9 Oct 2013

� Students’ performance in 2013 Literature in English, Papers 1, 2, and 3

� 2016 sample papers

� Questions and answers

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PAPER THREEPAPER THREEPAPER THREEPAPER THREE PortfolioPortfolioPortfolioPortfolio

� Generally reasoned and logically organized work

� Some well-researched and insightful pieces

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Plagiarism

• More common this year than last year

• Mostly lines of material lifted from various sources

• A few cases of near-complete plagiarism

• Students need to cite and document their sources properly and provide a References page

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Inappropriate choice of text

•Non-English language films and translated works by authors from different backgrounds (including contemporary Chinese writers)

•Non text-rich material (e.g. fashion exhibition) for review

•Set texts for comparison in extended essays

•Same text for both the short and extended tasks

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Works at higher levels (Levels 4 and 5):

• Were clear and well-organized

• Covered a range of aspects, including cinematic techniques, and showed insight into how they were used to achieve effect

(Example A)

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Level 3 work:

•some evaluation of different aspects of film, but analysis tended to be skewed or uneven

•discussions tended to be too broad with inadequate substantiation

(Example B)

Works at lower levels:

•insufficient evaluation of different aspects of film and insufficient textual support

•Little awareness of film review as a genre, as work was mostly made up of personal reflections

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Works at higher levels:

• showed some mastery of form and made use of elements of fiction (e.g. characterization, irony, plot twist) to generate interest

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Level 3 work:

• some awareness of form and some attempt at using literary techniques to generate interest but not always effectively

(Example C)

Works at lower levels:

• too keen to ‘tell’ rather than ‘show’ (plots were predictable or without dramatic tension)

(Example D)

• characters were undeveloped

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Works at higher levels:

• showed effort and creativity in using poetic techniques to generate interest

Script A

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Level 3 work:

• showed some attempt to use figurative language to create images

• ideas were not particularly original and candidates too keen to make explicit the poems’ underlying meanings

Works at lower levels:

• unclear and cliched

• not using poetic technique and figurative language appropriately to achieve effect

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ThesesDo you think the following are workable theses? (Example E)

a. the function of nature in the poetry of Wordsworth and Coleridge

b. exploring all seven books of the Harry Potter seriesc. the isolation of society and the characters’ internal

struggle and doomed fated. how fate is determined by human qualities in certain

textse. men are born evilf. it is agreed that children’s literature is manipulativeg. it is ill-advised to present a fake image of having a

perfect life to please and reassure our familyh. the lack of honesty can ruin a love relationship

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• Too broad or ambitious (a, b)

• Too vague (c, d)

• Questionable generalizations or unsupported claims (e, f)

• Too obvious (g, h)

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Depth of analysis

• inclusion of too many plot details

• tendency to limit study of a theme or topic to level of character and action only (other aspects such as narrative point of view, language and style not explored)

Substantiation

• failure to support argument with appropriate textual references

• applying generalizations about life, love, death etc. to texts instead of drawing insights from them (Examples F & G)

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Background information

• too many unnecessary historical and biographical details (Example H)

• unnecessary reference to set texts

(Example I)

Proofreading

• meaning of some papers was hampered by a large number of errors in grammar and sentence structures

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PAPER ONEPAPER ONEPAPER ONEPAPER ONE AppreciationAppreciationAppreciationAppreciation

• Demonstrated a broad knowledge and understanding of the texts

• Some perceptive and engaging analyses

Candidates should note the importance of:• reading questions carefully and tailoring their ideas to address them (avoiding long, digressive answers)

• developing ideas in support of their argument (responses under-developed or unsupported by relevant details or examples are unhelpful)

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(i) What different roles do these episodes of epilepsy play respectively in Othello and Lord of the Flies? (12 marks)

• Some perceptive discussions, showing knowledge and understanding of texts and extracts

• Some responses did not address question adequately, giving far too much weight to the idea of Iago’s triumph as manipulator in the scene and not enough emphasis on Othello

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(ii) How is Othello’s mood conveyed in the text? (8 marks)

• To answer this question effectively, candidates need to take into account Othello’s language and relate it to his mood or state of mind. Not many candidates explored this aspect critically enough

(iii) Explain the final few lines (55-60) in the Othello extract. (5 marks)

• Most candidates did not fully grasp the final lines, particularly the implications of ‘many a civil monster’

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(iv) What is the purpose of the description in the final paragraph of extract (B) (lines 20-29) (8 marks)

• Most were able to make comments about the scene’s various functions (e.g. tension-building, providing the background for the acts of violence that will soon take place, and foreshadowing Simon’s death)

(Script 1)

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(i) What significance is there to the fact that the pig in the passage is a sow? (6 marks)• Most candidates made the general point that the ‘pig’ emphasizes the boys’ brutality or their lust for hunting, without considering its gender

