unit 1: the study of prose higher tier...agree that he is a pitiable character. reward candidates...

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General Certificate of Secondary Education 2011

English Literature

Unit 1: The Study of Prose

Higher Tier

[5110]

SPECIMEN

MARK SCHEME

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Introduction A variety of responses is possible and expected in English Literature, but whatever the chosen question, assessment should be based on the candidates’ responses to the following assessment objectives and their interpretation as set out below. Assessment Objective 1: Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. This will be conveyed by the candidate’s ability to: demonstrate knowledge and understanding of the text; understand and communicate explicit and implicit meanings; substantiate point of view by relevant reference, inference and deduction, using appropriate and

effective quotation as required; express convincing and supported personal responses, opinions and preferences; provide insights into characters, relationships, attitudes and values. Quality of written communication is also being assessed through AO1. This requires that candidates: ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear; select and use a form and style of writing appropriate to purpose; and, organise information clearly and coherently, using appropriate vocabulary. All mark grids include a descriptor under AO1 assessing QWC through reference to the structure/organisation of responses and accuracy in expression. Assessment Objective 2: Explore how language, structure and form contribute to writers’ presentation of ideas, themes and settings. This will be conveyed by the candidate’s ability to: comment meaningfully on the texts studied referring to the appropriateness of the form and

structure adopted by the writer; describe and appreciate the effectiveness of general and specific uses of language and stylistic

devices; appreciate changing mood, atmosphere and tone and comment upon how they are achieved. Every effort should be made to assess the work of the candidate positively. Examiners should annotate scripts and comment appropriately on points made and insights expressed. Annotation and the award of marks should be based on the appropriate assessment matrix.

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Arriving at a Final Mark Markers should use the general assessment matrix which sets out the broad criteria for the five mark bands in combination with the specific requirements set down for each question. Guidelines to Assessing AO2 in Candidates’ Responses to Prose (Higher Tier) Assessment Objective 2 requires candidates to “explore how language, structure and form contribute to the meanings of texts.” Key terms in the question: “With reference to the ways the named writer presents ...” Consideration of reactions Consideration of structure (e.g. “up to this point”, “as the novel progresses”) When assessing candidates’ responses to prose, some of the following uses of language and stylistic devices may be noted. (This list is neither prescriptive nor exhaustive, but is intended as a helpful guide to examiners.) - structure of the text: chapters, climax, sequential/chronological ordering, flashback, conclusion; - descriptive techniques (e.g. vocabulary choices, use of imagery and the senses); - creation of setting (e.g. time, place, mood); - creation of character (e.g. through narrator’s descriptions, use of dialogue, actions); - narration (e.g. omniscient narrator, 1st person narration, use of persona, autobiography); - cohesive elements (e.g. repetition of words or ideas, climax, suspense, sequential ordering): - use of punctuation and other typographical effects (e.g. italics, capitalisation, suspension points).

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Assessment Matrix – Higher Tier Unit 1 – Prose

Assessment Objective

Band 0 Mark 0

Band 1: Very Little [1]–[10]

Band 2: Emerging [11]–[18]

Band 3: Competent [19]–[26]

Band 4: Good [27]–[34]

Band 5: Excellent [35]–[40]

Begins to focus on question Begins to develop a response

Some focus on question Fairly developed response

AO1 Argument

Response not worthy of credit

Some writing about text or task Very basic level of accuracy in written expression and coherence of response. Form mostly appropriate

Attempt to focus on question Simple, straightforward, or limited response Assertion, basic conclusion, narrative or description Fairly sound level of accuracy in written expression and coherence of response. Form mostlyappropriate

Some argument

Competent level of accuracy in written

expression and coherence of response. Form mostly

appropriate

Sustained focus on question Reasoned response

Developed argument

An appropriate form of response which is clearly constructed and accurately expressed

Persuasive, coherent answer to the question set Evaluative response

Sustained argument

An appropriate form of response which is clearly constructed and expressed with fluency and precision

AO2 Form and Language

Response not worthy of credit

Simplistic comments about characters, settings and events Little or no awareness of structure, form or writer’s techniques

Some awareness of characters, settings and events Some awareness of structure, form or writer’s techniques Occasional reference to writer’s words

