2.  Candidates who achieved this standard most commonly demonstrated the following skills and knowledge. › Familiarity with the text › Evidence of engagement with the text › Ability to command language suited to analysis › Ability to use the key words in the question to structure an answer › Some use of accurate terminology › Appropriate selection of quotations and evidence from the text.

3.  Candidates who did NOT achieve this standard lacked some or all of the skills and knowledge required for Achievement. They also commonly: › Relied on prepared essays addressing topics from previous years › Confused the 2008 questions with questions from previous years › Retold plot › Did not understand terminology related to the study of extended texts e.g. “setting” and ‘impact’ › Failed to answer both parts of the question or unevenly addressed the parts of the question’

4.  Analyse how ONE main character or individual changed to become more (OR less) admirable.  Analyse how features of ONE important section made it particularly effective.  Analyse how the writer presented a positive OR negative view of humanity and / or society.  Analyse how ONE OR MORE symbols were used to present an important idea or ideas.  Analyse how a text strengthened or changed your opinion of a particular topic or issue.  Analyse how the resolution of a main conflict was important to the text as a whole.  Analyse how the beginning of the text created a strong impression of at least ONE character or individual.  Analyse how at least ONE setting helped develop an important theme.  Analyse how surprise and / or humour helped the writer communicate an important message.

5.  Analyse how internal and/or external conflict were important to the text. Note: “internal conflict” means conflict within a character/individual, and “external conflict” means conflict between different characters/individuals or groups.  William Shakespeare’s Macbeth is a tale of contrasts and conflict; of the struggle between vice and virtue, good and evil, and the fight for a natural order. Conflict is the major driving force for the play – in particular, it is Macbeth’s internal battle which draws it out to its conclusion.

6.  Analyse how internal and/or external conflict were important to the text. Note: “internal conflict” means conflict within a character/individual, and “external conflict” means conflict between different characters/individuals or groups.  John Green’s Looking for Alaska is a story of self acceptance. One of the main characters, Miles Halter (Pudge),embarks on this journey of self acceptance and encounters tough decisions with conflicting points of view along the way. He must decide to participate in life and accept himself. For we see the consequences through the contrasting character Alaska Young.

7.  Conflict that is important to the text. › Pudges’ decision to participate in life, internal conflict, “I thought for a long time that the way out of the labyrinth was to pretend that it didn’t exist.” “I go to seek a Great perhaps.” “So I don’t have to wait until I die to start seeking….” If you never try anything you can never truly live (coming of age genre) › Alaska could not accept herself, internal conflict, “you smoke to enjoy it, I smoke to die.” “Damn it how will I ever get out of this labyrinth.” “A child can still call 911” Shows result of not accepting yourself you self destruct. Symbolism the Labyrinth. › Pudge trying to deal with guilt and grief, internal conflict. “And then I felt much better because she had not died at all” “I choose the labyrinth, the labyrinth blows but I choose it.” Contrast between Pudge and Alaska, dealing with guilt and grief to accept yourself.

8. Analyse how ONE OR MORE symbols were used to present an important idea or ideas.  What are the key words?  How does the question relate to your novel?  Write a plan that links to both parts of the question.  Make sure you include evidence (quotes).  Every point you make should be supported by at least one technique. Technique – Detail – Evidence.

9.  Labyrinth, Alaska and her self destructive nature – Self acceptance is crucial.  Labyrinth, Pudge and his views it as life, positive view. Participate in life.  Labyrinth, symbolic of life the choices you make and the consequences. Journey of self acceptance self discovery etc coming of age genre.  Swan, Symbolic of Alaska, graceful and elegant at a glance, but can bite you on the bum. Don’t judge a book by it’s cover.  Culver Creek boarding school symbolic of Miles’ great perhaps. Journey of self discovery.  Eagle, All seeing predatory, trying to catch Alaska, Pudge, Colonel, Takumi. Rebellion and Consequences to your actions.  Last Words. Pudge wanted to live life to its fullest last word say a lot about how people lived – Idea Journey of self discovery, Great Perhaps.  Great Perhaps, Symbolic of how they live their lives. Journey of Self discovery.

11.  Analyse how you learned about the inner feelings of a main character. Note: Character can refer to an individual in a non-fiction text.  Analyse how the ending left you with a clear sense of the writer’s purpose.  Analyse how the setting(s) influenced the characters’ actions and attitudes. Note :Characters can refer to individuals in a non-fiction text.  Analyse how important incidents helped you understand a main theme or issue.  Analyse how language techniques were used to deepen your understanding of the writer’s purpose(s). Note: language techniques could include: symbolism, imagery, dialogue, soliloquies, colloquialisms, etc.  Analyse how the structure of the text was designed to hold your interest from start to finish.