easter english literature revision tasks · part (b): level mark descriptor – bullets 1, 2 and 3...

Easter English Literature Revision

Tasks:

Name: _____________

This booklet is split into different sections based on topics in your exam. You should interleave your

revision between different tasks.

You can switch between literature and language booklets.

To complete the Poetry Revision, you will need your Poetry Knowledge organiser and access to the

Google Drive – if you do not have access to this then ask your teacher for a printed version of the

unseen poems

Remember to revise in 20-25 minute chunks for maximum impact – some timed tasks may take

you longer though. Please make sure you choose your tasks carefully as some require you to have

completed previous tasks. Interleaving your revision is very important if you are to remember more

information and details. These tasks are not exhaustive but are sufficient to help you revise

effectively over the Easter break.

If you have any questions, then write them down to bring to lessons after the holidays.

Jekyll and Hyde Revision Tasks:

TOP TIP:

Complete the tasks or complete a full answer question.

Mark your responses using the success criteria and mark schemes.

Compare with a partner’s response and discuss what you can improve.

Part a):

Part b): You DO NOT need context.

English Literature (Paper 2): 19th

Century Novel and Poetry Since 1789 Section A:

The Strange Case of Dr Jekyll and Mr Hyde:

Part A: Extract Question: 20 marks: AO2: 25 minutes

A Make three to four separate points in three separate paragraphs

B Use a number of short embedded quotations from the extract to support each

point

C Analyse the language used in each quotation

D Analyse and give the effect of at least one structural feature (punctuation,

repetition, interruptions, sentence types/constructions)

E Include the effects of individual words and phrases on the audience

F Link your analysis back to the question (keywords) either at the start or the end

of each point

G Use subject specific terminology (metaphor, simile, hyperbole, juxtaposition etc.)

H Use grammatical terminology (verb, adverb, adjective, imperative verb, noun,

superlative, comparative, noun phrase, modal verb, preposition, pronoun)

English Literature (Paper 2): 19th Century Novel and Poetry Since 1789 Section A:

The Strange Case of Dr Jekyll and Mr Hyde:

Part B: Whole text question: 20 Marks: AO1: 30 minutes

I Write about three separate points linked to the question (keywords) ideally from

different parts of the text

J Write a paragraph for each of your points

K Include a quotation or a detailed reference to text in each paragraph – from memory

L Explain how your points link to the question

M Analyse each quotation – include the effects of individual words and phrases on the

audience

N Use evaluative phrases to introduce your points

O Use a critical academic writing style

To revise for Part A:

Task 1)

Read and annotate the question below carefully.

Read the extract fully.

Plan a response making 4 clear points.

You can repeat this process for any extract in the novella.

1. In this extract, how does Stevenson the impact of Hyde’s actions on Utterson?

In this extract from Chapter 2, Utterson dreams of Mr Hyde before

deciding he must attempt to meet him.

Six o 'clock struck on the bells of the church that was so conveniently near to

Mr. Utterson's dwelling, and still he was digging at the problem. Hitherto it had

touched him on the intellectual side alone; but now his imagination also was

engaged, or rather enslaved; and as he lay and tossed in the gross darkness of

the night and the curtained room, Mr. Enfield's tale went by before his mind in a

scroll of lighted pictures. He would be aware of the great field of lamps of a

nocturnal city; then of the figure of a man walking swiftly; then of a child running

from the doctor's; and then these met, and that human Juggernaut trod the child

down and passed on regardless of her screams. Or else he would see a room in

a rich house, where his friend lay asleep, dreaming and smiling at his dreams;

and then the door of that room would be opened, the curtains of the bed

plucked apart, the sleeper recalled, and lo! there would stand by his side a figure

to whom power was given, and even at that dead hour, he must rise and do its

bidding. The figure in these two phases haunted the lawyer all night; and if at any

time he dozed over, it was but to see it glide more stealthily through sleeping

houses, or move the more swiftly and still the more swiftly, even to dizziness,

through wider labyrinths of lamplighted city, and at every street-corner crush a

child and leave her screaming. And still the figure had no face by which he might

know it; even in his dreams, it had no face, or one that baffled him and melted

before his eyes; and thus it was that there sprang up and grew apace in the

lawyer's mind a singularly strong, almost an inordinate, curiosity to behold the

features of the real Mr. Hyde. If he could but once set eyes on him, he thought

the mystery would lighten and perhaps roll altogether away, as was the habit of

mysterious things when well examined. He might see a reason for his friend's

strange preference or bondage (call it which you please) and even for the

startling clause of the will. At least it would be a face worth seeing: the face of a

man who was without bowels of mercy: a face which had but to show itself to

raise up, in the mind of the unimpressionable Enfield, a spirit of enduring hatred.

