IB · ENG A LANG LIT HL

English A: Language & Literature HL

Literary devices and close textual analysis (HL) — Readers, Writers and Texts (HL)

Name: ____________________Date: October 2, 2026

1.
Read the following original stanza: 'The river does not ask permission / to leave its banks. / Neither did she.' (a) Explain how the enjambment (the line break after 'permission') affects the pacing and emphasis of the stanza. (b) Explain how the extended comparison between the river and 'she' develops across the three lines, rather than simply stating the comparison outright.
[5 marks] · no calculator
Marking points
- Explains that the enjambment after 'permission' creates a brief suspension, delaying the object of the verb and mimicking the river's own unstoppable, uninterrupted motion.
- Explains that this pacing choice means the reader experiences a small disruption before the idea resolves, subtly reinforcing the stanza's theme of breaking boundaries.
- Explains that the comparison is withheld until the final short line ('Neither did she'), meaning the reader first processes the river image fully on its own terms before discovering it was a vehicle for a human comparison.
- Explains that this delayed reveal structure (rather than an upfront simile with 'like' or 'as') forces the reader to actively construct the connection themselves, making the comparison feel discovered rather than stated.
- Synthesizes both devices to argue that form (the line breaks) and content (the delayed comparison) work together to enact the poem's theme of quiet, unapologetic self-determination.
Examiner tip: At HL, the strongest responses treat form (line breaks, structure, withheld information) and content (imagery, comparison) as working together toward one unified effect, rather than analysing them as separate, unconnected features.
2.
Marking analysis: A learner attempts the following task: “Read the following original stanza: 'The river does not ask permission / to leave its banks. / Neither did she.' (a) Explain how the enjambment (the line break after 'permission') affects the pacing and emphasis of the stanza. (b) Explain how the extended comparison between the river and 'she' develops across the three lines, rather than simply stating the comparison outright.” Their response addresses only this point: “Explains that the enjambment after 'permission' creates a brief suspension, delaying the object of the verb and mimicking the river's own unstoppable, uninterrupted motion.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[5 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that the enjambment after 'permission' creates a brief suspension, delaying the object of the verb and mimicking the river's own unstoppable, uninterrupted motion.
- Identifies the missing requirement: Explains that this pacing choice means the reader experiences a small disruption before the idea resolves, subtly reinforcing the stanza's theme of breaking boundaries.
- Identifies the missing requirement: Explains that the comparison is withheld until the final short line ('Neither did she'), meaning the reader first processes the river image fully on its own terms before discovering it was a vehicle for a human comparison.
- Identifies the missing requirement: Explains that this delayed reveal structure (rather than an upfront simile with 'like' or 'as') forces the reader to actively construct the connection themselves, making the comparison feel discovered rather than stated.
- Identifies the missing requirement: Synthesizes both devices to argue that form (the line breaks) and content (the delayed comparison) work together to enact the poem's theme of quiet, unapologetic self-determination.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
3.
Read the following original passage: 'He apologized the way men like him always did: thoroughly, publicly, and about three years too late.' Explain how the writer uses understatement and precise diction ('thoroughly, publicly') to construct an implicit critique, and explain why this indirect approach may be more rhetorically effective than a direct statement of criticism.
[4 marks] · no calculator
Marking points
- Explains that 'thoroughly, publicly' initially sounds like genuine praise for a sincere apology, lulling the reader into a positive reading.
- Explains that the final clause ('about three years too late') undercuts this positive reading entirely, revealing the preceding praise as hollow or even performative.
- Explains that the phrase 'the way men like him always did' generalizes this specific apology into a pattern of behaviour, implying the writer has observed and grown cynical about this type of performative contrition before.
- Explains that the indirect, deadpan delivery of the criticism (understatement) is rhetorically effective because it invites the reader to actively reach the critical conclusion themselves, making the judgment feel earned and self-evident rather than imposed by the writer.
Examiner tip: Understatement and delayed reveals are powerful precisely because they make the reader complicit in reaching the critical judgment — always explain this reader-response effect, not just what the device literally says.
4.
Marking analysis: A learner attempts the following task: “Read the following original passage: 'He apologized the way men like him always did: thoroughly, publicly, and about three years too late.' Explain how the writer uses understatement and precise diction ('thoroughly, publicly') to construct an implicit critique, and explain why this indirect approach may be more rhetorically effective than a direct statement of criticism.” Their response addresses only this point: “Explains that 'thoroughly, publicly' initially sounds like genuine praise for a sincere apology, lulling the reader into a positive reading.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that 'thoroughly, publicly' initially sounds like genuine praise for a sincere apology, lulling the reader into a positive reading.
