IB · ENG A LANG LIT SL

English A: Language & Literature SL

Comparative essay skills — Paper 2

Name: ____________________Date: October 14, 2026

1.
You have studied the novel 'The Salt Road', in which a family is displaced by a rising sea level, and the play 'Harbour Lights', in which a fishing community resists the closure of its port. Both works explore how communities respond to loss of place. (a) Write a single comparative thesis statement that could open an essay on this shared theme, naming both works. (b) State one specific piece of textual evidence (a technique, character choice, or structural feature) from each work that your essay could use to support this thesis.
[4 marks] · no calculator
Marking points
- Writes a clear thesis statement that explicitly names both works.
- The thesis makes a specific, arguable claim about how the two works treat the shared theme, not just a statement that both mention it.
- States a specific, plausible piece of textual evidence from 'The Salt Road'.
- States a specific, plausible piece of textual evidence from 'Harbour Lights'.
Examiner tip: A comparative thesis should make a claim about the relationship between the two works, not just list a theme they both happen to share.
2.
Marking analysis: A learner attempts the following task: “You have studied the novel 'The Salt Road', in which a family is displaced by a rising sea level, and the play 'Harbour Lights', in which a fishing community resists the closure of its port. Both works explore how communities respond to loss of place. (a) Write a single comparative thesis statement that could open an essay on this shared theme, naming both works. (b) State one specific piece of textual evidence (a technique, character choice, or structural feature) from each work that your essay could use to support this thesis.” Their response addresses only this point: “Writes a clear thesis statement that explicitly names both works.” 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: Writes a clear thesis statement that explicitly names both works.
- Identifies the missing requirement: The thesis makes a specific, arguable claim about how the two works treat the shared theme, not just a statement that both mention it.
- Identifies the missing requirement: States a specific, plausible piece of textual evidence from 'The Salt Road'.
- Identifies the missing requirement: States a specific, plausible piece of textual evidence from 'Harbour Lights'.
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.
A student's draft comparative paragraph reads: 'In The Salt Road, the author uses flashback. In Harbour Lights, the author also uses flashback. Both writers use flashback in their work.' (a) Identify the main weakness of this paragraph as a piece of comparative analysis. (b) Rewrite the paragraph's central point (in one to two sentences) so that it compares the effect of the shared technique rather than simply noting that it is present in both works.
[4 marks] · no calculator
Marking points
- Identifies that the paragraph merely notes a shared feature without analysing its effect or comparing how it functions differently in each work.
- Notes that true comparison requires discussing similarity and/or difference in effect, not just presence.
- Produces a rewritten point that makes a specific claim about the effect of flashback in at least one of the two works.
- The rewritten point explicitly compares that effect against the other work, contrasting what each flashback reveals or how it changes pacing or tension.
Examiner tip: Spotting the same technique in two works is only the first step; comparative analysis marks are earned by discussing what the technique does differently, or similarly, in each context.
4.
Marking analysis: A learner attempts the following task: “A student's draft comparative paragraph reads: 'In The Salt Road, the author uses flashback. In Harbour Lights, the author also uses flashback. Both writers use flashback in their work.' (a) Identify the main weakness of this paragraph as a piece of comparative analysis. (b) Rewrite the paragraph's central point (in one to two sentences) so that it compares the effect of the shared technique rather than simply noting that it is present in both works.” Their response addresses only this point: “Identifies that the paragraph merely notes a shared feature without analysing its effect or comparing how it functions differently in each work.” 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 paragraph merely notes a shared feature without analysing its effect or comparing how it functions differently in each work.
- Identifies the missing requirement: Notes that true comparison requires discussing similarity and/or difference in effect, not just presence.
- Identifies the missing requirement: Produces a rewritten point that makes a specific claim about the effect of flashback in at least one of the two works.
- Identifies the missing requirement: The rewritten point explicitly compares that effect against the other work, contrasting what each flashback reveals or how it changes pacing or tension.
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.
You are planning a comparative essay on how 'The Salt Road' and 'Harbour Lights' each use a central symbol connected to water. (a) Suggest a plausible central water-related symbol for each work. (b) Outline a three-part essay structure (introduction aside) that would let you compare, rather than simply describe, how each symbol is used. (c) Explain why organising the essay this way is more effective than discussing one whole work and then the other.
