IB · ENG A LANG LIT SL

English A: Language & Literature SL

Literary devices and close textual analysis — Readers, Writers and Texts

Name: ____________________Date: October 2, 2026

1.
Read the following original line of poetry: 'The old house exhaled its dust into the evening light.' (a) Identify the figurative device used in this line. (b) Explain the effect of attributing a human action ('exhaled') to the house.
[4 marks] · no calculator
Marking points
- Identifies the device as personification.
- Explains that attributing breathing to the house suggests it is alive, ancient, and weary, as though holding decades of accumulated life within it.
- Explains that the verb 'exhaled' specifically suggests a slow, involuntary release, giving the image a melancholic or nostalgic quality rather than an abrupt one.
- Links the device to a broader effect, such as blurring the boundary between the inanimate house and living memory/history.
Examiner tip: When analysing personification, always specify exactly which human quality or action is being transferred and why that particular choice (rather than another verb) shapes the reader's impression.
2.
Marking analysis: A learner attempts the following task: “Read the following original line of poetry: 'The old house exhaled its dust into the evening light.' (a) Identify the figurative device used in this line. (b) Explain the effect of attributing a human action ('exhaled') to the house.” Their response addresses only this point: “Identifies the device as personification.” 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 device as personification.
- Identifies the missing requirement: Explains that attributing breathing to the house suggests it is alive, ancient, and weary, as though holding decades of accumulated life within it.
- Identifies the missing requirement: Explains that the verb 'exhaled' specifically suggests a slow, involuntary release, giving the image a melancholic or nostalgic quality rather than an abrupt one.
- Identifies the missing requirement: Links the device to a broader effect, such as blurring the boundary between the inanimate house and living memory/history.
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 sentence: 'Her anger was a kettle left too long on the flame.' (a) Identify the figurative device. (b) Explain what this comparison suggests about the nature of the anger described, beyond simply stating that she was angry.
[3 marks] · no calculator
Marking points
- Identifies the device as a metaphor (an implicit comparison without 'like' or 'as').
- Explains that the comparison suggests the anger built up gradually and invisibly before reaching a dangerous boiling point, rather than appearing suddenly.
- Explains that the image implies a sense of impending release or eruption, foreshadowing a consequence yet to come.
Examiner tip: Distinguish metaphor from simile precisely: a metaphor states one thing is another, while a simile explicitly compares using 'like' or 'as' — misidentifying the device undermines an otherwise strong analysis.
4.
Marking analysis: A learner attempts the following task: “Read the following original sentence: 'Her anger was a kettle left too long on the flame.' (a) Identify the figurative device. (b) Explain what this comparison suggests about the nature of the anger described, beyond simply stating that she was angry.” Their response addresses only this point: “Identifies the device as a metaphor (an implicit comparison without 'like' or 'as').” 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 device as a metaphor (an implicit comparison without 'like' or 'as').
- Identifies the missing requirement: Explains that the comparison suggests the anger built up gradually and invisibly before reaching a dangerous boiling point, rather than appearing suddenly.
- Identifies the missing requirement: Explains that the image implies a sense of impending release or eruption, foreshadowing a consequence yet to come.
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 opening of a short story: 'I did not mean to open the letter. I did not mean to read it twice. I certainly did not mean to keep it.' (a) Identify the narrative point of view used. (b) Explain the effect of the repeated sentence structure beginning 'I did not mean to...'
[3 marks] · no calculator
Marking points
- Identifies the point of view as first-person narration.
- Explains that the repeated structure (anaphora) builds a defensive, almost confessional rhythm, as though the narrator is justifying themselves to an unseen listener.
- Explains that the escalation across the three statements (opening, reading twice, keeping) reveals a growing level of intentional transgression despite the narrator's claimed innocence, creating dramatic irony or self-deception.
Examiner tip: First-person openings that repeatedly deny intention are a classic signal of an unreliable narrator — always flag this possibility when a narrator seems overly eager to excuse their own actions.
6.
Marking analysis: A learner attempts the following task: “Read the following original opening of a short story: 'I did not mean to open the letter. I did not mean to read it twice. I certainly did not mean to keep it.' (a) Identify the narrative point of view used. (b) Explain the effect of the repeated sentence structure beginning 'I did not mean to...'” Their response addresses only this point: “Identifies the point of view as first-person narration.” 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 point of view as first-person narration.
- Identifies the missing requirement: Explains that the repeated structure (anaphora) builds a defensive, almost confessional rhythm, as though the narrator is justifying themselves to an unseen listener.