- Identifies the missing requirement: Explains that the final clause ('about three years too late') undercuts this positive reading entirely, revealing the preceding praise as hollow or even performative.
- Identifies the missing requirement: Explains that the phrase 'the way men like him always did' generalizes this specific apology into a pattern of behaviour, implying the writer has observed and grown cynical about this type of performative contrition before.
- Identifies the missing requirement: Explains that the indirect, deadpan delivery of the criticism (understatement) is rhetorically effective because it invites the reader to actively reach the critical conclusion themselves, making the judgment feel earned and self-evident rather than imposed by the writer.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
5.
Read the following original extract, narrated in third person: 'Maya told herself she was simply being practical. Practical people did not cry over spilled coffee. Practical people certainly did not cry over spilled coffee that had, admittedly, nothing to do with the coffee at all.' Explain how the narrative voice creates dramatic irony here, and explain the effect of the structural repetition of 'Practical people'.
[4 marks] · no calculator
Marking points
- Explains that the third-person narrator reports Maya's internal self-justification while simultaneously, through the final clause, revealing to the reader that her stated reasoning is false.
- Explains that this creates dramatic irony: the reader understands (that something other than the coffee is upsetting her) before, or more clearly than, Maya is willing to admit to herself.
- Explains that the repetition of 'Practical people' across two sentences builds a rhythm of self-persuasion, as though Maya is trying to convince herself through repetition of a claim she does not fully believe.
- Explains that the second instance of the phrase is immediately qualified and undermined by 'admittedly, nothing to do with the coffee at all', so the repetition itself enacts the collapse of her own denial in real time.
Examiner tip: When a character repeats a claim to themselves, consider the repetition itself as evidence of doubt — genuine certainty rarely needs to be restated, so repeated self-reassurance is a strong marker of denial for a close reader to flag.
6.
Marking analysis: A learner attempts the following task: “Read the following original extract, narrated in third person: 'Maya told herself she was simply being practical. Practical people did not cry over spilled coffee. Practical people certainly did not cry over spilled coffee that had, admittedly, nothing to do with the coffee at all.' Explain how the narrative voice creates dramatic irony here, and explain the effect of the structural repetition of 'Practical people'.” Their response addresses only this point: “Explains that the third-person narrator reports Maya's internal self-justification while simultaneously, through the final clause, revealing to the reader that her stated reasoning is false.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that the third-person narrator reports Maya's internal self-justification while simultaneously, through the final clause, revealing to the reader that her stated reasoning is false.
- Identifies the missing requirement: Explains that this creates dramatic irony: the reader understands (that something other than the coffee is upsetting her) before, or more clearly than, Maya is willing to admit to herself.
- Identifies the missing requirement: Explains that the repetition of 'Practical people' across two sentences builds a rhythm of self-persuasion, as though Maya is trying to convince herself through repetition of a claim she does not fully believe.
- Identifies the missing requirement: Explains that the second instance of the phrase is immediately qualified and undermined by 'admittedly, nothing to do with the coffee at all', so the repetition itself enacts the collapse of her own denial in real time.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
7.
Read the following original extract: 'Grandfather's hands, cracked like the dry earth he had farmed for sixty years, folded the letter once, twice, then set it down as though it weighed more than its single page could possibly hold.' Analyse how the writer layers multiple techniques (simile, repetition, and hyperbole) within a single sentence to convey the emotional weight of this moment, and evaluate which technique contributes most to the sentence's effect.
[5 marks] · no calculator
Marking points
- Identifies and explains the simile ('cracked like the dry earth'), linking the grandfather's physical body to a lifetime of agricultural labour, grounding his identity in his work.
- Identifies and explains the repetition ('once, twice'), which slows the pacing of the sentence and draws attention to the deliberate, almost ritualistic care with which he handles the letter.
- Identifies and explains the hyperbole (the letter weighing 'more than its single page could possibly hold'), which conveys emotional, rather than literal, weight.
- Evaluates which technique contributes most, with a reasoned justification — for example, arguing the hyperbole is most significant because it directly names the emotional stakes, while the simile and repetition work more subtly to build toward it.