Mark Schemes: Part (a):

Level Mark Descriptor – bullets 1 and 2 = AO2 (20 marks)

0 No rewardable material

Level

1

1-4 Identifies and explains effect on the reader of one of the following:

Word/language device (language).

How extract is ordered/sentence types/structural device (structure).

The way it is written/narrative perspective or style (form).

Level

2

5-8 Identifies and explains effect on the reader of two of the following:

Word/language device (language)

How extract is ordered/sentence types/structural device (structure.)


Level

3

9-12 Identifies and explains effect on the reader of one of all of the following:




Level

4

13-

16

Details effects on readers of all of the following:




Uses four or five terms correctly such as ‘symbolism’ (language),

‘imperative’ (structure) and ‘epistolary’ (form).

Level

5

17-

20

Interrelates effects on readers of all of the following:

Word/language devices (language).

How extract is ordered/sentence types/structural devices (structure).


Uses more than 5 terms precisely such as ‘oxymoron’ (language), ‘sibilance’

(structure) and ‘limited omniscient narrative’.

Task 2) Memorise these quotations on the theme of secrecy in Jekyll

and Hyde:

1: "This is a matter I thought we had agreed to drop." Jekyll

2. "I cannot say that I care what becomes of Hyde; I am quite done with him.”

Lanyon

3. “The door which was equipped with neither bell nor knocker, was blistered

and distained”

4. ‘like some disconsolate prisoner, Utterson saw Dr. Jekyll’ Utterson seeing

Jekyll at the window

5. "Do you think I do not know my master after twenty years?” Poole

Task 3)

Now pick one of the two questions below to answer as a Part B question

whole text question.

Remember, you should plan your answer before you start writing and pick the

best 3-4 points. Use the success criteria on the previous pages and the mark

scheme below after you have completed the task.

1. In this extract, Stevenson presents the theme of Science in the novel.

Explain how science is portrayed elsewhere in the novel.

In your answer you must consider:

The ways in which characters interact with science

The way in which science is viewed by the characters

OR

2. In this extract, Stevenson presents the theme of ambition.

Explain how ambition is portrayed elsewhere in the novel.

In your answer you must consider:

How different characters show ambition

The effects of ambition on these characters

Part (b):

Level Mark Descriptor – bullets 1, 2 and 3 – AO1 (20 marks)

0 No rewardable material

Level

1

1-4 One point about the novel.

Makes sense.

One mention about what happens or a theme.

Level

2

5-8 Tells a bit of the story from two parts which relate to the task.

Is clearly written.

Uses evidence or a quotation.

Level

3

9-12 Explains importance of three different parts of the novel.

Makes an interpretation of the novel.

Relates closely to task and uses at least three bits of evidence and

quotations.

Level

4

13-16 Considers the importance of at least three different parts in relation

to the task.

Develops interpretations by considering alternatives and deeper

meanings.

Selects quotations and references carefully and well.

Level

5

17-20 Interrelates the importance of at least three different parts of the

novel in relation to the task.

Makes critical interpretations by arguing different interpretations

throughout.

Embeds precise quotations and references which support argument.

Task 4) Memorise these quotations about Jekyll in Jekyll and Hyde:

1. “For two good reasons, I will not enter deeply into this scientific branch

of my confession.” (Jekyll)

2. “The most racking pangs succeeded: a grinding in the bones, deadly

nausea, and a horror of the spirit” (Jekyll)

3. O poor old Harry Jekyll, if ever I read Satan's signature upon a face, it is on

that of your new friend." (Utterson talking about Hyde/Jekyll)

4. "Some day, Utterson, after I am dead, you may perhaps come to learn the

right and wrong of this. I cannot tell you." (Jekyll)

5. “I bring the life of that unhappy Henry Jekyll to an end." (Jekyll)

Task 5) Complete this question:

Use the exam success criteria and mark scheme.

From ‘Search for Mr Hyde’ – Utterson confronts Hyde at his door in Soho.

