling comparative argument (AO1), analysis of each text's method (AO2), context of production and reception (AO3), genuine integrated comparison (AO4), and engagement with interpretations (AO5).
The independence is the point: you choose comparable texts, devise a focused question (agreed with your teacher), and build an evidenced, idea-led comparison. Weaker responses reproduce class notes, compare text-by-text, or let one AO crowd out the others.
Related dot points
- The five assessment objectives (AO1 to AO5): what each rewards, how they are weighted across H472 and dominate different components and sections, and how to target the dominant objective in each task.
The five OCR A-Level English Literature assessment objectives (H472): what AO1 to AO5 reward, how they are weighted across the qualification and dominate different components and sections, and how to target the dominant objective in each task.
- Analysing how meanings are shaped (AO2) across forms: the form-specific toolkits for drama, prose and poetry, and the unifying move from feature to effect, the most heavily weighted objective across H472.
How to analyse how meanings are shaped (AO2) across drama, prose and poetry for OCR A-Level English Literature (H472): the form-specific toolkits and the unifying move from feature to effect, the most heavily weighted objective across the qualification.
- Exploring different interpretations (AO5): treating meaning as contested, deploying critical and performance readings to develop an argument, and reaching a judgement, the objective equal to AO1 in the Shakespeare whole-play essay and assessed in the comparative essay and NEA.
How to explore different interpretations (AO5) in OCR A-Level English Literature (H472): treating meaning as contested, deploying critical and performance readings to develop and test an argument, and reaching a judgement, the objective equal to AO1 in the Shakespeare whole-play essay and assessed in the comparative essay and NEA.
- Context: production and reception (AO3): distinguishing the context of production from reception, applying the test of relevance, and using context to read specific moments, the objective dominant in both H472 comparative essays.
How to understand and use context (AO3) in OCR A-Level English Literature (H472): distinguishing the context of production from reception, applying the test of relevance, and using context to read specific moments, the objective that dominates both comparative essays.
- Structuring an idea-led comparison (H472/02 Section B): organising the comparative essay by aspects of the argument with both texts live in each paragraph, avoiding the text-by-text structure that loses AO4.
How to structure the OCR A-Level English Literature Component 02 comparative essay (H472/02 Section B): organising by aspects of the argument with both texts live in each paragraph, building a thesis-driven, integrated comparison rather than a text-by-text account that loses AO4.
Sources & how we know this
- OCR A-Level English Literature (H472) specification — OCR (2015)
- OCR H472 specification, Component 03 Literature post-1900 (NEA) — OCR (2015)