level 3 exemplars and comments paper 1 sample 1: part i

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Level 3 exemplars and comments

Paper 1

Sample 1:

Part I, Section C, Question 9

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Sample 1:

Part I, Section C, Question 9

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Sample 1:

Part I, Section C, Question 9

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Sample 1:

Part I, Section C, Question 9

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Sample 1:

Part I, Section C, Question 9

Comments

This response concentrated on Walter and Kitty in terms of the different types of duty they perform

in The Painted Veil. The observations made about Walter and the way he fulfils his duties in

marriage and career are by and large relevant and adequate. What was said about Kitty, however,

could have been strengthened, particularly the transformation of her attitude towards her duty as

wife in Mei Tan Fu. To attribute the change solely to her appreciation of Walter’s devotion and

commitment to fighting the spread of cholera seems somewhat simplistic. A reconsideration of the

environment of Mei Tan Fu, the characters Kitty befriends, and the challenges and experiences she

undergoes in the new environment – all this would have allowed the candidate new insights into

Kitty’s character and possibly a more penetrating and comprehensive analysis in addressing the

question.

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Sample 2:

Part I, Section D, Question 14

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Sample 2:

Part I, Section D, Question 14

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Sample 2:

Part I, Section D, Question 14

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Sample 2:

Part I, Section D, Question 14

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Sample 2:

Part I, Section D, Question 14

Comments

Some valid and well-grounded comments were offered to explain why Dee (‘Everyday Use’) and

the narrator of ‘Cathedral’ are deemed the most irritating characters in the set texts. The candidate

rightly focussed on their qualities, such as rudeness, feeling of superiority, class and disability

prejudice, and a lack of awareness of the negative impact of their own actions and language on

others to paint a picture of the characters as annoying and unwelcoming. However, the discussion

was marred by undeveloped and/or irrelevant details, e.g. it is unclear how the symbol of the quilt

and narrative point of view exactly relate to the characters’ irritating behaviour.

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Paper 2

Sample 1:

Section B, Question 5

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Sample 1:

Section B, Question 5

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Sample 1:

Section B, Question 5

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Sample 1:

Section B, Question 5

Comments

(i) This answer merely explains what is happening in each poem through heavy quotation.

No real differences are identified.

(ii) Three strong images correctly identified and somewhat supported.

(iii) A fair attempt here at not only identifying techniques but also understanding their function

in the poem.

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Sample 2:

Section C, Question 7

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Sample 2:

Section C, Question 7

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Sample 2:

Section C, Question 7

Comments

(i) Candidate does pick-up on how the use of repetition reflects the endlessness of domestic

duty. However, confuses the reader with reference to “how busy they are” and “she needs to

float across the sky”. Goes off on a tangent to discuss women “in today’s society”.

(ii) Correctly interprets stanza 2 as more of a prayer, and touches on how the use of pauses

affects tone. However, confusion in the final paragraph here weakens the answer.

(iii) Unattempted.

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Paper 3

Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

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Sample 1:

Creative Writing: Hazel Brown

Comments

The candidate tries to build an atmosphere of suspense and tries to provide a twist in the plot to

arouse readers’ interest. However, the plot development, which is important to capture the readers'

attention, has not been worked out convincingly. The plot is thin and characterisation is quite weak.

The candidate tries to use the symbol of Hazel Brown as in the title but the metaphorical meaning of

this has not been explained. There is quite a lot of repetitive description in the story. The candidate

also needed to produce a more convincing ending to the story.

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

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Sample 2:

Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The

Striped Pyjamas and Boys Don’t Cry

Comments

The candidate has tried to develop an argument throughout the essay, but some of the terms in the

thesis have not been adequately defined or explained. The term ‘social stigma’ has not been

explained thoroughly. The part on The Boy in the Striped Pyjamas is confusing as it is not very clear

whether the thesis applies to the main character or the Jews. The discussion lacks a central focus and

the perspective of the main character has not been dealt with adequately. The part on the second film

is brief and how the society looks down on homosexuals also needs to be elaborated with more

concrete examples. The two films are treated separately but there should have been some connection

between the treatment of the themes between the two films. The piece could have been better

organised.