(ii) Why do you think Golding describes the action in such unpleasant detail? (6 marks)• Some discussed the savagery of the boys in general and did not focus enough on Jack

• Many low scoring answers were too general, e.g. the details enable the reader to better experience the scene

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(iii) What is the significance of the stick in the novel? (6 marks)

•Candidates demonstrated knowledge and understanding of the ways in which the stick was used in different contexts and their implications

(iv) Why does Jack set up the head? What is he starting? Why? (6 marks)

•Generally well handled

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(v) What is the significance of the flies? (6 marks)• Many did not adequately explain what flies represented and why

• Example: ‘The flies are an objective representation of the boys’ fear and insecurity as the flies are flying around the head at the same time the boys are making the ritual offering’

(vi) Why do the boys look ‘furtive’ (line 38)? (3 marks)• Many did not understand the word and relied on guesswork

(Scripts 2 � & 3� )

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(i) Compare and contrast the two poems in terms of

(a) content (10 marks), and

(b) form (4 marks).

• (a) Most candidates were able to make some general thematic comparisons (e.g. the concepts of journey, nature, darkness and death); weak answers provided recounts of the speakers’ experiences

• (b) Some wrongly took the poem to be in iambic pentameter and unable to correctly identify the rhyme scheme

A: ‘Stopping by Woods …’

B: ‘Crossing the Water’

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(ii) What do the use of rhyme and choice of diction add to the atmosphere of poem (A)? (6 marks)

• Narrow interpretation of diction (focusing on two or three words for comment) limits the scope and depth of some answers

• Example: ‘The choice of diction “little horse” is the projection of the poet, it shows its confusion of the situation and it brings in a sense of unease; “farmhouse” is a sign of conventional ways which adds in a sense of comfort; “bell” as if a warning to the poet about his choice and it adds in a sense of tension to the poem.’

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(iii) Comment on the sounds in the second stanza of poem (B). (4 marks)

• Effective responses were able to relate sound to meaning, but some responses only stressed ‘what’ but not ‘how’ or ‘why’ (e.g. the ‘s’ sounds enhance the threat of nature, the ‘f’ sounds accentuate the fluidity of water)

Script 4

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(i) Discuss the different ways in which all three poets bring their poems to a close. Focus on the final one or two lines. (12 marks)• Candidates were able to draw meaningful comparisons between the Bishop and Plath poems, but paraphrasing often took the place of analysis in discussions of Larkin

(ii) Choose two similes from poem (A), explain them, and say what effect they have on the tone of the poem. (6 marks)• Candidates generally responded well to this question

A: ‘The Fish’, B: ‘Poppies

in July’, C: ‘At Grass’

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(iii) How is anger expressed in poem (B)? (6 marks)

• Most responses tended to be superficial, focussing on Plath’s repeated use of exclamations and questions, a point which is valid but obvious.

• A deeper discussion of the expression of anger in the poem can include the examination of more sophisticated language and literary devices used to express anger

Scripts 5 � & 6 �

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(i) What do the two poems have in common? (3 marks)

• Most were able to identify that the speakers are recalling the past or their childhood

(ii) Comment on the poetic effects of the second verse of poem (A). (3 marks)

• A number of techniques were identified, but not many responses were able to explain clearly how they were used to create effect

A: ‘Wedding Dress’

B: ‘Reverie’

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(iii) Comment on lines 3-4 of poem (B). (3 marks)

• Mostly vague answers (e.g. smoke suggests a sense of magic)

• Only a few offered satisfactory interpretations (e.g. the children’s voices ‘twisting and blending’ like coils of smoke)

(iv) Suggest a reason why the writer of poem (B) chose to use such short lines. (3 marks)

• Responses were generally effective, arguing that the short lines were used to represent the quick passage of time

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(v) Which do you think is the most lyrical/happy moment of poem (B) and which the darkest? Explain your choices. (4 marks)

• Many regarded ‘I pass, yet cannot/leave these joyous/rousers…’ as the poem’s darkest moment but failed to provide convincing justifications

Script 7

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(i) How is an effect of loneliness achieved in the first verse? (4 marks)• Many appropriately commented on the repetition of images of singleness (e.g. ‘a single passenger’, ‘a pigeon’, ‘one leg’, ‘a drunk woman’)

(ii) Comment on the use of sound in the first verse. (4 marks)• Some answers showed a doubtful grasp of literary terms such as onomatopoeia (usually a list with valid examples mixed with inappropriate ones)

‘November Insomnia’

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(iii) Explain ‘you prepare to be horrified’ (line 11) (2 marks)

• Lots of vague answers (e.g. the speaker expects something horrible to happen)

