as level english literature - pearson...responses to as level english literature paper 1: poetry and...

AS Level English Literature Summer 2019 Exemplars

Paper 1: Poetry and Drama (8ET0/01)

Resources for studying poetry for A Level

© artwork: Mark Bolitho | Origami photography Pearson Education Ltd/Naki Kouyioumtzis

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Page

Introduction 3

Section A: Exemplar Scripts 1–6 4–28

Section A: Exemplar Script Commentaries 29–31

Section B: Exemplar Scripts 7–11 32–63

Section B: Exemplar Script Commentaries 64–67

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Introduction

• The purpose of this pack is to provide teachers and students with some examples of responses to AS Level English Literature Paper 1: Poetry and Drama (8ET0/01).

• The responses in this pack were taken from the Summer 2019 summer examination series. The questions papers and mark schemes can be found on the Pearson website here.

• In this pack, you will find a sample of responses; examiner commentaries and marks.

• If you have any enquiries regarding these materials or have any other questions about the course, please contact our subject advisor team on 03330 164120 or via here.

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Exemplar Scripts – Section A

Script 1: Question 1






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Section A

Script 1: Question 1 – The Furthest Distances I’ve Travelled and one other poem from the anthology.

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Script 2: Question 1 – The Furthest Distances I’ve Travelled and one other poem from the anthology.

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Script 3: Question 1 –The Furthest Distances I’ve Travelled and one other poem from the anthology.

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Script 4: Question 2 – Giuseppe and one other poem from the anthology.

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Exemplar Script Commentaries – Section A

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Script number

Examiner commentary and mark

Section A

Script 1 The Furthest Distances I’ve Travelled– Q1

This candidate has engaged with the question well as it applies to the named poem, and this answer begins in a promising manner with analysis of language and structure that hints at a strong response.

Unfortunately, the choice of second poem does not enable the candidate to develop their answer or make anything other than a generalised link between the texts, limiting the AO4 mark. Indeed, there is some misunderstanding of the chosen poem, which makes the argument drift and lose impact.

Taking a best-fit approach, this response was placed in Level 2, because of the clear analysis of the named poem, and was awarded 8 marks.

AO1, AO2 and AO4 – Level 2: 8 marks


This is an example of a good clear response, with knowledge shown of how meanings are shaped in the texts. The candidate takes a clear approach to the question, and a helpful choice of second poem help to develop a clear answer, with good connections made between the poems.

The tendency to slip into rehearsed phrasing – “purposeful use” – keep this from being a Level 4 response, where secure expression and consistency of argument are expected.

However, this candidate fulfils all aspects of a Level 3 response and was duly awarded 14 marks.



This candidate has fully engaged with the question and chosen a poem to help support and develop their overall argument. The effective connections made between the poems help to illuminate the candidate’s analysis of each text and demonstrate a real discriminating application and exploration of both. Critical understanding is shown of the writer’s craft with an evaluative approach to how form and structure contribute to the overall effectiveness of the poems, and perceptive comments made.

Occasional loose and repetitive language limit the candidate on AO1 and keeps this from being awarded full marks.

Nevertheless, this is a very able candidate, and they achieved 22 marks.


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Script number


Script 4 Giuseppe– Q2

This is a very brief and undeveloped response. Nevertheless, the candidate has engaged with the question and made a couple of relevant points and references to the text, beyond narrating the events. It can only be placed in Level 1, but marking positively, it was awarded 3 marks.



This is the work of a candidate who has taken a clear and straightforward approach to answering the question, establishing their argument in the opening paragraph. They make clear links between the poems with relevant examples used to support their approach, demonstrating a good response to the texts.

However, there no in-depth analysis of poetic techniques used, beyond a reference to alliteration, which makes this a little explanatory in places. Likewise, the expression and argument sometimes drift a bit, which limits the Level this answer can achieve.

Overall, this is a mid-Level 3 response and was awarded 12 marks.



This candidate has secure and confident expression as they engage with the question and formulate a clear and consistent argument. There is an integrated approach with both poems treated equally, and consistent and appropriate examples are used as the candidate develops their answer. There is analysis of language and structure which provides evidence of effective and consistent understanding of the writer’s craft.

It fulfils all aspects of Level 4, just lacking the perceptive and discriminating analyses and connections, which would tip it into Level 5.

Nevertheless, this is the work of a very able candidate, and was awarded 19 marks.


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Exemplar Scripts – Section B

Script 7: Question 4: Dr Faustus

Script 8: Question 3: Dr Faustus

Script 9: Question 10: The Importance of Being Earnest

Script 10: Question 9: A Streetcar Named Desire

Script 11: Question 9: A Streetcar Named Desire

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Section B

Script 7: Question 4 – Dr Faustus

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Script 8: Question 3 – Dr Faustus

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Script 9: Question 10 – A Streetcar Named Desire

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Script 10: Question 9– A Streetcar Named Desire

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Script 11: Question 9 – A Streetcar Named Desire

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Exemplar Scripts Commentaries – Section B

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Script number


Section B

Script 7 Dr Faustus Q4

This candidate has engaged with the question and demonstrates an awareness of the play and relevant contextual factors to help support their answer.

However, whilst they work through their response, there is very little understanding conveyed of this as a piece of drama, with references to the “reader” that demonstrate just a general understanding of the writer’s craft. Direct references to the play are quite limited as well, with some lapse of expression too, which keep this in Level 2.

The discussion of contextual information is a bit stronger, with awareness of Calvinism and the Great Chain of Being, though this doesn’t develop beyond straightforward explanation and interpretation.

AO1 and AO2 - Level 2: 7 marks


Script 8 Dr Faustus Q3

This is a candidate who demonstrates a strong knowledge of the text, keeping a clear focus on the question at all times. The argument is consistent and secure, just lacking the discriminative and perceptive flashes that would push it into Level 5.

There is a strong use of literary context to help develop the argument and a good offering of alternative interpretations, though not quite the evaluative approach that would put this at the top of Level 5.

Nevertheless, this is the work of an able candidate, who has produced a convincing and consistent response.



Script 9 A Streetcar Named Desire Q10

This candidate has approached the question in a straightforward manner. Clear points are made about the main characters which follow a straightforward view of the question and of the play, with decent and relevant examples from the play used to support.

There is an awareness of context and the use of a couple of critical viewpoints, but these are quoted rather than analysed and explored.

This was awarded a Level 3 mark.



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Script number



This is an interesting response, where the candidate begins to answer the question in a consistent and confident manner, engaging with the question and the dramatic presentation of masculinity, and exploring critical responses and alternative readings. Contextual information is also dealt with in a consistent way, with specific references used to develop this exploration.

The argument suffers from a lack of clarity once the candidate begins to discuss Blanche, with a loss of focus on the question.

However, this is still a Level 4 response, with a slightly higher mark for its application and exploration of relevant contextual factors.




This is the work of an incredibly able candidate who has done amazingly well to formulate and articulate such a confident, effective, convincing and critical response under exam conditions.

There is a real deftness to the lightness of touch which the candidate exudes whilst integrating critical understanding of the text, contextual details and alternative readings of the texts.

It was awarded full marks for all Assessment Objectives.



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