[Utterson] "Will you let me see your face?" asked the lawyer.

Mr. Hyde appeared to hesitate, and then, as if upon some sudden

reflection, fronted about with an air of defiance; and the pair stared

at each other pretty fixedly for a few seconds. "Now I shall know you

again," said Mr. Utterson. "It may be useful."

"Yes," returned Mr. Hyde, "it is as well we have, met; and a propos,

you should have my address." And he gave a number of a street in

Soho.

"Good God!" thought Mr. Utterson, "can he, too, have been thinking

of the will?" But he kept his feelings to himself and only grunted in

acknowledgment of the address.

"And now," said the other, "how did you know me?"

"By description," was the reply.

"Whose description?"

"We have common friends," said Mr. Utterson.

"Common friends?" echoed Mr. Hyde, a little hoarsely. "Who are

they?"

"Jekyll, for instance," said the lawyer.

"He never told you," cried Mr. Hyde, with a flush of anger. "I did not

think you would have lied."

"Come," said Mr. Utterson, "that is not fitting language."

The other snarled aloud into a savage laugh; and the next moment,

with extraordinary quickness, he had unlocked the door and

disappeared into the house.

The lawyer stood awhile when Mr. Hyde had left him, the picture of

disquietude. Then he began slowly to mount the street, pausing every

step or two and putting his hand to his brow like a man in mental

perplexity. The problem he was thus debating as he walked, was one

of a class that is rarely solved. Mr. Hyde was pale and dwarfish, he

gave an impression of deformity without any nameable malformation,

he had a displeasing smile, he had borne himself to the lawyer with a

sort of murderous mixture of timidity and boldness, and he spoke

with a husky, whispering and somewhat broken voice; all these were

points against him, but not all of these together could explain the

hitherto unknown disgust, loathing, and fear with which Mr. Utterson

regarded him. "There must be something else," said the perplexed

gentleman. "There is something more, if I could find a name for it.

God bless me, the man seems hardly human! Something troglodytic,

shall we say? or can it be the old story of Dr. Fell? or is it the mere

radiance of a foul soul that thus transpires through, and transfigures,

its clay continent? The last, I think; for, O my poor old Harry Jekyll, if

ever I read Satan's signature upon a face, it is on that of your new

friend."

a) Explore how Stevenson presents the feelings between Utterson

and Hyde in this extract.

Give examples from the extract to support your ideas.

(20)

b) In this extract, Utterson worries about his friend.

Explain how worries are portrayed elsewhere in the novel.

In your answer, you must consider:

what worries the characters have.

how the worries are expressed.

(20)

(Total for Question 3 = 40 marks)

Romeo and Juliet Revision Tasks:

Task 1) To revise Part A:

Task: Revise the plot and characters by identifying extracts that you could use

to answer the questions below. Read the extracts and decide on a start and

end point. Plan a response by annotating the extract you have identified.

The list of questions is not exhaustive; feel free to create your own.

1. In this extract, how does Shakespeare present the theme of violence?

2. In this extract, how does Shakespeare present the character of Friar

Lawrence as a confused man?

3. In this extract, how does Shakespeare present relationships which are

broken?

4. In this extract, how does Shakespeare represent Juliet’s emotions?

5. In this extract, how does Shakespeare present humour?

Task 2)

Use the success criteria and mark schemes to help you answer the following

questions. Proofread, compare them with a friends and mark them when

complete:

English Literature: Paper 1, Section A: Part A: Extract Based -

AO2 (20 Marks): 30 minutes

A Plan your answer before you begin writing

B Make three separate points in three separate paragraphs

C Use a quotation from the extract to support each point

D Analyse the language used in each quotation

E Analyse the structure (punctuation, rhythm, repetition) at least twice

F Include the effects of individual words and phrases on the audience

G Link your analysis to the question (keywords) either at the start or the

end of each point

H Use subject specific terminology (metaphor, oxymoron, contrast,

alliteration, rhyme, iambic pentameter…)

I Use grammatical terminology (verb, adverb, adjective, imperative verb,

noun, superlative, comparative, noun phrase, modal verb, preposition,

pronoun)

Mark Schemes: Part (a):

English Literature: Paper 1, Section A: Part B:Whole text

Question AO1 (15 marks), AO3 (5 marks): 25 minutes on Part B

J Plan your answer before you begin writing

K Write at least three separate points linked to the question (keywords)

ideally from different parts of the play

L Write a paragraph for each of your points

M Explain how your point link to the question

N Include short embedded quotations or a detailed references to the text in

each paragraph – from memory

O Explore quotations and references in relation to the question

P Make at least two references to context (interweave these into your

points)

Q Explain the importance of the theme/character in your point by thinking

about the effect on the audience/what they learn from the part you have

explored.

