GCE English Literature LT4 CPD Autumn 2011

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AO3 (Connections) In Essays

No. 1.

Example Prospero and Faustus are both magicians who use their powers to get what they want.

2.

3.

For those who may be outraged by Prosperos use of his magic powers in harsh or selfish ways, there is the contrast of Faustus foolish and immoral use of his which helps us to appreciate that Prosperos authoritarian approach is fundamentally benign and wise. Hamlet and Vindice are linked by their missions to revenge the wrongs done to those they love. While Hamlets revenge is driven by personal duty but governed by restraint (Taint not thy mind, nor let thy soul contrive/Against thy mother aught:) Vindices revenge against the Duke is wide-ranging and remorseless from the start. Donnes sense of wonder and excitement at his mistresss nakedness (O! My America...) seems all the more intense in light of Gays cynical, commodification of female sexuality as the poet announces his intention to try other products or, as he puts it, Beauties. Donne and Newman write about their faith in God in well structured lines of verse.

Comment Weak. Assertive and descriptive with only a faint, implicit hint of authorial intention. Characters are presented in parallel. Strong. Purposeful and illuminating some of the key issues in the core text.

4.

5.

Weak. Simple descriptive point about the two protagonists placed side by side. Strong. Hamlets, consciencewracked approach to his task is suggested and illuminated by the contrast of Vindices lack of restraint and cruelty. Strong. Attitudes in the core text are illuminated by references to the cynicism and superficiality of feelings in the partner. Weak. A simple assertion of similarity followed by an almost meaningless comment on the form of the poetry.

6.

Signpost terms: In contrast to Similarly In light of An appreciation of x illuminates why/how.............y While x is...............y is............and this..................... Task 1. Take comments 1, 3 and 6 and transform them into strong examples of AO3 writing.

2. Take any of the strong examples above and develop into a more complex remark incorporating both AO2 and AO4.

Principal Examiners Commentaries on LT4 Scripts Introduction In other years, scripts for CPD have focused upon examples of excellence. This year, we have taken the opportunity to exemplify the new 5 Band Assessment Grid by sampling a broader spectrum of work. Please note: for ease of reference and discussion (in this document only) the two strands of AO3 are identified as 3a and 3b Script 1 Overview The relevant focus, knowledge, attention to detail and sophisticated command of literary concepts in both of these essays deserve full marks. Indeed, in common with a significant number of other scripts, full marks seems almost not enough for such a mature performance at A level under examination conditions. Q3 AO 1 Band 5 Mark 10 Comment A very perceptive and sophisticated discussion of the poetry combined with a confident engagement with literary concepts and very effective, accurate expression. Confident, apt and expertly integrated textual support underpins detailed critical understanding of how meaning is made in poetry. Consistent engagement with subtext Highly productive/illuminating comparisons. Clear, purposeful, mature and wide-ranging use of other readings. Confident and perceptive discussion of relevant contexts some interesting work on literary contexts.

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3a 3b 4 Total Q9 AO 1 2 3a 3b 4 Total

5 5 5 5

5 5 10 40

Band 5 5 5 5 5 5

Mark 10 10 5 5 10 40

Comment Particularly well developed argument written with flair and confidence Perceptive critical analysis sensitive to language choices and very strong on technique/structure and implicit meaning. Very detailed and productive connections. Scholarly and purposeful use of other readings. Very perceptive, relevant and well informed.

Script 2 Overview Another very strong performance but falling just short of full marks because the best fit for writing under AO4 in the second response is Band 4 with a maximum mark of 8. Q5 AO 1 Band 5 Mark 10 Comment From the first sentence we can see a perceptive and sophisticated discussion underway clear evidence of flair from the outset. This continues with the writer showing a very sophisticated grasp of literary concepts and terminology as the argument develops in a mature and scholarly way. Detailed critical understanding and consistent evaluation of poetic technique with a keen awareness of implicit meaning pervades the essay. There are some carefully chosen and illuminating connections which are explored in some detail. Other readings are focused relevantly upon the task and well integrated into the argument, suggesting an autonomous reader. There is a perceptive discussion of relevant contexts but closely woven into the discussion of the poetry so there are no separate sections of nonliterary writing.

2 3a 3b 4

5 5 5 5

10 5 5 10

Total

40

Q9 AO 1 2 3a 3b Band 5 5 5 5 Mark 10 10 5 5 Comment A sophisticated and confident writer with a mature, well-organised approach. Very well deployed textual support and a confident discussion of technique and implicit meaning. There are very specific and illuminating connections. Frequent references to different ways elements of the plays might be read rather than direct quotation from critics mature and confident discussion. There is a sound appreciation and understanding of some relevant contexts but a tendency to be broad or assertive at times so remarks do not quite manage to be as perceptive or confident as they might be.

Total

38

Script 3 Overview While the candidates overall performance is uneven both within each essay and from one essay to the other, there are very positive elements in the work and plenty to reward. There are sections of assured, confident writing but the script does not have the consistent flair and intellectual maturity which are clearly apparent in Scripts 1 and 2. Q3 AO 1 2 Band 3 4 Mark 6 7 Comment There is some degree of creative engagement with the poetry and the expression is reasonably accurate and clear if a little casual at times. A good example of the unevenness of the work: there is quite a bit of explanation but the examiner has (rightly) chosen to reward the candidate on the strength of the best writing under AO2 which just makes it into Band 4 with a sound grasp of implicit meaning and neat/secure textual support. The connections are generally clear. Some use is made in the argument of different possible readings. Knowledge of contexts is mostly implicit but fairly pervasive and can be glimpsed in word choices such as mistreated children or references to the biblical ark. There are also some explicit references towards the end of the essay which are not examined in detail and therefore fall short of the criteria for Bands 4 and 5.