Comments on characters, settings and events Comments on structure, form or writer’s technique Some understanding of the writer’s use of language

Interpretation of characters, settings and events Some discussion on the effects of structure, form or writer’s techniques Meaningful comment on some stylistic devices, with the emergence of a critical vocabulary

Assured interpretation of characters, settings and events Developed discussion on the effects of structure, form or writer’s techniques Analysis of the writer’s language and style, using appropriate critical terminology

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1 Achebe: Things Fall Apart (a) With reference to the ways Achebe presents Ikemefuna’s life and death, show how far you

agree that he is a pitiable character. Reward candidates who can present a personal response and informed argument (AO1), backed up with understanding of the writer’s methods and intentions (AO2).

Band 0 None 0

Band 1 Very Little 1–10

Band 2 Emerging 11–18

Band 3 Competent 19–26

Band 4 Good 27–34

Band 5 Excellent 35–40 The following textual details may be used as supporting material. The words in bold may form part of an argument. The reasons why he has come to Umuofia: at the age of fifteen, Ikemefuna has been sent from Mbaino as part of compensation for the death of

a Umuofia girl; he is arbitrarily separated from his mother and sister: he “wept bitterly”; he was “very much afraid” when he first arrived in the village. His life with Okonkwo and his family: he adapts well to life in Umuofia; he becomes like an elder brother to Nwoye; he mesmerizes Nwoye with his story-telling; Okonkwo is pleased with Nwoye’s development and he credits this to Ikemefuna; he gradually becomes a popular figure in the household; Okonkwo grows fond of him e.g. they prepare seed-yams together; he reads to the two boys, they

all work on the compound together; his own home gradually becomes a distant memory, though he still misses his mother and sister. His death: the decision is made to kill him; just before his death, he childishly thinks of a reunion with his mother and sister; the song of boyhood reminds the readers of his innocence; in his moment of fear, he turns to Okonwko, whom he has come to see as a father-figure; sympathy may be evoked as he senses the inevitable doom: “And he was afraid to look back”; Okonkwo sacrifices him to salve his own pride. Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

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(b) With reference to the ways that Achebe presents the white missionaries in extract 1 and elsewhere in the novel, show how far you agree that they bring destruction to Umuofia’s way of life.

Reward candidates who can present a personal response and informed argument (AO1), backed up with understanding of the writer’s methods and intentions (AO2).

Band 0 None 0




Band 4 Good 27–34

Band 5 Excellent 35–40 The following textual details may be used as supporting material. The words in bold may form part of an argument. The treatment of the elders of Umuofia in the extract: Okonkwo opens the extract on a note of defiance towards the missionaries; the white man has

brought violence; an atmosphere of vehemence can be detected: “They would not be caught unawares”; the District Commissioner begins the conversation in a cordial manner; the District Commissioner acknowledges that “my men” are “ignorant” of the customs of the

village; the District Commissioner confidently declares that Umuofia is the “dominion of our queen”; the elders are fined; the elders are humiliated as their jailers shave their heads; the elders are treated in a barbaric manner- no food and are taunted; the treatment of the elders incenses Okonkwo with hate and fury. However some candidates may argue that the missionaries have brought a “peaceful administration” to the village. Indeed the white man asserts that he has civilised the ways of the village: “we have a court of law”. The massacre at Abame: Obierika recounts how “Abame has been wiped out”; the elders felt that the appearance of the “strange” (white) man would “break their clan and spread

destruction among them”; Obierika alleges that the three white men massacred those in the market, leaving a “great evil”; rumour spreads of the white man with “powerful guns”, and “strong drinks” who “took slaves”; Uchendu reflects on the white man and his beliefs: “what is good among our people is an

abomination with others”.