- Synthesizes the analysis by explaining that the cumulative effect of layering all three techniques within one unbroken sentence mirrors the single, weighty, uninterruptible moment being described.
Examiner tip: An 'evaluate' command term requires you to actually rank or weigh the techniques against each other with a justified reason — simply listing all three devices without comparing their relative contribution will not earn the top mark band.
8.
Marking analysis: A learner attempts the following task: “Read the following original extract: 'Grandfather's hands, cracked like the dry earth he had farmed for sixty years, folded the letter once, twice, then set it down as though it weighed more than its single page could possibly hold.' Analyse how the writer layers multiple techniques (simile, repetition, and hyperbole) within a single sentence to convey the emotional weight of this moment, and evaluate which technique contributes most to the sentence's effect.” Their response addresses only this point: “Identifies and explains the simile ('cracked like the dry earth'), linking the grandfather's physical body to a lifetime of agricultural labour, grounding his identity in his work.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[5 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies and explains the simile ('cracked like the dry earth'), linking the grandfather's physical body to a lifetime of agricultural labour, grounding his identity in his work.
- Identifies the missing requirement: Identifies and explains the repetition ('once, twice'), which slows the pacing of the sentence and draws attention to the deliberate, almost ritualistic care with which he handles the letter.
- Identifies the missing requirement: Identifies and explains the hyperbole (the letter weighing 'more than its single page could possibly hold'), which conveys emotional, rather than literal, weight.
- Identifies the missing requirement: Evaluates which technique contributes most, with a reasoned justification — for example, arguing the hyperbole is most significant because it directly names the emotional stakes, while the simile and repetition work more subtly to build toward it.
- Identifies the missing requirement: Synthesizes the analysis by explaining that the cumulative effect of layering all three techniques within one unbroken sentence mirrors the single, weighty, uninterruptible moment being described.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
9.
Read the original passage: 'Surely she could not have forgotten. Of course she had not — she had simply chosen, again, not to remember.' Analyse how free indirect discourse shapes the reader's access to the character's mind.
[4 marks] · no calculator
Marking points
- Identifies free indirect discourse: the narrator blends third-person narration with the character's own thoughts, without quotation marks or 'she thought'.
- Analyses the shift from the defensive exclamatory voice ('Surely...', 'Of course...') to the more honest narratorial correction ('she had simply chosen').
- Analyses how this creates intimacy with the character while keeping an ironic distance, exposing self-deception.
- Evaluates the effect: the reader sees both what she tells herself and the truth behind it, which a purely first-person account could not provide.
Examiner tip: Free indirect discourse lets the narrator and character voices overlap; show where the two separate for ironic effect.
10.
Marking analysis: A learner attempts the following task: “Read the original passage: 'Surely she could not have forgotten. Of course she had not — she had simply chosen, again, not to remember.' Analyse how free indirect discourse shapes the reader's access to the character's mind.” Their response addresses only this point: “Identifies free indirect discourse: the narrator blends third-person narration with the character's own thoughts, without quotation marks or 'she thought'.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies free indirect discourse: the narrator blends third-person narration with the character's own thoughts, without quotation marks or 'she thought'.
- Identifies the missing requirement: Analyses the shift from the defensive exclamatory voice ('Surely...', 'Of course...') to the more honest narratorial correction ('she had simply chosen').
- Identifies the missing requirement: Analyses how this creates intimacy with the character while keeping an ironic distance, exposing self-deception.
- Identifies the missing requirement: Evaluates the effect: the reader sees both what she tells herself and the truth behind it, which a purely first-person account could not provide.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
11.
Read the original line: 'I have never once lied to this committee,' he wrote, in the third notebook of corrected testimony. Explain how the writer undermines the narrator's reliability.
[4 marks] · no calculator
Marking points
- Identifies the contradiction between the absolute claim ('never once') and the context detail 'corrected testimony'.
- Explains that 'third notebook' implies repeated revision, suggesting the truth has been altered over time.
- Explains that the emphatic denial reads as over-insistence, a signal of unreliability.
- Explains that this invites the reader to distrust the narrator and read against his account.
Examiner tip: Unreliability is usually signalled by a gap between what is claimed and what the surrounding detail reveals.
12.