3a 3b 4

3 3 3

3 3 5

Total Q7 AO 1

24

Band 5

Mark 9

2 3a

4 4

7 4

3b 4

4 4

4 7

Comment A clear, relevant focus from the start sets the tone for this essay. There is just enough evidence of emerging flair and confidence for this writing to edge into Band 5. There is sound analysis of the plays and some neatly integrated quotation which contribute to the sound discussion of technique and meaning. There are some purposeful and specific connections between the plays page 3 has some good examples which are shaped to address the specific task. A clear and purposeful use of specific other readings as well as implicit points about different ways of reading. Some explicit discussion and some implicit ideas about power, hierarchy and status just about enough to suggest a sound understanding of the importance of contexts.

Total

31

Script 4 Overview Once again, this is an uneven performance with some high quality moments. Taken overall, it is a solid Band 3 script. The response to Shakespeare is frequently awkward and the ideas forced into relevance but the essay on Milton is a significantly better performance still a little awkward in expression but with some interesting exploration and sound analysis. Q8 AO 1 2 Band 3 3 Mark 6 5 Comment Clear and reasonably accurate expression (although not always polished) with clear creative engagement at times. Although the essay is largely plot driven, there is sufficient awareness of language, form and structure (sometimes focused into dramatic technique) to edge into Band 3. There are a number of clear and appropriate connections made although these tend to be statements rather than fully examined points. Clearly makes some use of other specific readings, but, once again, tends not to make this the basis for purposeful discussion. There are Some specific points which demonstrate a clear grasp of the significance of contexts.

3a 3b 4 Total

3 3 3 3

3 3 5 22

Q2 AO 1 2 3a 3b 4 Total Band 3 4 2 4 3 3 Mark 6 8 3 4 6 27 Comment Engages task and texts in a relevant and creative way. There are lapses in expression but it is generally clear and accurate. This is the strongest element of the essay: some sound analysis and evaluation at times which has been neatly and effectively supported. Links are valid and appropriate but not closely examined. Some clear and purposeful references to other readings most importantly they are carefully selected and shaped relevantly. A clear grasp of relevant contexts but not developed at any length

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Script 5 Overview An interesting script which could form the basis of productive discussion with classes. For one reason or another the performance is very uneven and the second essay is often poorly expressed and lacks the focus and textual support which could be expected in a literary essay. On the other hand, the first response to Blake is poised, confidently expressed and seems to relish the opportunity of detailed textual analysis. Q3 AO 1 2 3a 3b 4 Total Q8 AO 1 2 Band 3 2 Mark 5 4 Comment There is some creative engagement and the essay is clearly written but the argument is limited. While there is some awareness of implicit meanings and dramatic technique there is a distinct lack of analysis of the literary qualities of the text. Some valid links are suggested but there is a lack of detailed focus and support. Claims for other possible readings are mostly quite broad / vague and unexamined. There is an awareness of historical contexts but points are quite broad and asserted. Band 5 4 4 4 4 4 Mark 9 7 4 4 7 31 Comment There is just enough confidence, sophistication and relevant focus to squeeze into Band 5 - some occasional lapses so not absolutely secure. A purposeful and detailed discussion of technique and implicit meanings Links are sound, purposeful and specific. .Frequent suggestions that poems might be read in different ways through the use of speculative language This could be.... A sound appreciation of social and religious contexts.

3a 3b 4 Total

2 2 2 3

2 2 4 17

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Script 6 Overview Once again, an opportunity to discuss a script which is unbalanced and with better exam technique might have been a full grade better at award. A lot of time has been spent on the Donne essay although the focus often wanders and points fail to gel and one suspects that the second response had to be hurried through in a much shorter time. The response to Donne is often at a tangent to the demands of the question because, one suspects, the candidate has a body of knowledge and critical material which will be included whatever the question! In some ways, the focus is better in the second essay but there is not time to develop the promising points which are started but not developed. Q2 AO 1 Band 3 Mark 5 Comment There are flaws in the expression but it is generally clear and there is some evidence (despite prepared materials) of creative engagement just enough for Band 3 Poems are sometimes explained rather than analysed but, at its best, the essay manages some discussion of technique and meaning. There are some purposeful and sound connections quite an engaged discussion of seduction which lifts this aspect of the essay. A determined attempt to bring in the views of others just sufficiently purposeful for Band 4 Some broad connections to relevant contexts are made importance acknowledged but little detailed development of points.

2 3a 3b 4 Total Q7 AO 1

3 4 4 2 3

5 4 4 4 22

Band 2

Mark 4

2 3a 3b 4 Total

2 3 3 1 2

3 3 3 2 15

Comment While there is an attempt to get the work into focus in paragraph 1, one almost feels it would have been better to start the essay with paragraph 2. There is some attempt to engage, but simply not enough evidence of creative engagement and sustained, relevant discussion to lift the work out of Band 2 Some useful textual support but very little opportunity to analyse any aspects of the texts in detail. As far as they go, the connections are sound and purposeful. The candidate has made some relevant use of other readings. The candidate has found very little opportunity to deal with contexts beyond, perhaps, vague, implicit points.

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Script 1

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Script 2

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Script 3

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Script 4

8 2

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Script 5

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Script 6

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