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The actions of the white missionaries elsewhere in the novel: Candidates will most likely refer to the sending of messengers to break up the meeting in Ch 24:

the head messenger orders “this meeting to stop”; the missionaries actively encourage the natives to “leave your wicked ways” and “false gods”; the missionaries’ influence increases as converts steadily increase; Okonkwo justifiably fears that the natives will “abandon their ancestors”; various rituals are destroyed: Mr Kiago ordered the “outcasts” to shave off their hair; the missionaries create division in Umuofia; the missionaries become more “self-assured and confident” in their endeavours to “civilise” the

village; the missionaries take great pride in the fact that Ogbuefiu joined them; the missionaries do not understand the customs of the village and try to eradicate them; Okonkwo sums up the impact the missionaries have had: “he has put a knife in the things that

held us together and we have fallen apart!” However some candidates may argue that the white man brings enlightenment as they encourage the villagers to leave their “wicked ways”. Candidate may also note that Nwoye is “captivated” by the missionaries. Other relevant textual detail includes: a school is set up to teach “young Christians” to read and write; a court of law is set up. Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

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2 Golding: Lord of the Flies (a) With reference to the ways Golding presents Simon in extract 2 and elsewhere in the novel,

show how far you agree that Simon is different from the other boys.


Band 0 None 0




Band 4 Good 27–34

Band 5 Excellent 35–40

The following textual details may be used as supporting material. The words in bold may form part of an argument.

In the extract: Simon doesn’t follow the other boys into the bathing pool; instead he goes to explore the island by

himself; unlike the other boys, he walked into the forest with “an air of purpose”; his eyes had “deceived” Ralph into thinking he was “gay and wicked”; his feet were bare “like Jack’s”; he is at ease with his surroundings as he walked with an “accustomed tread”; he demonstrates physical agility as he “picked his way up the scar”; he is attuned to the sounds of the island as he “cocked a critical ear”; he shows kindness to the “littluns” by collecting them fruit; he “turned away” from the boys, preferring to be on his own; he enjoys being “utterly alone”; he clearly communes with nature, “the creepers and the bushes were so close” to him; he becomes very much part of nature as his feet “left prints in the soft soil”.

The rest of the novel: he is smaller in height than Jack or Ralph; he has fainting fits which are a source of mystery to the other boys; he appreciates nature; he is not afraid of the dark; he is regarded by the other boys as “batty”, “queer”; he is less vocal than the other boys and finds it difficult to speak to the others: “dreadful feeling of

the pressure of personality”; New Testament parallels may be drawn and some may regard him as a “Christ-Like” figure, with

superior knowledge; he understands a great deal, e.g. he anticipates a rift between Ralph and Jack after the ship episode; he understands that there is no real beast and that the beast is part of everyone; he understands that the beast is simply a decaying parachutist.

However, he is a school-boy like the others; he attends the meetings; he collects wood; he is curious like the others, to explore the island.

Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

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(b) With reference to the ways Golding presents characters and events in the novel, show how far you agree that rescue becomes less important to the boys as the novel progresses.

Reward candidates who can present a personal response and informed argument (AO1), backed up with understanding of the writer's methods and intentions (AO2).

Band 0 None 0




Band 4 Good 27–34

Band 5 Excellent 35–40 The following textual details may be used as supporting material. The words in bold may form part of an argument. What the boys say about rescue: at first the boys rush to make a fire, but it sets fire to the forest and the boy with the mulberry

birthmark is presumed to have been burned alive in it; the signal fire is to be kept alight by Jack’s hunters; they let it go out (hunting was more alluring) and a ship on the horizon sails by with no knowledge

that anyone is on the island; it has to be relocated when the “Beast” is at the top of the island; after the boys divide into two factions, the signal fire is kept alight by Ralph and his few

supporters but only during the day; Jack’s tribe steal Piggy’s glasses to light their own cooking fires at Castle Rock, with the result that

the signal fire cannot be rekindled; Jack’s tribe set fire to the forest to smoke Ralph out, in order to kill him; ironically it is this island fire which is seen by the crew of the cruiser; Ralph says, “We ought to die before we let the fire out”. What Ralph says about rescue: knows that there are no unknown islands left; is adamant that “sooner or later a ship will put in here”; in the assemblies he continually talks of rescue (“We want to have fun. And we want to be

rescued”); at later assemblies he forgets what he was going to say (“The fire’s the most important thing on the

island, because, because ...” and it is Piggy who reminds him of “Rescue”). Differences and divisions amongst the boys: Jack’s obsession with hunting for survival, at the expense of rescue; Jack’s bullying tactics; Jack’s separatism; Jack’s need to be a leader with power; the hunters’ obedience to Jack; the hunters’ enjoyment of tribal togetherness (hunting, chanting, eating, safety in numbers); the hunters’ forgetfulness of their old lives; the hunters’ diminishing need to be rescued, and their increasing self-reliance; the twins’ coercion into joining Jack’s tribe.