[5 marks] · no calculator
Marking points
- Suggests a plausible water-related symbol for 'The Salt Road', such as the rising sea itself or a family heirloom lost to flooding.
- Suggests a plausible water-related symbol for 'Harbour Lights', such as the harbour lights themselves, a fishing net, or the tide.
- Outlines three body sections organised by point of comparison, such as what the symbol represents, how it changes across the work, and what it ultimately suggests about loss, rather than by work.
- Each outlined section explicitly requires discussing both works together within it.
- Explains that a point-by-point structure forces continuous comparison throughout the essay, whereas a work-by-work structure risks becoming two separate descriptions with comparison only attempted at the end.
Examiner tip: A point-by-point (thematic) structure is usually stronger for comparative essays because it forces analysis of both texts within every section, rather than saving comparison for a final paragraph.
6.
Marking analysis: A learner attempts the following task: “You are planning a comparative essay on how 'The Salt Road' and 'Harbour Lights' each use a central symbol connected to water. (a) Suggest a plausible central water-related symbol for each work. (b) Outline a three-part essay structure (introduction aside) that would let you compare, rather than simply describe, how each symbol is used. (c) Explain why organising the essay this way is more effective than discussing one whole work and then the other.” Their response addresses only this point: “Suggests a plausible water-related symbol for 'The Salt Road', such as the rising sea itself or a family heirloom lost to flooding.” 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: Suggests a plausible water-related symbol for 'The Salt Road', such as the rising sea itself or a family heirloom lost to flooding.
- Identifies the missing requirement: Suggests a plausible water-related symbol for 'Harbour Lights', such as the harbour lights themselves, a fishing net, or the tide.
- Identifies the missing requirement: Outlines three body sections organised by point of comparison, such as what the symbol represents, how it changes across the work, and what it ultimately suggests about loss, rather than by work.
- Identifies the missing requirement: Each outlined section explicitly requires discussing both works together within it.
- Identifies the missing requirement: Explains that a point-by-point structure forces continuous comparison throughout the essay, whereas a work-by-work structure risks becoming two separate descriptions with comparison only attempted at the end.
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.
A student's topic sentence reads: 'Both The Salt Road and Harbour Lights are about a community facing a big change.' (a) Identify why this topic sentence is too vague to guide a strong body paragraph. (b) Rewrite the topic sentence so that it makes a specific, arguable comparative claim about how each work treats change differently.
[3 marks] · no calculator
Marking points
- Identifies that the sentence merely states a shared subject matter without making any specific, arguable claim about how each work treats it, giving the paragraph no clear direction.
- Notes that a strong topic sentence should preview the specific point of comparison the paragraph will make, not just the shared topic.
- Produces a rewritten topic sentence that makes a specific, arguable claim, such as contrasting how one work frames change as loss while the other frames it as opportunity.
Examiner tip: A topic sentence should make a reader think 'I want to see evidence for that specific claim', not simply confirm a topic both works happen to share.
8.
Marking analysis: A learner attempts the following task: “A student's topic sentence reads: 'Both The Salt Road and Harbour Lights are about a community facing a big change.' (a) Identify why this topic sentence is too vague to guide a strong body paragraph. (b) Rewrite the topic sentence so that it makes a specific, arguable comparative claim about how each work treats change differently.” Their response addresses only this point: “Identifies that the sentence merely states a shared subject matter without making any specific, arguable claim about how each work treats it, giving the paragraph no clear direction.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies that the sentence merely states a shared subject matter without making any specific, arguable claim about how each work treats it, giving the paragraph no clear direction.
- Identifies the missing requirement: Notes that a strong topic sentence should preview the specific point of comparison the paragraph will make, not just the shared topic.
- Identifies the missing requirement: Produces a rewritten topic sentence that makes a specific, arguable claim, such as contrasting how one work frames change as loss while the other frames it as opportunity.
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.
A student's body paragraph reads: 'In The Salt Road, the family first lives in their village. Then the water rises and they have to leave. They travel to the city and find a new home. Finally they settle there.' (a) Identify the main weakness of this paragraph as literary analysis. (b) Rewrite the paragraph's opening sentence so that it makes an analytical point about the effect of this sequence of events, rather than simply summarising it.
