English Literature Unit 4360

Transcription

1 Edexcel IGCSE English Literature Unit 4360 November 2006 Mark Scheme

2 Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, Edexcel s centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call our Customer Services on , or visit our website at November 2006 Publications Code UG All the material in this publication is copyright Edexcel Ltd 2006

3 Contents Paper 1 Section A: Drama 1 Section B: Prose 11 Paper 2 Poetry 21

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5 SECTION A: DRAMA JULIUS CAESAR 1a What is the importance of Portia and Calpurnia in this play? Makes some simple statements about Portia and Calpurnia. Makes some basic relevant comments about each character s appearances in the play. the question. May link each character to her husband. Begins to use the text to develop ideas. May, for example, offer some developed comment on how much individuality each woman has. May give a predominantly narrative account of when and where the characters appear and offer simple thoughts on their significance. directly. May offer insights into how both characters affect the action of the play. Both characters will be given consideration at this level and above. An overview of the text is evident in which there is a clear appreciation of their roles. A full understanding of the text is evident. Reflections may be presented on their significance as regards basic elements and higher order elements related to the theme and the dramatic features of the play. Offers a confident and lucidly argued interpretation. May, for example, offer sophisticated insights and responses on the characters. 1

6 CAESAR 1b Choose two deaths in the play. Explain the dramatic importance of each of these. Makes some simple statements about two deaths. Makes some basic relevant comments about two deaths, perhaps identifying when they happen. the question. May offer some comment on the importance of each death in the action of the play. Begins to use the text to develop ideas. May give a predominantly narrative account of when and how each death occurs. May attempt to show that each death provides the audience with a dramatic focus. directly. May offer insights into the techniques that Shakespeare uses to engage the audience s interest in each death. At this level and above reference must be made to two deaths. An overview of the text is evident. May show some insights into the deaths as dramatic events, referring for example, to the timing of each death in relation to the action of the play. A full understanding of the text will be evident, as will an exploration, in a detailed manner, of the language and imagery used by Shakespeare. Offers a confident and lucidly argued interpretation. Close analysis of the chosen death scenes is evident along with a sophisticated response to what has been highlighted by the candidate. 2

7 THE IMPORTANCE OF BEING EARNEST 2a Compare and contrast the characters of Lady Bracknell and Miss Prism. Makes some simple statements about Lady Bracknell and Miss Prism. Makes some basic relevant comments about Lady Bracknell and Miss Prism. the question. May offer worthwhile comment on the more obvious characteristics of each character. Begins to use the text to develop ideas. May, for example, give some developed comment on their characteristics; perhaps providing a mainly narrative account of their similar/different actions in the play. directly. May offer examples of their similarities and differences, perhaps demonstrating some appreciation of their comparable relationships with other characters. The functions of both characters will be fully explored. An overview of the text is evident. May, for example make purposeful references whilst comparing and contrasting them. May show some insight into Wilde s reasons for creating the characters as they are. A full understanding of the text will be evident. May be an exploration of Wilde s craft in presenting the characters. Offers a confident and lucidly argued interpretation. As well as a detailed exploration of the roles and characters of Miss Prism and Lady Blackwell there may be a personal response offered and an analysis of the characters roles in terms of Wilde s intentions. 3

8 THE IMPORTANCE OF BEING EARNEST 2b Wilde described The Importance of Being Earnest as a trivial comedy for serious people. How appropriate do you find this description of the play? Makes simple statements about the play. Makes some basic relevant comments about the overall play as a comedy. the question. May give a narrative account of a selection of characters roles in providing humour. Evidence of linking the humour to anything serious will be limited and so will find the statement in the title inappropriate. Begins to use the text to develop ideas. May, for example, begin to explore how something which is called a comedy can have serious elements. directly. May offer insights into the meaning of trivial and offer ideas as to how this trivial comedy could have serious undertones. An overview of the text is evident. There may be a clear understanding of the importance of language in the play in mocking the roles the characters are playing. Examples may be given of the way in which Wilde reverses what society may have considered normal in order to make a point. A full understanding of the text will be evident. A relatively sophisticated examination of Wilde s description of his play may be offered. An examination of issues that are raised within the context of the humour will be evident, for example, there may be references to romance, education, snobbery and so on. Offers a confident and lucidly argued interpretation. May, for example, write about irony, parody and farce whilst referring closely to language and the criticisms that Wilde makes through this medium. 4