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Argument may include: Ralph’s insistence on rescue throughout the book; Piggy’s encouragement; Simon’s conviction that Ralph will get back safely. Additional material may include the following: what is going on in the adult world loses importance for the boys; Golding’s use of climax (the deaths of Simon and Piggy, the hunting of Ralph, his imminent death,

and the ominous weather conditions); the shattering of the conch and what it represents. Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

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3 Greene: The Power and the Glory (a) With reference to the ways Greene presents the mestizo in extract 3 and elsewhere in the novel,

show how far you would agree that the mestizo is unreliable. Reward candidates who can present a personal response and informed argument (AOI), backed up with understanding of the writer’s methods and intentions (AO2).

Band 0 None 0



Band 3 Some 19–26


Band 5 Excellent 35–40 The following textual details may be used as supporting material. The words in bold may form part of an argument. What the mestizo says and does in the extract: he claims to be a kind of Samaritan, then a “good Christian”, but his protestations are “artificial”; the priest in his mind quickly applies the term “cheater” to him; he tells a series of untruths; he tries insinuatingly to draw compromising information from the priest; the priest realizes “he was in the presence of Judas”. Elsewhere in the novel The first meeting and the journey to Carmen: he follows the priest from La Candelaria across the river; the priest is described repeatedly as “uneasy”; soon he is certain he will be betrayed; the physical description of the mestizo (teeth, toes, scratching, spitting) provokes distaste; description of his manner (“chummily”, “ingratiating”, “whining”) ditto; probing questions about drink, the priesthood, his travelling companion’s way of life; accusations that the priest does not trust him; his feeling that he can cheat God (“…if he knew!”); his confession (“gross, trivial and grotesque”); he admits, in his fever, that he will betray the priest; the priest’s bleeding feet may be a reminder of the Judas situation. His behaviour as a police informer in the city jail: he accepts alcohol and shelter from the police in return for a promise to identify the priest; he speaks arrogantly and threateningly to the priest, whom he recognizes, but does not identify him

to the sergeant; he is described as knowing nothing of mercy: sparing the priest arises from self-interest – “Good

food, beer, company and this roof doesn’t leak”; he cannot trust his new masters, nor they him; he plans to betray the priest on a more profitable occasion; he is motivated only by greed “Why shouldn’t I have it all?”; he tries to create complicity with the priest, but his wink is “cunning and unreassuring”.

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His behaviour when he meets the priest at the Lehrs’, and afterwards: on his appearance at the Lehrs’ his smile of greeting is “doubtful and defensive”; he claims to be there “on an errand of mercy”, but this statement requires a “long breath” for its

utterance, betraying his insincerity; his manner is variously evasive, obsequious, threatening; at times he tells the truth: that he is tempted by the reward; customarily he lies: “the story had as many holes as a sieve”; “I don’t trust you,” says the priest; he protests when the priest gives money to the schoolteacher, and watches the departure of the paid

guide with “wistful greed” – his base motives are clear; the priest again has a clear perception of his impending betrayal; his falsity is seen by his reaction when the priest asks him if “they” will let him see the gringo; throughout, he is suspicious that the priest is trying to trick him, reflecting his own lack of

straightforwardness; the priest identifies the mestizo’s values at their final parting – “You can’t sell a blessing…… he

expected nothing else of anything human”. Some candidates may discuss Greene’s use of physical details in the presentation of the mestizo. These create disgust and guide the reader towards a moral judgement. On occasion (e.g. the mestizo’s fangs,) they have a symbolic value. Candidates may also show awareness that the nature of the mestizo is understood almost from the beginning by the priest. Attend carefully to any candidate who interprets the key term “unreliable” in an unusual sense i.e. that the one thing that can be relied on is betrayal. It is unlikely that the mestizo will draw much sympathy, but there are perhaps some grounds for an argument in his poverty (which he often and aggressively asserts), his illness, the degradation of his life and his awareness of the temptation which he faces. Also in his weeping after his confession in the forest hut. Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

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(b) With reference to the ways Greene presents the characters in the novel, show to what extent contact with the priest changes their behaviour.