[3 marks] · no calculator
Marking points
- Identifies that the paragraph is plot summary/retelling rather than analysis: it lists what happens without discussing technique, effect, or meaning.
- Notes that literary essays are marked on interpretation and analysis of technique, not accurate retelling of events.
- Produces a rewritten opening sentence that makes an analytical claim, such as arguing that the linear structure of departure-and-resettlement mirrors the family's gradual acceptance of loss.
Examiner tip: A quick test for plot summary: if the sentence could be written by someone who had only skimmed the back cover, it is probably summary, not analysis.
10.
Marking analysis: A learner attempts the following task: “A student's body paragraph reads: 'In The Salt Road, the family first lives in their village. Then the water rises and they have to leave. They travel to the city and find a new home. Finally they settle there.' (a) Identify the main weakness of this paragraph as literary analysis. (b) Rewrite the paragraph's opening sentence so that it makes an analytical point about the effect of this sequence of events, rather than simply summarising it.” Their response addresses only this point: “Identifies that the paragraph is plot summary/retelling rather than analysis: it lists what happens without discussing technique, effect, or meaning.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies that the paragraph is plot summary/retelling rather than analysis: it lists what happens without discussing technique, effect, or meaning.
- Identifies the missing requirement: Notes that literary essays are marked on interpretation and analysis of technique, not accurate retelling of events.
- Identifies the missing requirement: Produces a rewritten opening sentence that makes an analytical claim, such as arguing that the linear structure of departure-and-resettlement mirrors the family's gradual acceptance of loss.
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.
You are comparing symbolism in 'The Salt Road' and 'Harbour Lights'. (a) Suggest one specific way a central symbol's meaning could change or develop across each work, rather than remaining fixed from the first mention to the last. (b) Explain why tracking this development, rather than simply defining the symbol once, produces stronger literary analysis.
[3 marks] · no calculator
Marking points
- Suggests a plausible way a symbol's meaning could shift, such as the rising sea beginning as a symbol of threat and gradually becoming a symbol of an inescapable new reality the family must accept.
- Explains that tracking a symbol's development shows the writer's interpretation is attentive to the whole work's trajectory, rather than treating the symbol as a static, one-time label.
- Explains that this more dynamic reading better demonstrates how the author uses the symbol purposefully to track a character's or community's changing understanding over the course of the narrative.
Examiner tip: The strongest symbolism analysis traces how a symbol's meaning evolves across a text, rather than pinning it to a single, fixed definition early on.
12.
Marking analysis: A learner attempts the following task: “You are comparing symbolism in 'The Salt Road' and 'Harbour Lights'. (a) Suggest one specific way a central symbol's meaning could change or develop across each work, rather than remaining fixed from the first mention to the last. (b) Explain why tracking this development, rather than simply defining the symbol once, produces stronger literary analysis.” Their response addresses only this point: “Suggests a plausible way a symbol's meaning could shift, such as the rising sea beginning as a symbol of threat and gradually becoming a symbol of an inescapable new reality the family must accept.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Suggests a plausible way a symbol's meaning could shift, such as the rising sea beginning as a symbol of threat and gradually becoming a symbol of an inescapable new reality the family must accept.
- Identifies the missing requirement: Explains that tracking a symbol's development shows the writer's interpretation is attentive to the whole work's trajectory, rather than treating the symbol as a static, one-time label.
- Identifies the missing requirement: Explains that this more dynamic reading better demonstrates how the author uses the symbol purposefully to track a character's or community's changing understanding over the course of the narrative.
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.
'The Salt Road' tells its events in strict chronological order, while 'Harbour Lights' opens after the port closure and uses flashbacks to reveal how the community reached that point. (a) Identify the narrative structure used in each work. (b) Explain one interpretive effect of 'Harbour Lights' choosing to reveal the port's closure before explaining its causes.
[3 marks] · no calculator
Marking points
- Identifies 'The Salt Road' as using a linear (chronological) structure and 'Harbour Lights' as using a non-linear structure with flashbacks.
- Explains that opening with the closure already accomplished creates dramatic irony or tension, as the reader knows the outcome and reads the flashbacks searching for how and why it happened.
