Examiners’ Report

June 2019

IGCSE English Literature 4ET1 01

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June 2019
Publications Code 4ET1_01_1906_ER

All the material in this publication is copyright

© Pearson Education Ltd 2019

2 IGCSE English Literature 4ET1 01

Introduction
Introduction

The International GCSE English Literature (4ET1 01) paper comprises of three parts:

Section A: Unseen poetry (20 marks)

Section B: Anthology poetry (30 marks) and

Section C: Modern Prose (40 marks)

Paper 1 is externally assessed and the total available marks is 90.

Paper 1 carries 60% of the total weighting for the International GCSE.

This is a 'closed book' examination; however, candidates are provided with a clean copy of the
anthology poems for the examination.

The most popular Anthology question was Question 2. There were about a third of candidates who
chose to answer Question 3.

The most popular prose text was, once again, Of Mice and Men. Question 6 was slightly more
popular than Question 7. The second most popular text was To Kill a Mockingbird and Things Fall
Apart was third favourite. There are still very few entries for The Joy Luck Club, but the number of
responses to The Whale Rider has increased slightly.

Centres are asked to remind their students about writing their responses in the correct area of the
answer booklet and to check that they have checked the correct question number. It does not
matter which order our candidates attempt the questions, but they must make sure that responses
are written in the correct area of the answer booklet.

The full range of marks was awarded for this paper, but there were very few gaining marks in Level
1. Most candidates gained marks in Level 3 or above. There were some extremely good responses
that were above and beyond expectations at this level.

The feedback received from examiners has been very positive.

We had a dedicated team of examiners dealing with responses written in the wrong areas of the
answer booklet and this team marked complete papers. One examiner summarised her findings as
follows:

"I was able to see whole scripts, so will comment on general observations. Some candidates did not
leave sufficient time for the prose section with evidence of truncated or overly brief responses. This
did not serve them well bearing in mind the distribution of marks across the paper. Some
candidates did the prose section first with a number working backwards through the paper. This
worked for some, but meant that for others, little time was spent on the unseen poem. A number
of candidates did not refer to context details in their answers to Section C or added 'tack on'
paragraphs to their essays. The best answers integrated details of context into their arguments and
offered sensitive views on the significance of particular points. Quotations were used thoughtfully
in many of the best responses, especially in terms of Section B answers and a number of
candidates did very well, especially on Sections B and C."

IGCSE English Literature 4ET1 01 3

 Question 1
Section A: Unseen Poetry

Poem: A Cottage in the Lane by Brian Patten

Question 1: Explore how the writer presents the cottage and its inhabitants in this poem.

This was a very successful poem. A full range of marks was awarded and candidates fully engaged
with the poem. Feedback received has, on the whole, been very positive.

Examiner comments include:

"This was a great poem choice. Many candidates could quickly engage with the aspects of wildlife.
The old woman's role was sometimes confused and less able candidates were not sure if the
woman was dead. More able candidates were empathic to the situation of living and dying alone.
was a poem that differentiated, allowing meaningful responses across the complete marking
spectrum."

"Higher level candidates deduced the animal’s control in the cottage and their dominance. The
almost arrogant air of the wildlife’s indifference to the old lady who either engaged or was
disinterested in her world were commented upon. They knew the house was theirs' was often cited
as an example. This is where the poem shifts into the sparse living of the old lady and the sadness
of her death. The italics of the 'For Sale' board were noticed as an example of the reality of the sale
of the cottage, as opposed to the 'ghostly' world the old lady now inhabits. The metaphor of the
'flag of surrender' which indicates the cosy world of the wildlife is about to change. More able
candidates also linked 'flag' with military connotations and the conquest achieved. The tragedy of
the 'pest controller's snare' was linked to the sudden realisation that the wildlife seemed so
appealing at the start of the poem, but now they have become vermin to be destroyed. The social
status of the occupancy of the cottage is now about to change, with the 'green wellied weekenders'
who were identified and the alliteration commented upon for emphasis. Other language comments
included the choice of the verb 'prowl' and how it further emphasises how these new potential
buyers are just looking at the plot of land. The final two lines of the poem were often commented
upon really well. Despite the explanation in the glossary, many cited 'dynasty' as a regal term
mirrored with 'held court'. The haunting final line, in its simplicity, was cited with its matter-of-fact
tone, which suggests a new dynasty of occupants will soon inhabit the cottage."