Reward candidates who can present a personal response and informed argument (AOI), backed up with understanding of the writer’s methods and intentions (AO2).

Band 0 None 0



Band 3 Some 19–26




The Lieutenant: anti-clerical; he experiences a “natural hatred” for pampered and exploitative churchmen; puritanical, selfless and idealistic in his view of his work and of others; his rectitude is established by contrast with his venal and slovenly colleagues; interested in the people, not in individuals, not even in himself, “He was indifferent to his personal

future”; “Irritation”, “distaste”, “contempt” – such words are used of his attitude to others; he desires “real” work on behalf of the Revolution; he is ruthless – he implements his plan to take and shoot hostages; “A dapper figure of hate carrying his secret of love”; his affinity with the priest is strongly established – “There was something of a priest….a

theologian” in him; his gift of 5 pesos to the priest in the jail is given without warmth;

However, he allows the priest time with the gringo – “I am not a barbarian”; he insists that due legal process should be followed; he is disconcerted by the captured priest’s humility – his expectations are not being met; he is also surprised by the priest’s willing acceptance of his attacks on the Church; he admits, in debate that “We have our bad men”; he listens to the priest – the first time we have seen him listen to another in any real sense; he begins grudgingly to express a revised opinion of the priest: “If a man served me as well as

you’ve served [God], I’d recommend him for promotion”; his attitude resolves into a mixture of dislike, mockery and respect; “You aren’t a bad fellow. If there’s anything I can do for you…”; what he does for the priest: tries to fetch Father Jose, offers to transfer him from solitary

confinement; brings him brandy; tries to reassure him about the pain; administers the single shot at the execution. A grudging, unwilling change in attitude can be traced, especially in the conversations in Book 4. His repeated compromising of his duty at the end may draw comment.

The mestizo: the priest quickly realizes that he is in “the presence of Judas”; the mestizo is motivated by greed for the reward of 700 pesos; he is dishonest throughout, both to the police when he is acting as an informer and to the priest,

whom he leads into the Lieutenant’s trap; his values do not change – the priest’s words of dismissal are “You can’t sell a blessing”.

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Luis: he listens wearily and impatiently to his mother’s piously idealized stories; he is drawn to violent

heroics and death; his aspirations are attached to the glamour of the military, whom he watches with “excited and

hopeful eyes”; his fascination with the Lieutenant’s gun. However, contrasting behaviour in the final pages when he shows interest in his mother’s hagiography; he retains interest in violent heroics, but begins to assimilate ideas of heroism to the priesthood; spits on the Lieutenant’s revolver; his boredom and lethargy disappear on the arrival of the new priest. Expect clear understanding and explanation of change in Luis. These are the characters most likely to be considered. However, other characters, for example Mr. Tench, who felt “deserted” at the priest’s death, may be discussed. Arguments should be assessed according to their relevance to the Key Terms of the question. Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

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4 Lee: To Kill a Mockingbird (a) With reference to the ways Lee presents Calpurnia, show how far you agree that she is

important in the Finch household.


Band 0 None 0 Band 1 Very Little 1–10 Band 2 Emerging 11–18 Band 3 Competent 19–26 Band 4 Good 27–34 Band 5 Excellent 35–40


Her work in the house: Calpurnia’s work is to cook and serve the dinner; constant care of the children; she acts quickly and decisively at the time of the mad-dog incident; she is trusted to stay alone with the children when Atticus is away.

What Atticus says about her: Atticus defends her to Scout and makes it clear how he values her: “We couldn’t operate a single

day without Cal”; Atticus’s defence of her to his sister; Atticus’s lack of reserve with Calpurnia is noteworthy (e.g. when speaking of Mr Underwood’s

dislike of negroes); Atticus takes Calpurnia to break the news of Tom’s death to Helen Robinson.

Candidates may also refer to what she teaches Scout and Jem: Calpurnia has a role of educator of Scout in manners and discipline; she has played her part in Scout’s education; when deserted by Jem, Scout is received by Calpurnia in the kitchen, where she “began to think

there was some skill involved in being a girl”; her revelation of the life of the coloured community when she takes them to the First Purchase

Church; Calpurnia is obviously responsive to the developmental phases that the children go through, even if

she is not always openly sympathetic; her use of the phrase “my children”.

