This updated resource provides full support for the Cambridge IGCSE (R), IGCSE (9-1) and O Level Literature in English syllabuses (0475 / 0992 / 2010) as well as IGCSE World Literature (0408). Explore texts from writers of different countries and cultures such as Seamus Heaney, Anita Desai and Tennessee Williams. This write-in workbook gives students a wide range of activities so they can practise interrogating poetry, prose and drama. There is extra support in areas where students can struggle, such as drama analysis and essay writing. With a wide range of text extracts from around the world, this workbook is ideal for international learners. Indicative answers to the workbook questions are in the teacher's resource.

The Gothic Tradition is a new title in the Cambridge Contexts in Literature series. It is designed to support the needs of advanced level students of English literature. Each title in the series has the quality, content and level endorsed by the OCR examination board. However, the texts provide the background and focus suitable for any examination board at advanced level.The series explores the contextual study of texts by concentrating on key periods, topics and comparisons in literature. Each book adopts an interactive approach and provides the background for understanding the significance of literary, historical and social contexts. Students are encouraged to investigate different interpretations that may be applied to literary texts by different readers, through a variety of activities and questions, the use of study aids, such as chronologies and glossaries, and the inclusion of anthology sections to exemplify issues.

This edition of King John takes into account the work of the Shakespeare and Schools Project, the national curriculum for English, developments at GCSE and A-level, and the probable development of English and Drama throughout the 1990s. Cambridge School Shakespeare considers King John as theatre, and its text as script, enabling students to inhabit the imaginative world of the play in an accessible, meaningful and creative way. It aims to encourage students to participate actively in examining the play, to work in groups as well as individually, to treat the play as a script to be recreated, and to explore the theatrical/dramatic qualities of the text. The editorial comments cater for pupils of all ages and abilities, providing clear, helpful guidelines for school study. The format is also designed to help teachers, whether experienced or inexperienced.

Without giving himself time to think about it, Danny plunged into the middle of the frosty stream. The cold of it took his breath away. He shrieked and yelled and giggled idiotically. He splashed and wriggled and bucked about like seal, like an otter, like a porpoise. The sensation of that icy, running water bubbling against his baked body was truly delicious. He ducked his head underneath, and let it tingle through his scalp. It was so clear that, with his eyes open underwater, he could se right into the heart of that liquid world'. For the moment Danny, the Warrior of Wilderness, has not care in the world. But soon the timid boy will once again be reminded of his quest: to save his friends, the creatures of Wilderness, the beautiful wild animals which are being threatened by evil Shadow. Gripping and moving, Warrior of Wilderness extols the beauty of the wild animals of Africa, and warns us that we humans are constantly threatening their survival.