- Explains that this structural choice foregrounds the community's present struggle over the causal backstory, emphasising consequence and resilience rather than a simple cause-and-effect chronology.
Examiner tip: Non-linear structure is never a neutral choice — always ask what effect is created by what information the reader receives first, and what is deliberately withheld until later.
14.
Marking analysis: A learner attempts the following task: “'The Salt Road' tells its events in strict chronological order, while 'Harbour Lights' opens after the port closure and uses flashbacks to reveal how the community reached that point. (a) Identify the narrative structure used in each work. (b) Explain one interpretive effect of 'Harbour Lights' choosing to reveal the port's closure before explaining its causes.” Their response addresses only this point: “Identifies 'The Salt Road' as using a linear (chronological) structure and 'Harbour Lights' as using a non-linear structure with flashbacks.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies 'The Salt Road' as using a linear (chronological) structure and 'Harbour Lights' as using a non-linear structure with flashbacks.
- Identifies the missing requirement: Explains that opening with the closure already accomplished creates dramatic irony or tension, as the reader knows the outcome and reads the flashbacks searching for how and why it happened.
- Identifies the missing requirement: Explains that this structural choice foregrounds the community's present struggle over the causal backstory, emphasising consequence and resilience rather than a simple cause-and-effect chronology.
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.
In 'The Salt Road', the mother character is described directly by the narrator as 'a woman who had already decided grief was a luxury she could not afford.' In 'Harbour Lights', the fisherman character's determination is instead revealed only through his actions: he is the last to leave the dock each evening and the first to arrive each morning. (a) Identify the characterisation technique used for each character. (b) Explain one advantage the indirect technique used for the fisherman has over the direct technique used for the mother.
[3 marks] · no calculator
Marking points
- Identifies direct characterisation for the mother (the narrator explicitly states her trait) and indirect characterisation for the fisherman (his trait is inferred from his actions).
- Explains that indirect characterisation allows the reader to actively infer the fisherman's determination themselves, which can feel more convincing and engaging than simply being told a trait.
- Explains that showing behaviour rather than telling a trait also allows for more nuance and ambiguity, since the reader's own interpretation of the pattern of actions may vary.
Examiner tip: 'Show, don't tell' is not an absolute rule, but indirect characterisation through action is usually considered more sophisticated and worth highlighting when comparing techniques across texts.
16.
Marking analysis: A learner attempts the following task: “In 'The Salt Road', the mother character is described directly by the narrator as 'a woman who had already decided grief was a luxury she could not afford.' In 'Harbour Lights', the fisherman character's determination is instead revealed only through his actions: he is the last to leave the dock each evening and the first to arrive each morning. (a) Identify the characterisation technique used for each character. (b) Explain one advantage the indirect technique used for the fisherman has over the direct technique used for the mother.” Their response addresses only this point: “Identifies direct characterisation for the mother (the narrator explicitly states her trait) and indirect characterisation for the fisherman (his trait is inferred from his actions).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies direct characterisation for the mother (the narrator explicitly states her trait) and indirect characterisation for the fisherman (his trait is inferred from his actions).
- Identifies the missing requirement: Explains that indirect characterisation allows the reader to actively infer the fisherman's determination themselves, which can feel more convincing and engaging than simply being told a trait.
- Identifies the missing requirement: Explains that showing behaviour rather than telling a trait also allows for more nuance and ambiguity, since the reader's own interpretation of the pattern of actions may vary.
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 student's essay introduction reads only: 'This essay will talk about The Salt Road and Harbour Lights.' (a) Identify two elements missing from this introduction that a strong comparative essay introduction should include. (b) Write a short (two to three sentence) improved introduction on the theme of community response to loss of place, including the missing elements you identified.
[4 marks] · no calculator
Marking points
- Identifies a clear thesis/arguable claim as missing.
- Identifies a specific theme or line of comparison as missing (the introduction gives no indication of what will actually be compared).
- Writes an improved introduction that names both works and the shared theme.
- The improved introduction also states a specific, arguable comparative claim about how the two works treat that theme differently or similarly.
Examiner tip: A comparative introduction must do more than announce the works being discussed — it must state what argument the essay will make about the relationship between them.
18.