Additional material may include: she can speak in two differing manners; she defends them from Lula; her long association with the Finch family; the children’s growing loyalty to her, e.g. when Aunt Alexandra arrives; some conclusions may be drawn from the fact that it is Calpurnia, not Aunt Alexandra, who “finds”

the children in the courtroom.


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(b) With reference to the ways Lee presents the children and their father in extract 4 and elsewhere in the novel, show how far you agree that the children’s ideas about Atticus change.


Band 0 None 0 Band 1 Very Little 1–10 Band 2 Emerging 11–18 Band 3 Competent 19–26 Band 4 Good 27–34 Band 5 Excellent 35–40

The following textual details may be used as supporting material. The words in bold may form part of an argument. What Scout and Miss Maudie say about Atticus in the extract: Atticus is old and “feeble”; he is dull, compared to the fathers of Scout’s and Jem’s classmates, and could not possibly “arouse

the admiration of anyone”; his defending of Tom Robinson is an embarrassment; Miss Maudie challenges Scout’s idea of her father as old, and speaks of the “benefits of your

father’s age”; she mentions his skills at law, and playing checkers, and at the jew’s harp; what Miss Maudie says serves only to make Scout more “ashamed”. The mad-dog incident: Jem and Scout “nearly fainted” when Heck Tate handed his rifle to Atticus; after the shooting, Jem is left “paralyzed” with amazement; Jem is tongue-tied in front of his father: his admiration shows only when he becomes “vaguely

articulate”; Miss Maudie enforces the lesson about not taking pride in one’s God-given talents and Jem

reassesses his father as a “gentleman”.

The Tom Robinson case: the children become upset by the overheard remarks of townspeople about their father’s role in the

trial; the citizens’ deputation in the front yard: Jem’s tension and fear indicated by his scream and,

“They were after you, weren’t they?”; the incident at the jail: the children’s feeling of sick fear; overheard remarks at the courthouse door make Scout more thoughtful about Atticus’ actions; Jem’s admiration as he watches his father at work in the court-room; his excited identification with

his father’s arguments; Jem’s post-trial debates with his father: he now engages with his father on a more equal basis; fear returns to the children after Bob Ewell spits in Atticus’s face.

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Additional material may include: the importance of the reading sessions with Atticus, and Scout’s distress when these are threatened; Jem’s resentment when the Boo Radley game is forbidden: “I thought I wanted to be a lawyer but I

ain’t so sure now”; Jem’s determination not to let himself down before his father: “Atticus ain’t ever whipped me

since I can remember. I want to keep it that way”; Scout’s feeling of security as her father puts her to bed at the end of the novel. Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

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5 Orwell: Animal Farm (a) With reference to the ways Orwell presents Snowball in extract 5 and elsewhere in the novel,

show how far you agree that Snowball is an admirable figure in the Rebellion until his expulsion from the farm.


Band 0 None 0




Band 4 Good 27–34



What Snowball says and does in the extract: Snowball raises a flag to represent the green fields of England and the “future Republic of the

Animals”; Snowball was the most active in the debates; Snowball, along with the other pigs, always put forward the resolutions; Snowball organized the other animals into Animal Committees - he was “indefatigable at this”;

however these committees were generally failures - Napoleon in particular, takes no interest in them;

thanks to Snowball’s efforts, most of the animals become literate to “some degree”; Snowball simplifies the Seven Commandments to a single maxim for the benefit of the less

intelligent animals, but the birds did not understand Snowball’s long words; he reinvigorates the animals’ feelings of revulsion for man: “The distinguishing mark of man is the

hand…”

His actions elsewhere in the novel: he writes up the Seven Commandments; he enthuses the animals to get the harvest in faster than in Jones’s time; he is defiant as he tells Mollie there will be no more ribbons or sugar lumps; he burns the ribbons, symbolic of market days; he (and Napoleon) send out the message of the Rebellion to the neighbouring farms; he studied an old book of Julius Caesar and takes charge of the defensive operations at the Battle of

Cowshed; his bravery and heroism is evident during the Battle of the Cowshed as he “flung his fifteen stone

at Jones’s feet”; the other animals declare him “Animal Hero, First Class”, following his display of strength at the

battle.