(iv) Explain the image relating to the imagination (lines 16-19) (3 marks)

• Some took the lines too literally to mean that the speaker was wandering aimlessly and not going anywhere, without taking the title or idea of insomnia as a contextual clue

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(v) Comment on the use of adjectives in the poem. (3 marks)

• Candidates were generally able to identify a few adjectives and discuss their negative qualities in the poem

Scripts 8 � & 9 �

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PAPER TWOPAPER TWOPAPER TWOPAPER TWO Essay WritingEssay WritingEssay WritingEssay Writing

• Some very good answers distinguished by lucid argumentation and ample textual support

Candidates should:

• Aim for a more balanced approach and make sure they address all the key points in the questions

• Cover set texts from all four genresall four genresall four genresall four genres

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Q.1 What are the boys afraid of, and what is Golding afraid of?

• The best answered question in Part I.

• The majority of candidates demonstrated the ability to distinguish between the characters’ fears from the writer’s, and to infer Golding’s views from the characters’ thoughts and actions

Script 10

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Q3 ‘Othello would have destroyed himself and his marriage even without the help of Iago.’ How far do you agree with this assessment?

• Strong responses analyzed the failure of Othello’s marriage from different perspectives (e.g. Othello’s character, Iago’smanipulation, circumstances) and developed their views with appropriate supporting details

• Weak responses recognized Iago as the sole cause of Othello’s downfall

Script 11

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Q5 What role does cholera play in the film? Discuss in terms of plot, theme and symbolism.

• Some insightful and well-balanced responses, giving more or less weight to the various parts cholera plays in the film in terms of plot, theme and symbolism

• Weaker responses were often not effective in demonstrating how cholera works as a symbol

Script 12

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Q8 ‘A protest against a lack of beauty and mystery in life is at the heart of such stories as Paul’s Case, The Chrysanthemums, Seventeen Syllables, Deaf Men’s Path, Cathedral and Everyday Use.’ Discuss with reference to twotwotwotwo or threethreethreethree of these stories.

• Many tended to focus on one aspect of the question, i.e. the lack of either beauty or mystery in life

• Strong answers showed a good understanding of the stories and addressed the lack of both beauty and mystery

Script 13

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Q10 Why, according to the various set texts, are people so mean to one another? Discuss two or three reasons. Refer to at least twotwotwotwo set texts.• Some candidates gave valid reasons, but with limited analysis

• Some responses lacked focus and gave the impression that the question was about cruelty and violence; these responses could have improved had they provided a clear definition of the word ‘mean’.

Script 14

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Q11 Write a conversation between Kitty and Walter Fane of The Painted Veil in which they discuss some of the set short stories expressing their likes and dislikes. State clearly at which point in their relationship they hold the conversation.

• Many responses did not cover Kitty and Walter’s dislikes in enough detail

• Candidates tended to focus on storytelling rather than presenting reasons for the two characters’ preferences

Script 15

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Q14 Discuss the role of failure in your set texts. Who fails, at what, why, and what consequences follow for the story?

• Most responses were superficial and provided a simple recount of plot details

• A number of candidates did not fully examine the ‘consequences’ or the significance of the characters’ failures in the texts

Script 16

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� to illustrate the format and structure of the 2016 exam

Part 1 (30%)Part 1 (30%)Part 1 (30%)Part 1 (30%)

SectionSectionSectionSection NoNoNoNo. of questions to . of questions to . of questions to . of questions to be be be be setsetsetset

RemarksRemarksRemarksRemarks

A (Novel) 4 2 questions on each novel (To Kill a Mockingbird replacing The Year of Living Dangerously)

B (Play) 4 2 questions on each play

C (Film) 4 2 questions on each film (Life of Pi replacing Chinatown)

D (Short Stories) 2 2 questions on stories

SectionSectionSectionSection NoNoNoNo. of questions . of questions . of questions . of questions to be setto be setto be setto be set

RemarksRemarksRemarksRemarks

Part Part Part Part 2 (20%)2 (20%)2 (20%)2 (20%)

Comparison questions on two or more texts

8Questions generalized as far as possible

SectionSectionSectionSection NoNoNoNo. of questions . of questions . of questions . of questions Marks Marks Marks Marks for each for each for each for each questionquestionquestionquestion

RemarksRemarksRemarksRemarks

A (10%)A (10%)A (10%)A (10%)4 20%

(instead of 33%)

Single passage from Lord of the Flies, To Kill a Mockingbird, Othello, The Crucible

B (12%)B (12%)B (12%)B (12%) 2 24% 2-3 set poems for each question

C (8%)C (8%)C (8%)C (8%) 2 16% unseen poems

� Finalized sample papers and marking schemes will be disseminated to schools in December 2013.