- Identifies the missing requirement: Explains that the escalation across the three statements (opening, reading twice, keeping) reveals a growing level of intentional transgression despite the narrator's claimed innocence, creating dramatic irony or self-deception.
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 description: 'The market was a riot of colour and noise — crimson chillies spilling from sacks, vendors shouting over one another, the air thick with cumin and frying oil.' (a) Identify two senses this description appeals to, with supporting evidence. (b) Explain how the accumulation of specific sensory details creates an overall impression of the setting.
[3 marks] · no calculator
Marking points
- Identifies sight (supported by 'crimson chillies', 'colour') and hearing (supported by 'noise', 'shouting') as two senses appealed to; smell ('cumin and frying oil') is also acceptable.
- Explains that stacking multiple sensory details in quick succession overwhelms the reader in the same way the setting overwhelms the senses of someone actually present, creating an immersive effect.
- Explains that this accumulation (asyndeton/listing) conveys the market's chaotic energy more effectively than a single generic descriptor like 'busy' would.
Examiner tip: Sensory/imagery analysis should always name the specific sense and quote the exact phrase that appeals to it — a vague claim that a text 'uses imagery' without this specificity rarely earns credit.
8.
Marking analysis: A learner attempts the following task: “Read the following original description: 'The market was a riot of colour and noise — crimson chillies spilling from sacks, vendors shouting over one another, the air thick with cumin and frying oil.' (a) Identify two senses this description appeals to, with supporting evidence. (b) Explain how the accumulation of specific sensory details creates an overall impression of the setting.” Their response addresses only this point: “Identifies sight (supported by 'crimson chillies', 'colour') and hearing (supported by 'noise', 'shouting') as two senses appealed to; smell ('cumin and frying oil') is also acceptable.” 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 sight (supported by 'crimson chillies', 'colour') and hearing (supported by 'noise', 'shouting') as two senses appealed to; smell ('cumin and frying oil') is also acceptable.
- Identifies the missing requirement: Explains that stacking multiple sensory details in quick succession overwhelms the reader in the same way the setting overwhelms the senses of someone actually present, creating an immersive effect.
- Identifies the missing requirement: Explains that this accumulation (asyndeton/listing) conveys the market's chaotic energy more effectively than a single generic descriptor like 'busy' would.
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 following original stanza: 'The clock on the wall does not care / that you are late, that you are tired, / that the world outside has stopped for no one.' (a) Identify the poetic device created by the repeated phrase 'that you are'. (b) Explain the effect of personifying the clock as something that 'does not care'.
[3 marks] · no calculator
Marking points
- Identifies the device as anaphora (repetition of a phrase at the start of successive clauses).
- Explains that the repetition builds a mounting, almost accusatory list of the reader's/subject's struggles, intensifying the emotional weight before the final, broader claim about the world.
- Explains that personifying the clock as indifferent reflects the broader theme of an uncaring, mechanical universe that proceeds regardless of individual human suffering.
Examiner tip: When a device like personification appears alongside a structural device like anaphora, examiners reward answers that explain how the two devices work together to build a single cumulative effect, not just each in isolation.
10.
Marking analysis: A learner attempts the following task: “Read the following original stanza: 'The clock on the wall does not care / that you are late, that you are tired, / that the world outside has stopped for no one.' (a) Identify the poetic device created by the repeated phrase 'that you are'. (b) Explain the effect of personifying the clock as something that 'does not care'.” Their response addresses only this point: “Identifies the device as anaphora (repetition of a phrase at the start of successive clauses).” 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 device as anaphora (repetition of a phrase at the start of successive clauses).
- Identifies the missing requirement: Explains that the repetition builds a mounting, almost accusatory list of the reader's/subject's struggles, intensifying the emotional weight before the final, broader claim about the world.
- Identifies the missing requirement: Explains that personifying the clock as indifferent reflects the broader theme of an uncaring, mechanical universe that proceeds regardless of individual human suffering.
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 following original line: 'He smiled the smile of a man who had already won.' (a) Identify the device created by repeating the root word 'smile'/'smiled'. (b) Explain what this repetition suggests about the sincerity of the smile.
[3 marks] · no calculator
Marking points
- Identifies the device as a cognate/polyptoton construction (repeating a word's root in different grammatical forms), or accepts 'repetition' as a valid broader term.
- Explains that the deliberate, almost clinical repetition draws attention to the smile as a performed, calculated gesture rather than a spontaneous expression of genuine warmth.