Marking analysis: A learner attempts the following task: “A student's essay introduction reads only: 'This essay will talk about The Salt Road and Harbour Lights.' (a) Identify two elements missing from this introduction that a strong comparative essay introduction should include. (b) Write a short (two to three sentence) improved introduction on the theme of community response to loss of place, including the missing elements you identified.” Their response addresses only this point: “Identifies a clear thesis/arguable claim as missing.” 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 a clear thesis/arguable claim as missing.
- Identifies the missing requirement: Identifies a specific theme or line of comparison as missing (the introduction gives no indication of what will actually be compared).
- Identifies the missing requirement: Writes an improved introduction that names both works and the shared theme.
- Identifies the missing requirement: The improved introduction also states a specific, arguable comparative claim about how the two works treat that theme differently or similarly.
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.
The IB English A syllabus asks students to study works in relation to 'global issues' — broad fields of inquiry such as culture/identity/community, beliefs/values/education, politics/power/justice, art/creativity/imagination, and science/technology/environment. (a) Suggest which global issue field 'The Salt Road' (a family displaced by rising sea levels) could most naturally be studied under. (b) Justify your choice with reference to the work's central concern.
[3 marks] · no calculator
Marking points
- Suggests a valid global issue field, most plausibly 'science, technology and the environment' (given the climate-driven displacement) or 'culture, identity and community' (given the focus on a displaced community).
- Justifies the choice by identifying the work's central concern, such as how environmental change forces a redefinition of home and belonging.
- Explains that framing the work under this specific global issue would shape which aspects of the text an essay should focus on, e.g., emphasising environmental cause and consequence over other possible readings.
Examiner tip: A work can often fit more than one global issue field — a strong answer picks one and justifies it specifically, rather than listing several without commitment.
20.
Marking analysis: A learner attempts the following task: “The IB English A syllabus asks students to study works in relation to 'global issues' — broad fields of inquiry such as culture/identity/community, beliefs/values/education, politics/power/justice, art/creativity/imagination, and science/technology/environment. (a) Suggest which global issue field 'The Salt Road' (a family displaced by rising sea levels) could most naturally be studied under. (b) Justify your choice with reference to the work's central concern.” Their response addresses only this point: “Suggests a valid global issue field, most plausibly 'science, technology and the environment' (given the climate-driven displacement) or 'culture, identity and community' (given the focus on a displaced community).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Suggests a valid global issue field, most plausibly 'science, technology and the environment' (given the climate-driven displacement) or 'culture, identity and community' (given the focus on a displaced community).
- Identifies the missing requirement: Justifies the choice by identifying the work's central concern, such as how environmental change forces a redefinition of home and belonging.
- Identifies the missing requirement: Explains that framing the work under this specific global issue would shape which aspects of the text an essay should focus on, e.g., emphasising environmental cause and consequence over other possible readings.
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.
'The Salt Road' treats the family's displacement with a tone of quiet, resigned sorrow throughout, while 'Harbour Lights' treats the port's closure with a tone of defiant, sometimes angry, resistance. (a) State one piece of textual evidence that could support each work's tone. (b) Explain why identifying a difference in tone, rather than just a difference in plot events, produces a more sophisticated comparative point.
[3 marks] · no calculator
Marking points
- States plausible textual evidence for the quiet, resigned tone in 'The Salt Road', and plausible evidence for the defiant tone in 'Harbour Lights'.
- Explains that tone reflects the author's crafted attitude towards events, which is a higher-order interpretive choice than the events themselves, which are simply what happens.
- Explains that comparing tone reveals something about each author's underlying stance on the same broad situation (loss of place), producing a more analytically interesting comparison than simply noting that different events occur in each work.
Examiner tip: Comparing tone and authorial attitude is generally a stronger essay move than comparing plot, since tone reveals interpretation and craft rather than just what happens.
22.
Marking analysis: A learner attempts the following task: “'The Salt Road' treats the family's displacement with a tone of quiet, resigned sorrow throughout, while 'Harbour Lights' treats the port's closure with a tone of defiant, sometimes angry, resistance. (a) State one piece of textual evidence that could support each work's tone. (b) Explain why identifying a difference in tone, rather than just a difference in plot events, produces a more sophisticated comparative point.” Their response addresses only this point: “States plausible textual evidence for the quiet, resigned tone in 'The Salt Road', and plausible evidence for the defiant tone in 'Harbour Lights'.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: States plausible textual evidence for the quiet, resigned tone in 'The Salt Road', and plausible evidence for the defiant tone in 'Harbour Lights'.