R Use evaluative phrases to introduce your points

Practice question: Edexcel – Shakespeare Romeo and Juliet

You should spend about 55 minutes on this section.

You should divide your time equally between parts (a) and (b) of the question.

From Act 1, scene 1, lines 68-90

In this extract, the Prince is addressing the people of Verona who have been fighting.

PRINCE

Rebellious subjects, enemies to peace,

Profaners of this neighbour-stained steel,--

Will they not hear? What, ho! you men, you beasts,

That quench the fire of your pernicious rage

With purple fountains issuing from your veins,

On pain of torture, from those bloody hands

Throw your mistemper'd weapons to the ground,

And hear the sentence of your moved prince.

Three civil brawls, bred of an airy word,

By thee, old Capulet, and Montague,

Have thrice disturb'd the quiet of our streets,

And made Verona's ancient citizens

Cast by their grave beseeming ornaments,

To wield old partisans, in hands as old,

Canker'd with peace, to part your canker'd hate:

If ever you disturb our streets again,

Your lives shall pay the forfeit of the peace.

For this time, all the rest depart away:

You Capulet; shall go along with me:

And, Montague, come you this afternoon,

To know our further pleasure in this case,

To old Free-town, our common judgment-place.

Once more, on pain of death, all men depart.

a) Explore how Shakespeare presents the Prince as angry in this extract.

Refer closely to the extract in your answer. 20 marks

b) In this extract we see the Prince trying to stop the feud from breaking out on

the streets of Verona.

Explain the importance of the feud elsewhere in the play.


• where the feud is shown;

• the reasons for the feud breaking out.

20 marks

Task 3) Memorise these quotations on the theme of violence in

Romeo and Juliet:

1. “from ancient grudge break to new mutiny” (Prologue)

2. “Peace? I hate the word.” (Tybalt)

3. “To strike him dead I hold it not a sin.” (Tybalt)

4. “These violent delights have violent ends.” (Friar Laurence)

5. “A plague o’ both your houses.” (Mercutio)

Task 4) Practice question

Edexcel – Shakespeare Romeo and Juliet

You should spend about 55 minutes on this section.

You should divide your time equally between parts (a) and (b) of the question.

From Act 1, scene 2, lines 81-100.

In this extract, Benvolio is trying to convince Romeo to go to the Capulets’

masked ball that evening.

BENVOLIO

At this same ancient feast of Capulet's

Sups the fair Rosaline whom thou so lovest,

With all the admired beauties of Verona:

Go thither; and, with unattainted eye,

Compare her face with some that I shall show,

And I will make thee think thy swan a crow.

ROMEO

When the devout religion of mine eye

Maintains such falsehood, then turn tears to fires;

And these, who often drown'd could never die,

Transparent heretics, be burnt for liars!

One fairer than my love! the all-seeing sun

Ne'er saw her match since first the world begun.

BENVOLIO

Tut, you saw her fair, none else being by,

Herself poised with herself in either eye:

But in that crystal scales let there be weigh'd

Your lady's love against some other maid

That I will show you shining at this feast,

And she shall scant show well that now shows best.

ROMEO

I'll go along, no such sight to be shown,

But to rejoice in splendor of mine own.

a) Explore how Shakespeare presents Benvolio and Romeo’s attitude to

Rosaline in this extract.

Refer closely to the extract in your answer. 20 marks

b) In this extract we see friendship between Romeo and Benvolio.

Explain the importance of friendship elsewhere in the play.


• where the friendship is shown;

• the importance of the friendship.

20 marks

Task 5) List as many things as you can about life in Elizabethan

England which are shown in Romeo and Juliet:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Journey’s End Revision Tasks:

Task 1) Revise context: List as many things as you can about elements of

Trench Life in WW1 which are referenced in Journey’s End:

1.

2.

3.

4.

5.