Candidates may also refer to his strengths and weaknesses: he was “quicker in speech” than Napoleon; Snowball, along with the other pigs with their “superior

knowledge” naturally assumed the leadership of the farm; an effective public speaker as he often won over the majority of the listeners during the meetings; practical and forward thinking as he “talked learnedly about field drains, silage”; innovative in his planning of the windmill which all the animals looked at except Napoleon who

urinated on the documents; at his final meeting, it looked as if he was about to win over the animals, such was the

persuasiveness and “growing eloquence” of his speech.

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His weaknesses: in spite of his enthusiasm and drive, his committees were a general failure; Napoleon was better at quietly canvassing; he is not considered to have the same “depth of character” as Napoleon; he is presented in an unfavourable light as he agrees with the pigs’ use of the milk; he does not notice Napoleon’s steady rise to power or the use he makes of the dogs; Snowball’s verbal “eloquence” could never control the animals as Napoleon’s dogs do; his ruthlessness, while not as extreme as Napoleon is shown in: “The only good human is a dead

one”; Snowball is too much of an idealist to effectively lead the animals.

Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section.

Use the Assessment Matrix.

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(b) With reference to the ways Orwell presents the lives of the pigs and other animals, show how far you agree that equality for the animals was impossible.


Band 0 None 0




Band 4 Good 27–34

Band 5 Excellent 35–40 The following textual details may be used as supporting material. The words in bold may form part of an argument. Candidates may refer to the following: The differences between the pigs and the other animals: the pigs sit at the front of the meeting with old Major; the other animals depend on the pigs - the revolution is driven by them from the beginning; the pigs are the more intelligent animals - they teach themselves to read and write while some of

the animals such as Benjamin refuse to and others are unable to; animals like Boxer perform all the arduous tasks while the pigs take on less demanding duties; equality can be questioned when the animals notice that the milk has gone missing; life for the animals becomes “harsh and bare” while the pigs “were putting on weight”.

Napoleon’s rise to power: Napoleon had a “reputation of getting his own way”; Napoleon removes the puppies to create his own secret police to terrify the animals into obedience; Napoleon quickly takes advantage of the steadfast faithfulness of the animals such as Boxer; Napoleon terrorizes the animals - the bloodbath and executions; with Napoleon in charge the animals “fed no better than they had done in Jones’s day”. The increasing power of the pigs: Snowball and Napoleon dominate the early meetings; Squealer and Napoleon exploit the less intelligent animals - Squealer explaining why the pigs

should have the apples and milk; the debates and elections are abolished, taking away the animals’ rights to an opinion; orders are

now given out at the Sunday meetings; Squealer carefully controls any information they give the animals; the animals are brainwashed and manipulated by the pigs: Boxer even blames himself for the

bloodshed; the pigs twist the Seven Commandments - “A too rigid equality in rations… would have been

contrary to the principles of Animalism”; the principles of the revolution were perverted: “some animals are more equal than others”; by the end of the novel, the animals have no control over their lives and life has reverted back to

the misery of Manor Farm.

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Additional material might include: there are dreams of equality based on old Major’s dream; old Major sets out principles which are quickly violated; he states that their lives on the farm have been “misery and slavery”; he states that the animals have been exploited; his dream is based on their freedom and equality; to the very end, the animals never gave up hope, none of the old dreams had been abandoned. Credit any other valid suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

102

6 Steinbeck: Of Mice and Men (a) With reference to the ways Steinbeck presents Candy in extract 6 and elsewhere in the novel,

show how far you agree that Candy is a pitiable character.


Band 0 None 0




Band 4 Good 27–34



In the extract: Carlson demands that Candy removes the dog from the bunkhouse; Candy feels he has to apologise for the smell; the old dog has been with Candy for a long time; it is his only companion; Candy “squirmed uncomfortably” when Carlson suggests shooting the dog; Candy speaks “softly”, the dog is a sensitive topic; Candy looked “helplessly” at Slim; Candy feels inferior to Slim “for Slim’s opinion was law”; Candy is clearly in a hopeless position as he looked for “help from face to face”- but receives no

support from the others; Candy tries to divert Carlson’s attention with the letter; Candy watches Carlson “uneasily”; Candy tries to delay Carlson from shooting the dog but to no avail, so he capitulates to Carlson.