- Explains that this suggests the character is self-satisfied or smug rather than friendly, foreshadowing a competitive or adversarial relationship with whoever is being smiled at.
Examiner tip: A smile described through calculated, repetitive phrasing rather than warm, flowing language is a common technique for signalling insincerity — connect the sentence's own rhythm to the emotional truth it conveys.
12.
Marking analysis: A learner attempts the following task: “Read the following original line: 'He smiled the smile of a man who had already won.' (a) Identify the device created by repeating the root word 'smile'/'smiled'. (b) Explain what this repetition suggests about the sincerity of the smile.” Their response addresses only this point: “Identifies the device as a cognate/polyptoton construction (repeating a word's root in different grammatical forms), or accepts 'repetition' as a valid broader term.” 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 device as a cognate/polyptoton construction (repeating a word's root in different grammatical forms), or accepts 'repetition' as a valid broader term.
- Identifies the missing requirement: Explains that the deliberate, almost clinical repetition draws attention to the smile as a performed, calculated gesture rather than a spontaneous expression of genuine warmth.
- Identifies the missing requirement: Explains that this suggests the character is self-satisfied or smug rather than friendly, foreshadowing a competitive or adversarial relationship with whoever is being smiled at.
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 following original passage: 'She packed slowly: the photograph first, then the chipped mug, then — after a long pause — his old sweater, still smelling faintly of him.' (a) Identify what the selection of these three specific objects suggests about the character's emotional state. (b) Explain the significance of the pause before packing the sweater.
[3 marks] · no calculator
Marking points
- Identifies that the chosen objects (a photograph, a damaged mug, a worn sweater) are sentimental rather than practical, suggesting the character is holding onto emotional attachment rather than preparing efficiently for a simple move.
- Explains that the sweater 'still smelling faintly of him' specifically signals an absent or lost person, suggesting grief, separation, or the end of a relationship.
- Explains that the pause before packing the sweater marks it as the most emotionally significant of the three objects, suggesting hesitation, reluctance, or a final moment of reckoning with the loss before moving forward.
Examiner tip: When a narrative lists objects in a sequence, always ask why that specific order was chosen — a pause, an escalation, or a final item given extra description is rarely accidental.
14.
Marking analysis: A learner attempts the following task: “Read the following original passage: 'She packed slowly: the photograph first, then the chipped mug, then — after a long pause — his old sweater, still smelling faintly of him.' (a) Identify what the selection of these three specific objects suggests about the character's emotional state. (b) Explain the significance of the pause before packing the sweater.” Their response addresses only this point: “Identifies that the chosen objects (a photograph, a damaged mug, a worn sweater) are sentimental rather than practical, suggesting the character is holding onto emotional attachment rather than preparing efficiently for a simple move.” 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 chosen objects (a photograph, a damaged mug, a worn sweater) are sentimental rather than practical, suggesting the character is holding onto emotional attachment rather than preparing efficiently for a simple move.
- Identifies the missing requirement: Explains that the sweater 'still smelling faintly of him' specifically signals an absent or lost person, suggesting grief, separation, or the end of a relationship.
- Identifies the missing requirement: Explains that the pause before packing the sweater marks it as the most emotionally significant of the three objects, suggesting hesitation, reluctance, or a final moment of reckoning with the loss before moving forward.
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 following original line of dialogue from a short story: '"Fine," she said, in the way that meant nothing was fine at all.' Explain how this line demonstrates the gap between what a character says and what a character means, and identify the narrative technique used to signal this gap to the reader.
[2 marks] · no calculator
Marking points
- Explains that the spoken word 'Fine' directly contradicts the narrator's immediate clarification that nothing was fine, creating verbal irony.
- Identifies that the narrative technique used is an intrusive/omniscient narrator's direct commentary immediately following the dialogue, which explicitly tells the reader to distrust the character's own words.
Examiner tip: Verbal irony in dialogue is often reinforced by a narrator's framing comment — identify both the ironic statement itself and the specific technique (narratorial intrusion, tone description, etc.) that confirms the irony for the reader.
16.
Marking analysis: A learner attempts the following task: “Read the following original line of dialogue from a short story: '"Fine," she said, in the way that meant nothing was fine at all.' Explain how this line demonstrates the gap between what a character says and what a character means, and identify the narrative technique used to signal this gap to the reader.” Their response addresses only this point: “Explains that the spoken word 'Fine' directly contradicts the narrator's immediate clarification that nothing was fine, creating verbal irony.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator
Marking points
- Recognises credit for the stated point: Explains that the spoken word 'Fine' directly contradicts the narrator's immediate clarification that nothing was fine, creating verbal irony.