Find the answers to the following questions and ensure you check and revise the

answers:

6. What year is Journey’s End set in?

7. What battle was the play set during?

8. What was the outcome of this battle?

9. What year did the play first appear on stage?

10. What did the audience at the time of the first production think?

11. What type of theatre does Sherriff use?

Task 2)

Create cue cards for each character and include:

- 3 x quotations that show different sides of the character (they could be their own

dialogue or said about them or stage directions)

- A summary of the character

- Their first line

- Their final appearance in the play

Task 3) Complete plans and answers for either of the following questions:

English Literature: Paper 1, Section B: Whole Text Question: 50 minutes: 40

Marks: AO1: AO3: AO4

A Plan your answer before you begin writing

B Write a short introduction referencing the focus of the question

C Write about three separate points linked to the question (keywords) ideally from

different parts of the play

D Write a paragraph for each of your points

E Include short embedded quotations or a detailed reference to text in each paragraph

F Explain clearly how your points link to the question

G Analyse each quotation/reference – include the effects of individual words and

phrases on the audience

H Make at least two references to context (interweave these carefully into your points)

I Use evaluative phrases to introduce your points

J Use a critical academic writing style throughout (avoid use of ‘I’)

- Mark your responses using the success criteria and mark schemes.

Compare with a partner’s response and discuss what you can improve.

H Write a brief conclusion referencing the points you have argued throughout your

essay

An Inspector Call’s Revision Tasks:

Task 1) Short answer questions:

1. What is the significance of having one location for the entire play?

2. How are Mr and Mrs Birling presented? In what ways are they similar? Different?

3. How do Mr and Mrs Birling feel about their two children, Sheila and Eric? Does this

change over the course of the play?

4. Why is Mr Birling particularly pleased about the engagement between Sheila and Gerald?

5. What reason does Gerald give Sheila for not seeing her over the summer?

6. What reasons does Mr Birling give for why there is not going to be a war? What is the

significance of this?

Task 2) Exam Style questions:

1. How does Priestley present the Inspector in An Inspector Calls?

Write about

How the Inspector interacts with the different characters

How the Inspector contributes to the play as a whole

2. How does Priestley represent chivalry in An Inspector Calls?

Write about

Instances where characters do and do not act in a chivalrous way

How Priestley’s representation of chivalry contributes to the play as a whole

3. How does Priestley explore attitudes towards industry and commerce in An Inspector

Calls?

Write about

How industry and commerce are presented in the play

How the different characters respond to the issues surrounding industry and

commerce

Poetry Revision Tasks:

Task 1) Check through your anthology for any missing poems. Use the

link: http://bit.ly/EdexcelPoetry

to help you annotate, understand and write about these poems.

Task 2) Write a one sentence line to explain the theme of each poem.

Task 3) Use your Relationships poetry knowledge organiser to create

cue cards for each poem.

Task 4) Plan responses for the two questions below:

A. Reread La Belle Dame Sans Merci. Choose

one other poem from the relationships cluster.

Compare how unrealistic relationships are presented in both

of the poems.

In your answer you should consider:

The poet’s use of language structure and form

The influence of the context in which the poems were

written

A. Reread A Complaint. Choose one other

poem from the relationships cluster.

Compare how broken relationships are presented in both of

the poems.

In your answer you should consider:

The poet’s use of language structure and form

The influence of the context in which the poems were

written

http://bit.ly/EdexcelPoetry

Task 6) Write a comparison essay for one of the questions.

One way to structure your response is to ensure that you make

comparisons throughout your essay:

1. Introduction

2. Main body Paragraph #1 Meaning of the peom – Text A and

B

3. Main body Paragraph #2 Language used in the poem

(including imagery) – Text A and B

4. Main body Paragraph #3 Structure in the poem– Text A and

B

5. Conclusion

Remember each of your paragraphs will be made up of:

What is the poet saying?

How have they shown this?

Why have they used these devices/words?

Compare to the other poem using a connective: However,

Similarly, In contrast…

Repeat What, How, Why for the second poem.

Unseen Poetry Revision:

Task 1) Pick a poem from the Conflict section of your anthology and

annotate for 5 language and structural features

Task 2) Repeat this process for a poem from the Time and Place

section of your anthology

Task 3) Go to: http://bit.ly/EdexcelPoetry and open the document

called ‘Unseen Poetry Pairings’. Complete the comparison questions

using the poems on this document.

http://bit.ly/EdexcelPoetry

easter english literature revision tasks · part (b): level mark descriptor – bullets 1, 2 and 3...

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