Marking analysis: A learner attempts the following task: “Read the original line: 'I have never once lied to this committee,' he wrote, in the third notebook of corrected testimony. Explain how the writer undermines the narrator's reliability.” Their response addresses only this point: “Identifies the contradiction between the absolute claim ('never once') and the context detail 'corrected testimony'.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies the contradiction between the absolute claim ('never once') and the context detail 'corrected testimony'.
- Identifies the missing requirement: Explains that 'third notebook' implies repeated revision, suggesting the truth has been altered over time.
- Identifies the missing requirement: Explains that the emphatic denial reads as over-insistence, a signal of unreliability.
- Identifies the missing requirement: Explains that this invites the reader to distrust the narrator and read against his account.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
13.
Read the original sentence: 'The rain hammered the windows as the family argued; by morning the storm had cleared, and no one spoke of what had been said.' Analyse the use of pathetic fallacy.
[4 marks] · no calculator
Marking points
- Identifies pathetic fallacy: the weather mirrors the emotional state of the characters.
- Analyses 'hammered' as violent, matching the conflict's aggression.
- Analyses the clearing storm paired with silence, suggesting suppression rather than resolution.
- Evaluates that the parallel gives the argument a cyclical, nature-like inevitability while exposing the family's avoidance.
Examiner tip: Weather that mirrors emotion is conventional; the sophistication lies in how the text then complicates the pattern.
14.
Marking analysis: A learner attempts the following task: “Read the original sentence: 'The rain hammered the windows as the family argued; by morning the storm had cleared, and no one spoke of what had been said.' Analyse the use of pathetic fallacy.” Their response addresses only this point: “Identifies pathetic fallacy: the weather mirrors the emotional state of the characters.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies pathetic fallacy: the weather mirrors the emotional state of the characters.
- Identifies the missing requirement: Analyses 'hammered' as violent, matching the conflict's aggression.
- Identifies the missing requirement: Analyses the clearing storm paired with silence, suggesting suppression rather than resolution.
- Identifies the missing requirement: Evaluates that the parallel gives the argument a cyclical, nature-like inevitability while exposing the family's avoidance.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
15.
Read the original sentence: 'She had climbed the long, cold stairs of the tower, past the shuttered rooms and the portraits of men who had never looked at her, past every reason to turn back — and stopped.' Analyse the effect of the syntax.
[4 marks] · no calculator
Marking points
- Identifies the long cumulative (periodic) sentence built from accumulating prepositional phrases.
- Analyses how the length and repetition of 'past' enact the effortful climb and delay the main verb.
- Analyses the dash and the final short clause 'and stopped', which creates an abrupt halt and a moment of suspense.
- Evaluates that form mirrors content: the sentence's momentum and sudden break reproduce the character's journey and hesitation.
Examiner tip: Contrast between long and short sentences creates emphasis; always connect syntax to what it enacts.
16.
Marking analysis: A learner attempts the following task: “Read the original sentence: 'She had climbed the long, cold stairs of the tower, past the shuttered rooms and the portraits of men who had never looked at her, past every reason to turn back — and stopped.' Analyse the effect of the syntax.” Their response addresses only this point: “Identifies the long cumulative (periodic) sentence built from accumulating prepositional phrases.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies the long cumulative (periodic) sentence built from accumulating prepositional phrases.
- Identifies the missing requirement: Analyses how the length and repetition of 'past' enact the effortful climb and delay the main verb.
- Identifies the missing requirement: Analyses the dash and the final short clause 'and stopped', which creates an abrupt halt and a moment of suspense.
- Identifies the missing requirement: Evaluates that form mirrors content: the sentence's momentum and sudden break reproduce the character's journey and hesitation.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
17.
A short story repeatedly mentions a brass key: first on a hook, later in the heroine's pocket, finally dropped into a river. Analyse how a recurring motif can develop meaning across a text.
[4 marks] · no calculator
Marking points
- Defines a motif as a recurring element whose meaning accumulates through repetition.
- Analyses the key's stages: on a hook (potential, ownership), in a pocket (possession, secret) and dropped in the river (relinquishing, closure).
- Analyses how changes of location track the heroine's changing relationship to what the key unlocks (home, past, authority).
- Evaluates that the final image gives a resolution that the earlier appearances anticipated.
Examiner tip: A motif's significance lies in its development, so track how its meaning changes, not just that it recurs.
18.