- Identifies the missing requirement: Explains that tone reflects the author's crafted attitude towards events, which is a higher-order interpretive choice than the events themselves, which are simply what happens.
- Identifies the missing requirement: Explains that comparing tone reveals something about each author's underlying stance on the same broad situation (loss of place), producing a more analytically interesting comparison than simply noting that different events occur in each work.
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.
A student writes: 'The author uses a metaphor when the harbour lights are described as a symbol of hope.' (a) Identify the error in this sentence's use of literary terminology. (b) Rewrite the sentence so that the terms 'metaphor' and 'symbol' are each used correctly and distinctly.
[3 marks] · no calculator
Marking points
- Identifies that the sentence confuses or conflates the terms 'metaphor' and 'symbol', using one where the other is meant, or using them as if interchangeable.
- Notes the distinction: a metaphor directly equates one thing with another within a single, local comparison, while a symbol is an object or image that recurs and accumulates broader meaning across the whole work.
- Produces a corrected sentence that uses 'symbol' correctly to describe the harbour lights' recurring significance across the work (rather than calling them a metaphor).
Examiner tip: A metaphor is typically a single, localised comparison in one sentence or passage; a symbol recurs and builds meaning across an entire work — precise use of terminology is itself assessed.
24.
Marking analysis: A learner attempts the following task: “A student writes: 'The author uses a metaphor when the harbour lights are described as a symbol of hope.' (a) Identify the error in this sentence's use of literary terminology. (b) Rewrite the sentence so that the terms 'metaphor' and 'symbol' are each used correctly and distinctly.” Their response addresses only this point: “Identifies that the sentence confuses or conflates the terms 'metaphor' and 'symbol', using one where the other is meant, or using them as if interchangeable.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies that the sentence confuses or conflates the terms 'metaphor' and 'symbol', using one where the other is meant, or using them as if interchangeable.
- Identifies the missing requirement: Notes the distinction: a metaphor directly equates one thing with another within a single, local comparison, while a symbol is an object or image that recurs and accumulates broader meaning across the whole work.
- Identifies the missing requirement: Produces a corrected sentence that uses 'symbol' correctly to describe the harbour lights' recurring significance across the work (rather than calling them a metaphor).
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.
A student's paragraph includes a five-line block quotation from 'The Salt Road', followed immediately by the next sentence: 'This shows the mother's feelings.' (a) Identify two weaknesses in how this quotation has been used. (b) Rewrite the point using a short, embedded quotation (no more than one sentence) integrated directly into an analytical sentence.
[3 marks] · no calculator
Marking points
- Identifies that the quotation is excessively long for the point being made, likely including irrelevant material alongside anything genuinely useful.
- Identifies that the follow-up analysis ('This shows the mother's feelings') is vague and generic, failing to specify which feelings or how the quoted words specifically create that impression.
- Produces a rewritten version that embeds a short, precisely chosen phrase directly into a sentence making a specific analytical claim, such as identifying a particular word choice and explaining exactly what it reveals.
Examiner tip: A short, precisely chosen embedded quotation almost always demonstrates stronger close reading than a long block quotation followed by a vague summary sentence.
26.
Marking analysis: A learner attempts the following task: “A student's paragraph includes a five-line block quotation from 'The Salt Road', followed immediately by the next sentence: 'This shows the mother's feelings.' (a) Identify two weaknesses in how this quotation has been used. (b) Rewrite the point using a short, embedded quotation (no more than one sentence) integrated directly into an analytical sentence.” Their response addresses only this point: “Identifies that the quotation is excessively long for the point being made, likely including irrelevant material alongside anything genuinely useful.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies that the quotation is excessively long for the point being made, likely including irrelevant material alongside anything genuinely useful.
- Identifies the missing requirement: Identifies that the follow-up analysis ('This shows the mother's feelings') is vague and generic, failing to specify which feelings or how the quoted words specifically create that impression.
- Identifies the missing requirement: Produces a rewritten version that embeds a short, precisely chosen phrase directly into a sentence making a specific analytical claim, such as identifying a particular word choice and explaining exactly what it reveals.