"This was a good choice of poem and almost all the candidates had something relevant to say
about it. There were some excellent readings picking up the images of the 'ghost in waiting', and
the 'dynasty of toads' with many candidates seeing the entire structure of the poem and its greater
message of time/change/destruction/ impermanence. There were some pleasing moments as
some of the best candidates achieved answers that were almost publishable in their fluency and
sensitivity. At the other end of the scale, there was something that students could write about. It
wasn't there to catch them out."

"Generally, a nice question and an approachable poem. Most students were able to pick up the
subject matter of the poem, although some were confused by the word 'ghost' and thought that
the woman was a ghost haunting the house. Many only focused on the first half of the poem (the
woman and the animals) and missed the point about the change of tone and the sale of the house.
There was some feature spotting, particularly with asyndeton, and over-use of the word 'diction'
when the word 'word' would have sufficed - teachers need to ensure they teach students to use
clarifiers when students use the term 'diction'. There was varying success in analysis of structure,
although many strayed towards the narrative."

4 IGCSE English Literature 4ET1 01

"Some excellent responses considered the time scales. Most candidates commented on the
'dynasty of toads' and referred to that showing that they had ruled the cottage and then lost out to
the humans. There were some good responses to the flag analogy, although some of the weaker
candidates were confused about the significance of what it meant. Candidates responded well to
the fact that the lady was alone although there was some confusion as to whether she was still alive
or not."

"Almost all candidates seemed to understand the message of the poem. Most candidates could
pick out at least some simple language features and a lot focused on the woman and animals in the
poem. Answers were sound and showing development in meaning and effect. There was less
comment on structure and some comments lacked specific focus and meaning."

"This was a poem that invited a range of responses which many candidates engaged with positively.
However, there were a number of candidates who either misread or half read the poem, and
therefore, came to some strange conclusions. Not reading the poem carefully led to partial
understanding. Many wrote well about the main ideas of the poem about the harmony and the
imminent change brought about by the upcoming sale of the cottage. A surprising number thought
it was a good thing and that the cottage was a wreck and would now be looked after. A few thought
it was a metaphor for colonisation."

"Candidates seem to be generally well-prepared for the unseen poem and are able to write about
language and structure with detailed reference to the text, but terms are misapplied sometimes. At
times, an overforensic approach blinds candidates to the more obvious aspects of the text. There
were candidates who were so taken by the word 'dynasty' and went on to talk about the royalty
that must have lived there and actually described the cottage as a 'big beautiful house' thus
demonstrating the dangers of seeing words in isolation."

"Frustrating were the responses that offered promise, but failed to cover the entire poem, and
thereby, failed to fully understand its meaning."

IGCSE English Literature 4ET1 01 5

 We shall now look at some exemplars. We have included three examples of responses for the
Unseen Poetry section. Our first exemplar is a Level 3 response.

6 IGCSE English Literature 4ET1 01

In this response, the candidate demonstrates a sound understanding of
the poem. The candidate begins with some comments in relation to
structure and the use of 'long compound sentences' and continues with
some language points including the use of specific verbs and nouns. There
is appreciation of how both the cottage and woman are 'lonely and
isolated' and that the woman is 'dead mentally, but not physically'. Not all
areas of the poem have been considered, but understanding is clear. More
coverage could have qualified this response for a mark in a higher level.

Level 3, 10 marks

Remind candidates to write their responses in the correct area of the

answer booklet.

IGCSE English Literature 4ET1 01 7

 Our second exemplar gains a mark in Level 4.

8 IGCSE English Literature 4ET1 01

IGCSE English Literature 4ET1 01 9
 In this response, the candidate engages with the poem and begins to offer
some thoughtful interpretation. There is recognition that the lady has died
of 'old age' and that she was possibly 'distant from other people' and
lonely. This is then juxtaposed with the 'joyful' wildlife that share the
cottage with her. Comment is made about the use of enjambement,
rhythm, simile and tone. There is one 'grey' area about the animals feeling
'relieved of her death', but there is recognition that the animals know they
must leave before they are caught in the 'pest-controller's snare'.

The candidate demonstrates a thorough understanding of the poem, but

more points could have been included.

Level 4, 14 marks

When responding to the unseen poem, candidates should show the

examiner that they understand what the poem is about.

A useful acronym to use is AIM: About, Idea and Method - Say what the
poem is about, explain the poet's ideas, why it has been written or what
the poet's message is and explain how the poet has used language and
structure to convey these ideas.

10 IGCSE English Literature 4ET1 01

Our final exemplar gains full marks.

