An earlier programme of graded reading will have developed students’ linguistic proficiency to the point where they can tackle the chosen examination text with confidence. The reality however, is that the A level text often represents a leap into new territory. If the group is linguistically confident, a more difficult text could provide a welcome challenge and the opportunity to develop understanding of more literary registers, perhaps in preparation for University level study. Elements which determine the linguistic difficulty of a text include vocabulary and structure. The more complicated the language and the structure of the text, the more difficult it will be for students to understand and analyse it independently and they will therefore need additional guidance and potentially teaching time. Consideration of the students’ experience and perspective on the text should be carefully borne in mind. The thematic content of a text is also significant in other ways.