Marking analysis: A learner attempts the following task: “A short story repeatedly mentions a brass key: first on a hook, later in the heroine's pocket, finally dropped into a river. Analyse how a recurring motif can develop meaning across a text.” Their response addresses only this point: “Defines a motif as a recurring element whose meaning accumulates through repetition.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Defines a motif as a recurring element whose meaning accumulates through repetition.
- Identifies the missing requirement: Analyses the key's stages: on a hook (potential, ownership), in a pocket (possession, secret) and dropped in the river (relinquishing, closure).
- Identifies the missing requirement: Analyses how changes of location track the heroine's changing relationship to what the key unlocks (home, past, authority).
- Identifies the missing requirement: Evaluates that the final image gives a resolution that the earlier appearances anticipated.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
19.
In an original story, a fire station burns down while the crew are away at a safety demonstration. Explain what type of irony this is and analyse its effect.
[4 marks] · no calculator
Marking points
- Identifies situational irony: the outcome contradicts what would be expected of the setting.
- Explains that the place meant to prevent fire is itself destroyed, which exposes the limits of safety systems.
- Explains that the crew being away at a 'demonstration' adds a layer of bitter humour about performance over practice.
- Analyses how the irony invites the reader to reflect on complacency and institutional vulnerability.
Examiner tip: Distinguish verbal, dramatic and situational irony, and explain what each type makes the reader think.
20.
Marking analysis: A learner attempts the following task: “In an original story, a fire station burns down while the crew are away at a safety demonstration. Explain what type of irony this is and analyse its effect.” Their response addresses only this point: “Identifies situational irony: the outcome contradicts what would be expected of the setting.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies situational irony: the outcome contradicts what would be expected of the setting.
- Identifies the missing requirement: Explains that the place meant to prevent fire is itself destroyed, which exposes the limits of safety systems.
- Identifies the missing requirement: Explains that the crew being away at a 'demonstration' adds a layer of bitter humour about performance over practice.
- Identifies the missing requirement: Analyses how the irony invites the reader to reflect on complacency and institutional vulnerability.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
21.
Read the original lines: 'I waited. Years. Then — nothing.' Analyse how punctuation and fragmentation create meaning.
[4 marks] · no calculator
Marking points
- Identifies short sentence fragments separated by full stops.
- Analyses the full stops as imposing pauses that mimic the slow passing of time.
- Analyses the dash as a moment of anticipation, followed by the anticlimax of 'nothing'.
- Evaluates that the fragmented syntax embodies the emptiness the speaker experiences.
Examiner tip: Punctuation is a meaning-making choice: explain what each mark does to pace and emphasis.
22.
Marking analysis: A learner attempts the following task: “Read the original lines: 'I waited. Years. Then — nothing.' Analyse how punctuation and fragmentation create meaning.” Their response addresses only this point: “Identifies short sentence fragments separated by full stops.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies short sentence fragments separated by full stops.
- Identifies the missing requirement: Analyses the full stops as imposing pauses that mimic the slow passing of time.
- Identifies the missing requirement: Analyses the dash as a moment of anticipation, followed by the anticlimax of 'nothing'.
- Identifies the missing requirement: Evaluates that the fragmented syntax embodies the emptiness the speaker experiences.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
23.
Read the original sentence: 'He met his Rubicon in the form of an email, and hovered over 'send'.' Explain the effect of the allusion and evaluate its tone.
[4 marks] · no calculator
Marking points
- Identifies the allusion to Caesar crossing the Rubicon, a point of no return.
- Explains that it elevates a mundane action to a momentous decision.
- Evaluates the tone as mock-heroic: the grand classical reference set against the trivial 'hovered over send' creates gentle irony.
- Evaluates that the irony still conveys that the decision feels momentous to the character.
Examiner tip: An allusion works by transferring the weight of its source; evaluate whether it is used seriously or ironically.
24.
Marking analysis: A learner attempts the following task: “Read the original sentence: 'He met his Rubicon in the form of an email, and hovered over 'send'.' Explain the effect of the allusion and evaluate its tone.” Their response addresses only this point: “Identifies the allusion to Caesar crossing the Rubicon, a point of no return.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies the allusion to Caesar crossing the Rubicon, a point of no return.
- Identifies the missing requirement: Explains that it elevates a mundane action to a momentous decision.
- Identifies the missing requirement: Evaluates the tone as mock-heroic: the grand classical reference set against the trivial 'hovered over send' creates gentle irony.