IGCSE English Literature 4ET1 01 11

12 IGCSE English Literature 4ET1 01
IGCSE English Literature 4ET1 01 13
 This is a comprehensive response that explores the complete poem. The
candidate comments on the use of free verse and immediately comments
on how the cottage is isolated and deserted and how the 'weekenders' are
'disruptive and harmful'. There is comment about the tone of the poem
and how specific words and phrases are used for effect, such as the use of
coupling 'knew or cared'. The candidate incorporates a wide range of
terminology throughout the response with confidence. This is not a
'feature spotting' response, as the terminology is used to support the
points made. Some perceptive points are made, such as the woman not
being named and how the poet uses light to suggest a peaceful setting.

Level 5, 20 marks

Use a range of evidence from throughout the poem to formulate Point,

Evidence, Explain (PEE) paragraphs.

Another very useful acronym is PETER: Point, Evidence, Technique, Effect

on Reader - as this addresses the points in the mark grid.

14 IGCSE English Literature 4ET1 01

Question 2
SECTION B: Anthology poems

Question 2: Compare the ways the writers present concerns about society in Prayer Before
Birth and Half-caste.

The majority of candidates attempted this question with confidence and enthusiasm. Half-caste is a
favourite from the collection, and it is clear that candidates enjoy writing about it. This was a more
popular option that the alternative Question 3 and a full range of marks was awarded. The vast
majority of candidates successfully compared the two poems and almost all candidates wrote
about them both.

Examiner comments include:

"This was the most popular question in this section. I think the security of having two named poems
proves a safer choice than one other poem you are not that confident with. The focus on the
question topic 'concerns about society' was mostly adhered to, rather than just providing a
comparison. The more common style of comparison focused on one poem then the other, but
more able candidates made a point in one poem and then linked it with the other. There were only
a small number of Level 2 responses. There was some accurate use of subject terminology, which
seems to get more varied and sophisticated each year. Analysis of form and structure was evident
in most responses."

"The concerns of society in each poem that is so differently expressed was apparent in many
responses. The empathy towards the unborn child was often expressed in a moving way."

"Focus on language analysis, tone and structure was evident and ideas were supported with well-
selected succinct quotations, often a feature of Level 4/5 responses. The free verse structure in
‘Half-Caste' with Afro-Caribbean patois and the ‘Yu’ pronoun enabling an accusatory tone were all
identified. Many candidates thought if the poem 'Prayer Before Birth' was viewed as a side image it
represented the heartbeat of the unborn child. Agard’s conclusion that wholeness will be restored if
you are prepared to listen to the rest of the story, was easy identified. The intimidating and
sarcastic and satirical tone were ever present in responses."

"The best candidates again saw a bigger picture: the individual against society; the individual
retaliation, etc."

"Students generally fared well, and treated both poems equally, although there was sometimes
surface level comparison, where students used comparative connectives but did not actually
express points that were linked. However, there was a good focus on the steer and most students
knew the poems well. There was less feature spotting in this question, and some insightful
comments, especially regarding tone in 'Half-Caste'. There were some nice ideas on structure in
'Prayer Before Birth', and many students talked about the size of stanzas showing the gestation of
the baby."

"Understanding of the poems was good overall; most knew the main points of the poem and key
linguistic features. I saw a lot of able responses to this question. There were also some contextual
points made although these are not marked. Most comparison points were relevant to the question
and there was some strong analytical focus in the more able students. This response was more
popular than Question 3."

IGCSE English Literature 4ET1 01 15

 "Both 'Prayer before Birth' and 'Half-caste' leant themselves to this topic and many candidates
demonstrated good knowledge and understanding of both poems. Some tended to employ empty
phrases such as 'exceptionally situated stanzas' and struggled to make specific comparisons."

“The best responses did not attempt line-by-line comparisons and dealt with each poem at some
length first. While context is not strictly necessary, the candidates who offered some background
knowledge of the poets were able to present more fluent and reasoned arguments."

16 IGCSE English Literature 4ET1 01

Two exemplars are included for Question 2.

IGCSE English Literature 4ET1 01 17

18 IGCSE English Literature 4ET1 01
IGCSE English Literature 4ET1 01 19
20 IGCSE English Literature 4ET1 01
This is a maturely expressed response that begins by identifying the use of
a 'frank declarative', 'the confrontation exclamation' and 'caustic humour
to add sarcasm' within the first few lines. There is an assured and
perceptive understanding of both poems conveyed throughout the
response and the candidate explores the use of dialect, narrative form,
imperatives, pronouns, anaphora and more. There is some balance of
coverage and a wide range of points has been considered.

The candidate meets the criteria in the mark grid - there is a cohesive
evaluation of the inter-relationship of the language, form and structure,
the response compares and contrasts the two poems and there is
discriminating use of examples.