- Identifies the missing requirement: Identifies that the narrative technique used is an intrusive/omniscient narrator's direct commentary immediately following the dialogue, which explicitly tells the reader to distrust the character's own words.
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.
Read the following original extract: 'Rain. Always rain in this city. It fell on the rich and the poor alike, though it pooled longest in the cracked pavements of the old quarter.' Explain how the writer uses the symbol of rain to introduce a social theme in this extract.
[3 marks] · no calculator
Marking points
- Explains that rain initially appears to be a universal, indiscriminate force affecting everyone equally ('the rich and the poor alike').
- Explains that this apparent equality is immediately undercut by the detail that rain 'pooled longest' in the poorer old quarter, revealing that infrastructure and neglect mean the poor actually suffer its effects more.
- Concludes that the writer uses rain symbolically to introduce the theme of social/economic inequality, showing that even a seemingly neutral natural force exposes structural injustice.
Examiner tip: A symbol that appears universal at first but is then shown to affect groups unequally is a common technique for introducing social commentary — always track how an image's apparent meaning shifts across a passage.
18.
Marking analysis: A learner attempts the following task: “Read the following original extract: 'Rain. Always rain in this city. It fell on the rich and the poor alike, though it pooled longest in the cracked pavements of the old quarter.' Explain how the writer uses the symbol of rain to introduce a social theme in this extract.” Their response addresses only this point: “Explains that rain initially appears to be a universal, indiscriminate force affecting everyone equally ('the rich and the poor alike').” 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: Explains that rain initially appears to be a universal, indiscriminate force affecting everyone equally ('the rich and the poor alike').
- Identifies the missing requirement: Explains that this apparent equality is immediately undercut by the detail that rain 'pooled longest' in the poorer old quarter, revealing that infrastructure and neglect mean the poor actually suffer its effects more.
- Identifies the missing requirement: Concludes that the writer uses rain symbolically to introduce the theme of social/economic inequality, showing that even a seemingly neutral natural force exposes structural injustice.
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.
Read the original line: 'The crowd moved like a slow river around the statue.' (a) Identify the device used. (b) Explain what the comparison suggests about the crowd.
[3 marks] · no calculator
Marking points
- Identifies the device as a simile (comparison using 'like').
- Explains that 'slow river' suggests steady, unhurried, collective movement that flows around obstacles.
- Explains that the image presents the crowd as a single natural force rather than individuals, giving the scene a calm, almost reverent mood around the statue.
Examiner tip: Always say what the two things have in common and what feeling the comparison creates, not just that a simile exists.
20.
Marking analysis: A learner attempts the following task: “Read the original line: 'The crowd moved like a slow river around the statue.' (a) Identify the device used. (b) Explain what the comparison suggests about the crowd.” Their response addresses only this point: “Identifies the device as a simile (comparison using 'like').” 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 device as a simile (comparison using 'like').
- Identifies the missing requirement: Explains that 'slow river' suggests steady, unhurried, collective movement that flows around obstacles.
- Identifies the missing requirement: Explains that the image presents the crowd as a single natural force rather than individuals, giving the scene a calm, almost reverent mood around the statue.
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 line: 'The sea sighed and slid softly over the sand.' (a) Identify the sound device. (b) Explain its effect.
[3 marks] · no calculator
Marking points
- Identifies sibilance (repeated 's' sounds), a form of alliteration.
- Explains that the soft, hissing sounds imitate the whisper of waves, creating a soothing, gentle atmosphere.
- Notes that the personification 'sighed' reinforces the tired, peaceful mood.
Examiner tip: Sound devices should be linked to meaning: say what the sounds imitate or what mood they build.
22.
Marking analysis: A learner attempts the following task: “Read the original line: 'The sea sighed and slid softly over the sand.' (a) Identify the sound device. (b) Explain its effect.” Their response addresses only this point: “Identifies sibilance (repeated 's' sounds), a form of alliteration.” 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 sibilance (repeated 's' sounds), a form of alliteration.
- Identifies the missing requirement: Explains that the soft, hissing sounds imitate the whisper of waves, creating a soothing, gentle atmosphere.
- Identifies the missing requirement: Notes that the personification 'sighed' reinforces the tired, peaceful mood.
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: 'A deafening silence followed his announcement.' (a) Identify the device. (b) Explain why it suits the moment described.
[3 marks] · no calculator
Marking points
- Identifies the device as an oxymoron, combining contradictory ideas (deafening and silence).