Elsewhere in the novel: Candy is an old, crippled man who has lost his hand; he cares for his dog even when it is a burden to him; Candy is an inherently passive man; he displays his emotions through lack of action rather than through effecting change; he is entirely dependent on others; however he does manifest an interest in others and does share a dream with George and Lennie; Candy suggests pooling money primarily because he knows that it will mean that George will look

after him; he makes derogatory comments about Curley’s wife, “lousy tart”; he worries that the death of Curley’s wife will destroy his chances of buying land with George and

Lennie.

Expect a range of arguments on Candy, from those who see him portrayed as a decaying man meant to inspire the pity of those around him to those who feel that his negative attitude to Curley’s wife loses him some sympathy. Some candidates may discuss the parallels between Candy and his dog, a virtually worthless animal.

Candy serves as a guide to the ranch society for George and Lennie. He also serves as a detached observer. However some may see him as nosy and meddlesome.


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(b) With reference to the ways in which in Steinbeck presents the ranch workers, show how far you agree that their lives are lonely.

You should refer to at least two characters from the novel. Reward candidates who can offer a personal response and informed argument (AO1), backed up with understanding of the writer's methods and intentions (AO2).

Band 0 None 0




Band 4 Good 27–34

Band 5 Excellent 35–40 The following textual details may be used as supporting evidence. The words in bold may form the basis of an argument. George: speaks repetitively/hypnotically/hauntingly of loneliness: “guys like us … are the loneliest guys

in the world. They got no family. They don’t belong no place …”; he feels he has to lie and tell the boss (who has asked intrusive and insulting questions) that Lennie

is his cousin, rather than admit he needs the company; he describes the life of migrant workers: how the migrant workers are always moving from ranch

to ranch, make some money, “blow their stake” and move on to another ranch; he and Lennie arrive at a very lonely spot, with no habitation for miles around, with the name

Soledad indicating loneliness; he plays solitaire, a symbol of loneliness, when Lennie is not around; he needs Slim’s understanding at the end of the novel, but even that is viewed with suspicion

(“now what the hell ya suppose is eatin’ them two guys?”). Candy: he observes that “... a guy on a ranch don’t never listen nor he don’t ast no questions ...”; he is a useless cripple who cannot do the same work as the other ranch hands; he is too old to go out with the other ranch hands; his only companion is his dog; he allows it to be shot without putting up a fight for it, and with no one to side with him against

Carlson; he quickly latches on to the “dream”, perhaps as a way out of loneliness and as a means of assured

companionship and usefulness. Crooks: he is coloured which automatically segregates him as a victim of racial prejudice; he is not permitted to sleep in the bunk house with the others; he has a happy childhood, in contrast with his present lonely life; he prefers to he on his own; he is left behind when the other workers go to town; he is abused by the Boss, the butt of jokes and games; he is forced to live in an isolated shack.

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Arguments for and against loneliness may include some of the following: company: whereas Crooks prefers his own company, Candy wants only his old dog. George needs

to have someone for company; homeless: they are all homeless; reasons: Candy’s loneliness is because he is old, Crooks’s loneliness is because of his colour,

George’s loneliness (even with Lennie as companion) is that he is constantly running away, unable to make lasting friendships;

relationship with women: they are all wary of Curley’s wife and want nothing to do with her; George goes to the whorehouse;

the future for each man may be considered (e.g. George may find lasting friendship with Slim and stay on at the ranch, or he may just drift and live a monotonous and lonely life like the other migrant workers, Candy will continue on at the ranch, but it is doubtful if Slim’s pup will take the place of his old dog, Crooks is trapped in his solitary life, but whether he is unhappy when he has his books and memories may be considered);

popularity: George is viewed with suspicion; Crooks is a different colour; Candy is too old. Credit any other suggestions. Use of Language and Stylistic Devices/Literary Techniques, in response to the Key Term “presents”, see Guidelines at the start of the section. Use the Assessment Matrix.

unit 1: the study of prose higher tier...agree that he is a pitiable character. reward candidates...

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