9 A DOLL S HOUSE 3a Choose two characters from the play and show how the audience s first impressions of them may be misleading. Makes some simple statements about the 2 characters. Makes some basic relevant comments about each characters appearances in the play. the question. May give some comments on each character and how each appears at the beginning and at the end. Begins to use the text to develop ideas. May, for example, offer more developed comment on the first and final impressions of each character. directly. May give a more detailed and focused account of the ways in which each character is presented initially and may offer comment on how and when the impressions start to change. At this level and above both characters will be addressed. An overview of the text is evident. May be able to trace the way in which initial impressions are formed and how they later change, showing some insight into Ibsen s craft. A full understanding of the text will be evident. May give a sustained and developed analysis of how the audience may change its views about the 2 characters. A well informed and sensitive appreciation of the playwright s techniques will be evident. Offers a confident and lucidly argued interpretation. Speculation may be offered as to why the playwright chose to present the 2 characters in this way, demonstrating a mature and sophisticated response. 5

10 A DOLL S HOUSE 3b Do you think that A Doll s House is an appropriate title for this play? Makes some simple statements explaining a doll s house. Makes some basic relevant comments on various characters. the question. May concentrate on one or two characters exploring their doll like natures. Begins to use the text to develop ideas. May, for example, begin to look at how certain characters view other characters as their dolls; Helmer looking at Nora as a doll and Nora looking at her children as dolls. directly. May give examples of the games that the doll-like characters play. May begin to assess the appropriateness of the title. An overview of the text is evident. May demonstrate a close knowledge of lines in which references are made to dolls and play and then may go on to develop an examination of the aptness of the imagery. A full understanding of the text will be evident. May give a sustained and developed analysis of the life that is represented on the stage and the playful life of a doll s house. May show an appreciation of Ibsen s craft. Offers a confident and lucidly argued interpretation. May offer sophisticated arguments either in support of or to challenge the aptness of the title. 6

11 A VIEW FROM THE BRIDGE 4a the guy is no good! How far do you agree with Eddie s opinion of Rodolfo? Makes some simple statements about Rodolfo. Makes some basic relevant comments about Rodolfo s character, perhaps concentrating on physical aspects only. the question. May offer some comment on the more obvious traits of the character. Begins to use the text to develop ideas. May, for example, give a predominantly narrative explanation of Rodolfo s relationship with Catherine. directly. May show an appreciation of why Eddie says what he does in the quotation. May offer examples of Rodolfo s deep desire to be an American citizen and how that affects all he does. An overview of the text is evident. May offer explicit comments on Rodolfo s character and an assessment is evident as to what extent there is agreement with the quotation in the question. A full understanding of the text will be evident. May explore the range of responses that there could be to Rodolfo whilst making own conclusion clear. Eddie s viewpoint will be given for consideration. Offers a confident and lucidly argued interpretation. May, for example, analyse Miller s craft in presenting the character demonstrating a sophisticated personal response. 7

12 A VIEW FROM THE BRIDGE 4b How is the theme of jealousy presented in this play? Makes some simple statements about the play. Makes some basic relevant comments about events in the play. the question. May offer some unsubstantiated comments about jealousy. Begins to use the text to develop ideas. May, for example, offer some comments on the theme of jealousy at certain points in the play. directly. May give a focused account of the way in which the theme of jealousy is presented. An overview of the text is evident in which there is a clear appreciation of the ways in which the theme of jealousy runs through the play. A well substantiated personal point of view will be evident. A full understanding of the text will be evident. There will be a mature assessment of the role of jealousy in the play. Offers a confident and lucidly argued interpretation. Close analysis of how the writer has portrayed and used jealousy will be evident. 8

