EXAMINERS' REPORTS LEVEL 1 / LEVEL 2 CERTIFICATE IN ENGLISH LITERATURE SUMMER WJEC CBAC Ltd.

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1 EXAMINERS' REPORTS LEVEL 1 / LEVEL 2 CERTIFICATE IN ENGLISH LITERATURE SUMMER 2016

2 Grade boundary information for this subject is available on the WJEC public website at: Online Results Analysis WJEC provides information to examination centres via the WJEC secure website. This is restricted to centre staff only. Access is granted to centre staff by the Examinations Officer at the centre. Annual Statistical Report The annual Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of all examinations administered by WJEC. Unit Page Paper 1 1 Paper 2 3

3 ENGLISH LITERATURE Level 1 / Level 2 Certificate Summer 2016 PAPER 1 Paper 1 of the Level 1/Level 2 Certificate in English Literature follows the established and successful assessment structure of the WJEC GCSE English Literature qualification. Although the provision of texts and tasks suitable for the wide range of abilities seen in an untiered paper is invariably challenging, this paper certainly seemed to engage and sustain the interest of candidates of a wide range of abilities. Brighton Rock was by far the most popular text this year. Overall, there was a freshness in approach towards the novels and there was much evidence of real engagement with characters, themes and events, as well as relevant contextual factors. In the drama section, The Crucible was by far and away the most popular text. Overall, it was pleasing to see candidates enjoy exploring the texts and it was reassuring to see that many had been very well prepared for the demands of this paper. Section A Jane Eyre A few responses were seen. The candidates successfully tracked the mood of the extract, selecting and highlighting relevant detail. All candidates chose the essay regarding Mr. and Mrs. Reed, and most selected key areas of the text and commented on the Reeds importance in relation to them. Brighton Rock Most candidates successfully placed the extract and recognised that this extract focuses on the final stages of Pinkie and Rose s relationship. Candidates wrote well about techniques employed by Greene to create mood and atmosphere, although I was very pleased to see that technique spotting was not at the expense of detailed language analysis. The Ida question was the most popular question, with the most successful answers selecting and highlighting key details from the beginning, middle and end of the text. Her appearance, personality and purpose were analysed in detail and with insight by the majority of candidates. The question regarding hatred and love was approached in a fresh and original way, with well-considered ideas. The question allowed candidates to take quite an open approach. Some candidates focused on the relationship between characters and how they embody hatred and love, while others discussed the themes before making a case for how other themes are at the heart of the novel. 1

4 Section B The Crucible This extract was answered successfully by the majority of candidates, who commented on the dialogue as well as the stage directions with insight. Indeed, there was some very close reading of the stage directions, which were used to highlight the dramatic tension of the situation. The scene was tracked well, with most focusing confidently on Hale s interrogation of Proctor and Proctor s evident resentment. Most candidates wrote about Reverend Hale in the essay section. The best answers selected a few key areas from the beginning, middle and end of the play and discussed them thoughtfully, with well selected textual details for support. Answers were balanced, mature and sensitive and wrote well about Hale s epiphany during the play. The question regarding the theme of respect and reputation was the less popular question but was answered well nevertheless. Some candidates wrote about both aspects, while others focused solely on one of the key words, which was somewhat limiting. It was pleasing to see a wide range of characters being discussed, including Giles Corey and his request for more weight as he is tortured to death. As mentioned last year, regarding the end of the play and Proctor s death, there were some film references made. Candidates whose memory of the film was more vivid than of the play were sometimes misled into inaccurate comments. Those whose study was more firmly rooted in the play tended to make more insightful inferences. 2

5 ENGLISH LITERATURE Level 1 / Level 2 Certificate Summer 2016 PAPER 2 It was pleasing to see very few incomplete papers although a minority of candidates did not attempt Section C. The quality of responses was generally balanced; most candidates wrote copious amounts on Section A but still enough on B and C. Both answers were completed very well. Section A Poems from Other Centuries Candidates were required to discuss two poems from the Myths and Symbols section, regarding the theme of sadness. It was pleasing to see that the majority of candidates did discuss two poems. However, the second part of the task required candidates to make links between the poems as well as submitting a personal response to each poem. Unfortunately, some candidates neglected the linking section of the task, which cost them precious marks. Similarly, those that discussed their personal response to only one of the poems did not fulfil the requirements of the task. A wide variety of poems were chosen and all poems enabled candidates to write knowledgeably and thoughtfully. Ode to a Nightingale and La Belle Dame Sans Merci were the most commonly chosen poems. These two were well handled generally, although some candidates did not see the flashback structure of La Belle Dame and thought that the knight was happy for a while before becoming sad again at the end. Those who saw the envy of the nightingale typically did well. The Poison Tree and Rose thou art Sick were popular too, often together. This proved a good choice for some but others relied on substituting the word sadness for the word anger in discussing The Poison Tree and this did not work so well. Some also struggled to say much about the rose. A Musical Instrument was another choice that was fairly frequently made. One of the best attempts I saw compared the role of nature in this poem and in Nightingale, showing that sadness is caused by the treatment of nature in Browning's poem, whereas Keats offers an element of nature as a release from sadness. Other poems were also seen, but less often. On the whole, candidates tended to engage well with the poetry and it was very pleasing to see close analysis of language in the majority of cases. A minority of candidates went down the route of feature-spotting ; the rather empty technique of labelling literary devices without real grasp of their effects. It is worth remembering that detailed analysis of language should be at the heart of any literary analysis. Comparison was dealt with in a tripartite structure by many but integrated in various ways by others. Very few missed this element out. 3

6 Section B Candidates generally engaged very enthusiastically with the text and were able to produce a detailed response. As ever they did better when supporting their thoughts with sufficient detail from the poem. I was surprised by how many thought the final message of what more could I want? was a sarcastic one. Many used this word while far fewer went for the word irony, or indeed acceptance. This was interesting as it helped to show how open this poem was for interpretation. Some less likely interpretations included several who thought the poet had killed his father, either using the shovel to kill him or to bury him, or indeed both. Subtexts suggested were many and various. A good few went the route of suggesting that this was another carpe diem poem and that it was about making the most of every moment with older people before they pass on. This wasn't insupportable but others did really well with a more subtle and thoroughly supported route suggesting that there was plenty of ambiguity in the poet's message. There was some impressive attention to detail, for instance the idea that 'my own loneliness' is at the end of a list of ingredients for a meal and therefore the poet had to eat his loneliness every day. Section C Prose Bridget and Mother were gratefully received and dealt with. The relationship was seen as one- sided and controlling. The better answers suggested that there was also love rather than just 'hatred' as stated by some. Some astute answers suggested that if she finds it difficult to deal with her mother 'when she's like this' then there must be other times when she finds her easier to deal with and that the general close knowledge of her mother's traits suggests a loving relationship despite the obvious irritations. Some of the best responses also saw that the exaggerated criticisms of her mother were funny and part of a style suitable for a diary. Drama This was well done generally. There was plenty of mood and atmosphere to talk about and those who got the humour of the human barking at the end did particularly well. Many saw the tension of the ending but stopped there. Some were a little confused by the setting and thought that the party was inside the mobile home, along with all the mess. More than one read copse as corpse and this was not helpful. The characters were well considered, as was the use of language and better answers avoided 'feature-spotting', moving instead towards sensitive analysis of language, structure and form. Level 1 and 2 Certificate in English Literature Report Summer 2016/LG 4

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