- Explains that the paradox conveys a silence so intense and shocking that it feels as overwhelming as a loud noise.
- Links this to the audience's stunned reaction to the announcement.
Examiner tip: An oxymoron works by tension: explain what each half contributes and why the clash captures the feeling.
24.
Marking analysis: A learner attempts the following task: “Read the original sentence: 'A deafening silence followed his announcement.' (a) Identify the device. (b) Explain why it suits the moment described.” Their response addresses only this point: “Identifies the device as an oxymoron, combining contradictory ideas (deafening and silence).” 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 device as an oxymoron, combining contradictory ideas (deafening and silence).
- Identifies the missing requirement: Explains that the paradox conveys a silence so intense and shocking that it feels as overwhelming as a loud noise.
- Identifies the missing requirement: Links this to the audience's stunned reaction to the announcement.
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 letter extract: 'Dear Sam, it was wonderful to see you at the party; the garden looked beautiful and the music was perfect. Please do not write to me again.' Explain how the writer uses a shift in tone to create effect.
[3 marks] · no calculator
Marking points
- Identifies the warm, polite, complimentary tone of the opening sentences.
- Identifies the abrupt cold, final tone of the closing sentence, signalled by the blunt imperative and the formal 'Please do not'.
- Explains that the contrast makes the rejection more shocking and suggests the pleasant opening was a polite mask.
Examiner tip: A tonal shift is evidence of structure: name the point where it occurs and what it changes for the reader.
26.
Marking analysis: A learner attempts the following task: “Read the original letter extract: 'Dear Sam, it was wonderful to see you at the party; the garden looked beautiful and the music was perfect. Please do not write to me again.' Explain how the writer uses a shift in tone to create effect.” Their response addresses only this point: “Identifies the warm, polite, complimentary tone of the opening sentences.” 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 warm, polite, complimentary tone of the opening sentences.
- Identifies the missing requirement: Identifies the abrupt cold, final tone of the closing sentence, signalled by the blunt imperative and the formal 'Please do not'.
- Identifies the missing requirement: Explains that the contrast makes the rejection more shocking and suggests the pleasant opening was a polite mask.
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 description: 'Beside the glass towers, a woman sold oranges from a cart.' Explain how the writer uses juxtaposition to comment on the setting.
[3 marks] · no calculator
Marking points
- Identifies the contrast between modern, wealthy 'glass towers' and the small-scale street trader's 'cart'.
- Explains that placing them side by side highlights inequality or the coexistence of old and new ways of life.
- Explains that the simple factual tone lets the contrast speak for itself without explicit judgement.
Examiner tip: Juxtaposition is about placement: quote both elements and say what the pairing implies.
28.
Marking analysis: A learner attempts the following task: “Read the original description: 'Beside the glass towers, a woman sold oranges from a cart.' Explain how the writer uses juxtaposition to comment on the setting.” Their response addresses only this point: “Identifies the contrast between modern, wealthy 'glass towers' and the small-scale street trader's 'cart'.” 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 contrast between modern, wealthy 'glass towers' and the small-scale street trader's 'cart'.
- Identifies the missing requirement: Explains that placing them side by side highlights inequality or the coexistence of old and new ways of life.
- Identifies the missing requirement: Explains that the simple factual tone lets the contrast speak for itself without explicit judgement.
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 line from a story opening: 'She noticed the hall clock had stopped, though nobody had remarked on it.' Explain how this detail could act as foreshadowing.
[3 marks] · no calculator
Marking points
- Explains that a stopped clock is a conventional symbol of time halting, often linked to loss, death or stagnation.
- Explains that the fact nobody mentions it suggests a household avoiding something, hinting at a hidden problem.
- Explains that this creates suspense and prepares the reader for a later revelation.
Examiner tip: Foreshadowing is only visible in hindsight; argue what it makes the reader expect.
30.
Marking analysis: A learner attempts the following task: “Read the original line from a story opening: 'She noticed the hall clock had stopped, though nobody had remarked on it.' Explain how this detail could act as foreshadowing.” Their response addresses only this point: “Explains that a stopped clock is a conventional symbol of time halting, often linked to loss, death or stagnation.” 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: Explains that a stopped clock is a conventional symbol of time halting, often linked to loss, death or stagnation.
- Identifies the missing requirement: Explains that the fact nobody mentions it suggests a household avoiding something, hinting at a hidden problem.
- Identifies the missing requirement: Explains that this creates suspense and prepares the reader for a later revelation.
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.