13 MY CHILDREN! MY AFRICA! 5a What importance does the friendship between Thami and Isabel have in the action and themes of the play? Makes some simple statements about Thami and Isabel. Makes some basic relevant comments about each character s appearances in the play. the question. May comment on the friendship between the 2 characters. Begins to use the text to develop ideas. May, for example, give some developed comment on Thami s and Isabel s characteristics; perhaps providing a mainly narrative account of their friendship. directly. May give a focused account, offering some explicit insights into the effect this friendship has on the action of the play. May start to explore the ways in which this friendship contributes to the themes of the play. An overview of the text is evident; may, for example, make purposeful references to illustrate the perceived importance of this friendship on both the action and themes of the play. A full understanding of the text will be evident. May be an exploration of Fugard s craft in using this friendship as a vehicle through which he can present certain ideas. Offers a confident and lucidly argued interpretation. As well as a detailed exploration of the function of the friendship there may be a personal response offered which demonstrates a mature and sophisticated response. 9

14 MY CHILDREN! MY AFRICA! 5b What is there of interest in this play to audiences who know little about South African history and politics? Makes some simple statements about the play in a general way. Makes some basic relevant comments about characters or events. the question. May demonstrate some recognition of various themes. May try to argue that without historical and contextual knowledge the play lacks interest. Begins to use the text to develop ideas. May, for example, offer some recognition of a chosen theme, such as friendship or loyalty. directly. May attempt to argue that there is not much of interest to an audience who knows little about South Africa; or may offer relevant examples of what could interest such an audience. An overview of the text is evident. May demonstrate a sound understanding of the wider and more universal themes present in the play, offering purposeful references and showing some insights into the power of the language. A full understanding of the text will be evident. May give a sustained and developed analysis of themes, characterisation, plot and language which keeps interest alive in any audience. Offers a confident and lucidly argued interpretation. May examine the play in a highly skilled and lucid manner demonstrating a mature and sophisticated response. 10

15 SECTION B: PROSE PRIDE AND PREJUDICE 6A Many readers think that Elizabeth is a heroine without fault. How far would you agree with this view? Makes some simple statements about Elizabeth. Makes some basic relevant comments on Elizabeth s appearances in the novel. the question. May argue that Elizabeth is a faultless attractive heroine. Begins to use the text to develop ideas. May, for example, identify some of Elizabeth s faults. directly. Reference will be made to the more obvious faults in her character, for example her prejudices. An overview of the text is evident. May explore Elizabeth s character in greater detail and show appreciation of Austen s craft in presenting her. A full understanding of the text will be evident. May give a sustained and developed analysis of Elizabeth along with a mature and relatively sophisticated personal response to the character. Offers a confident and lucidly argued interpretation. May offer an interpretation of the benefits of having a heroine with faults and how this served Austen s purposes. 11

16 PRIDE AND PREJUDICE 6b Show what use Jane Austen makes of satire in her novel, commenting on how effectively she makes fun of her targets. Makes some simple statements about the novel. Makes some basic relevant comments on when Austen makes fun of people/things. the question. May make basic comments on how Austen makes use of satire. Begins to use the text to develop ideas. May give a predominantly narrative account of the story of the novel, highlighting instances when Austen has used satire. directly. May offer a more focused and detailed account giving particular examples of satire. Both parts of the question will be addressed. An overview of the text is evident. May highlight examples of Austen satirising hypocrisy, stupidity, vanity as well as commenting on the effectiveness of each instance. A full understanding of the text will be evident. May give a sustained and developed analysis of Austen s craft in using Satire. Offers a confident and lucidly argued interpretation displaying a highly analytical approach to the examination of satire. 12

17 BALZAC AND THE LITTLE CHINESE SEAMSTRESS 7a Choose one character in this novel for whom you feel a special sympathy. Explain how the writer has made you feel this way. Makes some simple statements about the chosen character. Makes some basic relevant comments on why sympathy is felt for the character. the question. May offer some worthwhile comment on the character s predicament and reasons to sympathise with him/her. Begins to use the text to develop ideas. May, for example, give a predominantly narrative account of the character s situation and then explain when the reader may feel sympathy for him/her. directly. Both parts of the question will be addressed. An overview of the text is evident. May offer a close analysis of Sijie s craft and the techniques that have been employed to elicit sympathy. A full understanding of the text will be evident. May give a sustained and developed analysis of the character s predicament and the reader s response of sympathy along with an examination of the writer s technique. Offers a confident and lucidly argued interpretation. May demonstrate a sophisticated and mature understanding of the writer s intentions and the reader s response. 13