- Identifies the missing requirement: Evaluates that the irony still conveys that the decision feels momentous to the character.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
25.
Read the original description: 'The house leaned over the street like a tired parent, its shutters half-lidded, its gutters muttering to themselves.' Analyse how setting is characterised.
[4 marks] · no calculator
Marking points
- Identifies the simile and sustained personification of the house.
- Analyses 'tired parent' as connoting protective care combined with weariness.
- Analyses 'half-lidded' and 'muttering' as drowsy, resigned behaviours that make the building a character with a mood.
- Evaluates how this makes the setting an emotional presence that foreshadows the household's tone.
Examiner tip: When setting behaves like a character, discuss what personality and mood it contributes to the narrative.
26.
Marking analysis: A learner attempts the following task: “Read the original description: 'The house leaned over the street like a tired parent, its shutters half-lidded, its gutters muttering to themselves.' Analyse how setting is characterised.” Their response addresses only this point: “Identifies the simile and sustained personification of the house.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies the simile and sustained personification of the house.
- Identifies the missing requirement: Analyses 'tired parent' as connoting protective care combined with weariness.
- Identifies the missing requirement: Analyses 'half-lidded' and 'muttering' as drowsy, resigned behaviours that make the building a character with a mood.
- Identifies the missing requirement: Evaluates how this makes the setting an emotional presence that foreshadows the household's tone.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
27.
Read the original dialogue: '"Are you coming to dinner?" "I have a lot to do." "There is always a lot to do." "Yes."' Analyse how subtext is created.
[4 marks] · no calculator
Marking points
- Identifies that the characters never state the real issue; the dialogue is oblique.
- Analyses 'always' as an implicit accusation of avoidance or neglect.
- Analyses the one-word reply 'Yes' as flat, conceding and ending the exchange, implying emotional distance.
- Evaluates how the terse rhythm and gaps let the reader infer a strained relationship.
Examiner tip: Subtext lives in what is left unsaid; point to the omissions as well as the words spoken.
28.
Marking analysis: A learner attempts the following task: “Read the original dialogue: '"Are you coming to dinner?" "I have a lot to do." "There is always a lot to do." "Yes."' Analyse how subtext is created.” Their response addresses only this point: “Identifies that the characters never state the real issue; the dialogue is oblique.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies that the characters never state the real issue; the dialogue is oblique.
- Identifies the missing requirement: Analyses 'always' as an implicit accusation of avoidance or neglect.
- Identifies the missing requirement: Analyses the one-word reply 'Yes' as flat, conceding and ending the exchange, implying emotional distance.
- Identifies the missing requirement: Evaluates how the terse rhythm and gaps let the reader infer a strained relationship.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
29.
Read the original extract: 'The lighthouse keeper polished the lamp every night for a sea that had long since emptied of ships. The beam swept the water, finding nothing, and he found this sufficient.' Evaluate which technique contributes most to the extract's meaning.
[4 marks] · no calculator
Marking points
- Identifies relevant techniques, such as irony in 'for a sea... emptied of ships', the symbol of the lighthouse and the repetitive, ritual structure.
- Analyses the irony and ritual as showing devotion to a purpose that no longer exists.
- Analyses the final clause 'he found this sufficient' as shifting from pathos to quiet acceptance or delusion.
- Evaluates, with justification, which technique is most significant, e.g. the final clause since it reframes everything before it.
Examiner tip: An evaluation must rank and justify: say why one technique outweighs the others in shaping meaning.
30.
Marking analysis: A learner attempts the following task: “Read the original extract: 'The lighthouse keeper polished the lamp every night for a sea that had long since emptied of ships. The beam swept the water, finding nothing, and he found this sufficient.' Evaluate which technique contributes most to the extract's meaning.” Their response addresses only this point: “Identifies relevant techniques, such as irony in 'for a sea... emptied of ships', the symbol of the lighthouse and the repetitive, ritual structure.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies relevant techniques, such as irony in 'for a sea... emptied of ships', the symbol of the lighthouse and the repetitive, ritual structure.
- Identifies the missing requirement: Analyses the irony and ritual as showing devotion to a purpose that no longer exists.
- Identifies the missing requirement: Analyses the final clause 'he found this sufficient' as shifting from pathos to quiet acceptance or delusion.
- Identifies the missing requirement: Evaluates, with justification, which technique is most significant, e.g. the final clause since it reframes everything before it.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.