1. Unit 2, Literature: marking guide
Monday, 17 September 2018

2. Planning your response.
In this paper there are different foci for marking between the CONTEMPORARY text (NLMG) and the HERITAGE text (Inspector calls).
The marking for NLMG rests on AO1&2
The marking for the Heritage text on AO1,2&4
This can be found on page 104 of the current WJEC syllabus.

3. The exam There are three questions on each book.
1 is a passage for analysis and carries 10 marks
The other two are a choice – both require you to write about the novel or to show empathy. You choose which you will answer.
You will answer 4 questions in all and it is suggested that you spend roughly 20 minutes on the passage and 40 minutes on the essay.

4. The Assessment Objectives
AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations
AO2 Explain how language, structure and form contribute to writers' presentation of ideas, themes and settings
AO4 Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times

5. In determining the appropriate mark band and fine-tuning to a specific mark for parts (ii) & (iii) you should give twice as much weight to AO2 as to AO1.
Put another way, the contents of your essay outweigh the quality of your written English in this examination.

6. Critical response to texts (AO1) Language, structure and form (AO2)
Nothing written, or what is written is totally irrelevant to the text or not worthy of credit.
rely on a narrative approach with some misreadings; make a personal response to the text.
may make generalized comments about stylistic effects.
Errors in grammar, punctuation and spelling and lack of structure are likely to impede communication on
occasions. There will be little evidence of specialist vocabulary.
display some understanding of main features; make generalised reference to relevant aspects of the text, echoing and paraphrasing; begin to select relevant detail.
are able to recognize and make simple comments on particular features of style and structure.
Expression will be reasonably clear and the answer will have a basic structure. Grammar, punctuation and spelling will contain errors but these will not be intrusive; use of specialist vocabulary will be limited and/or not always appropriate.
make more detailed reference to text;discuss thoroughly, and increasingly thoughtfully, characters and relationships; probe the sub-text with increasing confidence; select and evaluate relevant textual details; understand and demonstrate how writers use ideas, themes and settings to affect the reader; convey ideas clearly and appropriately.
see how different aspects of style and structure combine to create effects; show increasingly clear appreciation of how meanings and ideas are conveyed through language, structure and form.
Expression will be mainly clear and fluent and the answer will be quite well structured. There will be some errors in spelling or punctuation; specialist vocabulary will be used mainly appropriately.
make increasingly assured selection and incorporation of relevant detail; are able to speculate/offer tentative judgements; are able to evaluate characters/relationships and attitudes/motives; at the highest level, consistently handle texts with confidence, have an overview and ability to move from the specific to the general
convey ideas persuasively and cogently with apt textual support.
show appreciation of how writers use language to achieve specific effects; make assured exploration and evaluation of the ways meaning, ideas and feeling are conveyed through language, structure and form; at the highest level, make assured analysis of stylistic features.
Expression will be clear and fluent and the answer will be well structured. There will be few errors in grammar, punctuation and spelling; specialist vocabulary will be used appropriately.

7. Don’t panic!
Examiners are instructed to credit direct reference, which may take the form of direct quotation, or the use of other types of evidence. This direct reference and detailed knowledge (required for Band 3 and above) is shown through confident use of names, specific details, paraphrase, and very short, embedded quotations (a word or two, a phrase at the most).

8. Typical tasks
Essays – character • Write about the relationship between and and how it is presented. • What do you think of and the way s/he is presented to the reader? • Imagine you are At the end of the novel/play, you think back over its events. Write down your thoughts and feelings. Remember how would speak when you write your answer. • In your opinion, who or what had the greatest influence on ? Support your answer with detailed reference to the text. • Show how is affected by • To what extent is it possible to feel sympathy for ? Remember to support your answer with detailed reference to the text. • How is the character of important to the novel/play as a whole? • Show how and why the character of changes throughout the novel/play. • To what extent ( is someone responsible, etc. ) • Give advice to the actor playing on how s/he should present the character to an audience. Also..... Theme-based questions, such as: • How does present the theme of in ? Questions focusing on the title, such as: • Why do you think called the novel/play ? • To what extent do you find an effective title for the novel/play? Questions focusing on specific incidents and their importance, such as: • How is important to the novel/play as a whole?