18 BALZAC AND THE LITTLE CHINESE SEAMSTRESS 7b What can this novel teach us about trying to change people s ideas and ways of life? Makes some simple statements about change. Makes some basic relevant comments on who is required to change their ideas. the question. May show a basic understanding of the context in which the novel is set. Begins to use the text to develop ideas. May, for example, give a predominantly narrative account of particular characters who are expected to change. directly. May explain what has been learnt as well as offer a clear understanding of the context of the novel. An overview of the text is evident. May offer explicit comments on what has been learnt from events and characters and may identify the difficulties observed in trying to change ideas and customs. A full understanding of the text will be evident. May give a sustained and developed analysis of the craft of Sijie in exposing the issues surrounding change. Offers a confident and lucidly argued interpretation. May offer a mature and sophisticated understanding of individual responses to demands for change. 14

19 THE ENGLISH TEACHER 8a Outline the part played by Susila and explain her importance to the action and themes of the novel. Makes some simple statements about Susila. Makes some basic relevant comments on when Susila appears in the novel. the question. May identify some concrete situations in which Susila affects the action of the story, for example when her arrival necessitates the finding of a house. Begins to use the text to develop ideas. May give a predominantly narrative account of Susila s presence in the novel. directly. May identify that Susila brings a large element of unpredictability into the novel and how this effects the action and the themes of he novel. An overview of the text is evident. May demonstrate an appreciation of Narayan s craft in using Susila to illustrate certain themes. A full understanding of the text will be evident. May give a sustained and developed analysis of Susila s role in bringing reality, unpredictability and spirituality into Krishna s life and how this affects the action of the novel. Offers a confident and lucidly argued interpretation. May show a sophisticated and mature appreciation of the role of Susila. THE ENGLISH TEACHER 15

20 8b What do you regard as the central theme of this novel? How successfully do you think Narayan has communicated it? Makes some simple statements about a chosen theme. Makes some basic relevant comments on selected theme, giving a limited account of its importance. the question. May give some comments on a theme, demonstrating how it links to plot and character. Begins to use the text to develop ideas. May, for example, offer some developed comment on a chosen theme such as love. directly. May give a more focused account of a main theme, making use of close reference to support points made and offering some explicit and implicit insights. Both parts of the question will be addressed. An overview of the text is evident. May demonstrate a sound understanding and appreciation of a theme, offering purposeful references and showing some insights into Narayan s craft. A full understanding of the text will be evident. May give a sustained and developed analysis of a theme in a highly skilled and analytical manner, with an equally highly skilled analysis of Narayan s skill in communicating the theme. Offers a confident and lucidly argued interpretation. May offer a sophisticated and mature appreciation of the issues under discussion. A MAN OF THE PEOPLE 16

21 9a Write about two characters in the novel who illustrate the theme of corruption. Makes some simple statements about the two chosen characters. Makes some basic relevant comments on the characters and corruption. the question. May offer some comment on how the reader learns something about corruption from the characters. Begins to use the text to develop ideas. May, for example, provide a mainly narrative account of the character s parts in the novel relating them to the theme of corruption. directly. May give a more focused account of specific episodes, making use of the close reference to support points made and may offer some explicit or implicit insights. Both characters are addressed at this level and above. An overview of the text is evident. May demonstrate a sound understanding and appreciation of the theme and the way in which Achebe uses the characters to illustrate it. A full understanding of the text will be evident. May give a sustained and developed analysis of Achebe s craft. May offer a mature and well presented opinion of the characters. Offers a confident and lucidly argued interpretation. May show a mature and sophisticated understanding of the material. A MAN OF THE PEOPLE 17