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.
'The Salt Road' ends with the family planting a single tree in their new city garden, while 'Harbour Lights' ends with the fishing boats leaving the harbour for the final time, watched in silence by the whole community. (a) Suggest what each ending implies about the possibility of recovery after loss. (b) Explain why the ending of a work is often especially significant when constructing a comparative argument about its overall message.
[3 marks] · no calculator
Marking points
- Suggests that 'The Salt Road' ending with planting a tree implies cautious hope and the possibility of new growth/roots despite loss, while 'Harbour Lights' ending with a silent, final departure implies a more complete and unresolved sense of loss without a clear replacement.
- Explains that an ending is the author's final, deliberate word on a work's central conflict, so it often carries the clearest signal of the work's overall thematic stance.
- Explains that comparing endings specifically therefore provides strong, concentrated evidence for a comparative argument about each work's overall outlook on the shared theme.
Examiner tip: An ending is rarely neutral — always ask what specific final image or action the author chose to leave the reader with, and why that choice matters for the work's overall meaning.
28.
Marking analysis: A learner attempts the following task: “'The Salt Road' ends with the family planting a single tree in their new city garden, while 'Harbour Lights' ends with the fishing boats leaving the harbour for the final time, watched in silence by the whole community. (a) Suggest what each ending implies about the possibility of recovery after loss. (b) Explain why the ending of a work is often especially significant when constructing a comparative argument about its overall message.” Their response addresses only this point: “Suggests that 'The Salt Road' ending with planting a tree implies cautious hope and the possibility of new growth/roots despite loss, while 'Harbour Lights' ending with a silent, final departure implies a more complete and unresolved sense of loss without a clear replacement.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Suggests that 'The Salt Road' ending with planting a tree implies cautious hope and the possibility of new growth/roots despite loss, while 'Harbour Lights' ending with a silent, final departure implies a more complete and unresolved sense of loss without a clear replacement.
- Identifies the missing requirement: Explains that an ending is the author's final, deliberate word on a work's central conflict, so it often carries the clearest signal of the work's overall thematic stance.
- Identifies the missing requirement: Explains that comparing endings specifically therefore provides strong, concentrated evidence for a comparative argument about each work's overall outlook on the shared theme.
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.
Facing the essay question 'Compare how two works you have studied present a community's response to crisis', a student has brainstormed six possible points of comparison but only has time to develop two or three well in the exam. (a) Suggest one criterion the student could use to decide which points to keep. (b) Explain why attempting to include all six points briefly would likely produce a weaker essay than developing two or three points thoroughly.
[3 marks] · no calculator
Marking points
- Suggests a valid criterion, such as choosing the points with the strongest, most specific textual evidence available, or the points that most directly and interestingly address the exact wording of the question.
- Explains that examiners reward depth of analysis and well-supported argument over breadth, so briefly mentioning six points without development would likely read as superficial.
- Explains that two or three points developed with specific evidence, technique, and interpretation demonstrate stronger analytical skill than a longer list of underdeveloped observations.
Examiner tip: Depth beats breadth in comparative essay writing: examiners consistently reward two or three thoroughly developed, well-evidenced points over a long list of shallow observations.
30.
Marking analysis: A learner attempts the following task: “Facing the essay question 'Compare how two works you have studied present a community's response to crisis', a student has brainstormed six possible points of comparison but only has time to develop two or three well in the exam. (a) Suggest one criterion the student could use to decide which points to keep. (b) Explain why attempting to include all six points briefly would likely produce a weaker essay than developing two or three points thoroughly.” Their response addresses only this point: “Suggests a valid criterion, such as choosing the points with the strongest, most specific textual evidence available, or the points that most directly and interestingly address the exact wording of the question.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator
Marking points
- Recognises credit for the stated point: Suggests a valid criterion, such as choosing the points with the strongest, most specific textual evidence available, or the points that most directly and interestingly address the exact wording of the question.
- Identifies the missing requirement: Explains that examiners reward depth of analysis and well-supported argument over breadth, so briefly mentioning six points without development would likely read as superficial.
- Identifies the missing requirement: Explains that two or three points developed with specific evidence, technique, and interpretation demonstrate stronger analytical skill than a longer list of underdeveloped observations.
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.