22 9b Some readers find A Man Of The People humorous and amusing. How far do you agree or disagree with this view? Makes some simple statements about the novel. Makes some basic relevant comments about comic or non-comic episodes. the question. May identify several comic or non-comic episodes. Begins to use the text to develop ideas. May, for example, offer a predominantly narrative account of humorous events or may suggest that the novel lacks humour. directly. May begin to show insight examining the humour in the novel. An overview of the text is evident. May demonstrate a clear understanding of the context of the novel and Achebe s craft in using humour for specific ends. A full understanding of the text will be evident. May give a sustained and developed analysis of the reasons for calling the novel humorous along with a well argued opinion on the aptness of the description. Offers a confident and lucidly argued interpretation. May demonstrate a mature and sophisticated response. STORIES FROM AROUND THE WORLD 18

23 10a Explain how successfully children are portrayed in A Sunrise in the Veld and Mondi. Makes some simple statements about children. Makes some basic relevant comments on the children. the question. May refer to specific incidents in the stories. Begins to use the text to develop ideas. May give a predominantly narrative account of each story, highlighting the children s parts. directly. May begin to offer a more analytical approach to the question. An overview of the text is evident. May demonstrate a confident understanding of the craft of the authors in presenting the children, there may be references to specific techniques that have been used. A full understanding of the text will be evident. May give a sustained and developed analysis in order to answer the question. Offers a confident and lucidly argued interpretation. May display a mature and sophisticated appraisal of the authors skills in presenting children. STORIES FROM AROUND THE WORLD 19

24 10b The stories in this collection suggest that no matter where we live, we all experience the same emotions. By referring to two characters, each from a different story, explain how they illustrate this view. Makes some simple statements about two characters. Makes some basic relevant comments about emotions. the question. May re-tell the stories with little additional comment. Begins to use the text to develop ideas. May, for example, concentrate on showing the emotions experienced by the two characters. directly. May offer appropriate examples of characters from very different cultures and places and begin to construct a clear view on the statement. At this level and above consideration must be given to two characters. An overview of the text is evident. May offer explicit comments on the different cultures and the characters emotional experiences. A full understanding of the text will be evident. May give a sustained and developed analysis of the authors craft in portraying the characters emotions. Offers a confident and lucidly argued interpretation displaying a highly analytical approach to the question. PAPER TWO: POETRY 20

25 1. Places are important in the poems, In your Mind and Geography Lesson. Explain how effectively the poets have described the places and the emotions they bring out. Makes some simple statements about the different places. Makes some basic relevant comments on the two poems. Works through a straightforward understanding of the poems to address the question. May offer a basic re-telling of the content of the poems. Begins to use the poems to develop ideas. May, for example, offer some developed comment on the importance attached to places in the poems. directly. May offer examples indicating insight into the deeper themes of the poems. Both poems will be addressed. An overview of the poems is evident. May offer explicit comments on each poet s skill in presenting their ideas along with a clear assessment of what emotions the poems have evoked. A full understanding of the poems will be evident. May differentiate between each poem in a relatively sophisticated way, reflecting on the language and techniques used by each poet. Offers a confident and lucidly argued interpretation. May offer a mature evaluation of each poem and a sophisticated response. POETRY 21

26 2. Some poems tell vivid and believable stories. Choose two poems from the Poetry Anthology which do this. Compare the two poems, giving your view on which one brings the story to life better. You may wish to refer to: the story which is told in each poem the poets attitude the way(s) the poets use language. Makes some simple statements about two poems. Makes some basic relevant comments on the two poems. Works through a straightforward understanding of the poems to address the question. May offer summaries of the chosen poems. Begins to use the poems to develop ideas. May, for example, offer some developed comment on the favoured poem. directly. May offer an analysis of the two poems and begin to compare and contrast them in order to show which one has been preferred. An overview of the poems is evident. May offer explicit comments on the poets use of language and poetic devices. A full understanding of the poems will be evident. May give a sustained and developed analysis of the two poems whilst presenting a mature argument for their preference. Offers a confident and lucidly argued interpretation. A highly skilled and mature language analysis may be demonstrated, with a clear judgement on the preferred poem. 22

27 Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone Fax Order Code UG November 2006 For more information on Edexcel qualifications, please visit Alternatively, you can contact Customer Services at or on Edexcel Limited. Registered in England and Wales no Registered Office: One90 High Holborn, London, WC1V 7BH 23