Level 5, 30 marks.

IGCSE English Literature 4ET1 01 21

 Advise candidates to try and write equally about the two poems. There
should be a balance of coverage.

22 IGCSE English Literature 4ET1 01

Our second exemplar is awarded a mark in Level 3.

IGCSE English Literature 4ET1 01 23

 The candidate begins by making a comment in relation to form, with one
poem being a 'prayer' and the other being a 'speech' and goes on to
consider how one speaker seeks protection from society while the other
scolds society for 'those who discriminate'. The candidate continues by
providing other comparative points, but ideas are not sustained. A closer
analysis of language would have benefited this response further.

Level 3, 15 marks

24 IGCSE English Literature 4ET1 01

Candidates do not have to include a wide range of poetic terminology.
Demonstrating an understanding of specific words and phrases is more
important.

IGCSE English Literature 4ET1 01 25

 Question 3
Question 3: Compare how the writers present a moment in time in Blessing and one other
poem from the anthology.

Like Question 2, this question received some very good responses and the full range of marks was
awarded. Some candidates compared with very relevant poems, such as Piano, Half-past Two or War
Photographer, but some candidates chose a poem that was difficult to use and compare.

Examiner comments include:

"This was not such a popular choice as candidates had the dilemma of needing to know Blessing
well and then being about to parachute their favourite and confident poem into the question."

"Comparison coverage of both poems present, but responses became repetitive when desperate.
Terminology was employed easily."

"Blessing is a poem that appears to be well learned and candidates responded well to the question.
From the opening simile to the concluding sun metaphor, there was real engagement with the joy
of the water and how that moment in time had been longed for. The concluding lines of the poem
were well understood, and there was an empathy for the children."

"Question 3 attracted a number of responses. Blessing was paired most often with War
Photographer, which was a successful choice. Other poems chosen included Half-Past Two and
Piano. Hide and Seek and Poem at Thirty Nine were also seen. Candidates were very confident writing
about Blessing and understood Dharker’s extended metaphors and structure. Some candidates
became too engrossed when writing about the length of poems or about the shape of the poems
on the page and overplaying the significance of this. As in Question 2, some genuine comparisons
were seen alongside some answers that were effectively separate essays about two poems."

"The choice of second poem often seems to dictate success with this question. Few candidates
managed to fully explore the idea of a moment in time - some changed it to how time is important.
Choices that tended to lead to success included War Photographer, Piano and Half-Past Two. Less
successful were comparisons with In Search of my Tongue and Half-caste."

"Really well-answered and the love shown for this poem argued for the author being made Poet
Laureate: moving and focussed explorations of language on this poem which went well with Piano,
Half-Past Two and Hide and Seek. Not so much with If-."

"This was a less popular choice, but the responses were generally able. No unusual comparison
choice poems were seen. There was a good focus on linguistic points and comparison although
some focused more on subject matter comparisons and did not expand on this particularly. As with
Question 2, there was some focus on context at times with the second poem and structural points
lacked the detail and depth of linguistic points. Effect on the reader was sustained generally
throughout."

26 IGCSE English Literature 4ET1 01

Our first exemplar for Question 3 is a Level 2 response.

IGCSE English Literature 4ET1 01 27

28 IGCSE English Literature 4ET1 01
This is a largely narrative and descriptive response that compares Blessing
with Half-past Two. Some relevant points have been made, but there is
very little comment in relation to the language, structure and form of the
two poems. A closer analysis is required in order to qualify for a mark in
Level 3.

Level 2, 11 marks

Avoid simply retelling the 'stories' of the poems. Comment in relation to

language, form and structure is required.

IGCSE English Literature 4ET1 01 29

 Our second exemplar is a Level 4 response.

30 IGCSE English Literature 4ET1 01

IGCSE English Literature 4ET1 01 31
32 IGCSE English Literature 4ET1 01
In this response, the candidate compares Blessing with If-. The candidate
begins with a brief overview of the two poems and goes on to consider
structural points. Language points are made and supported with relevant
examples and their effects on the reader are considered. The candidate
sytematically works through both poems and links ideas back to the
question. The response is focused and detailed and the answer is
sustained. Throughout the response, the candidate has demonstrated a
thorough understanding of the poems and has included some thoughtful
comments. More could have been included and some ideas could have
been explored a little more, but the candidate has fully engaged with the
question.

Level 4, 22 marks

Remember to link ideas back to the question.

IGCSE English Literature 4ET1 01 33

 Question 4
SECTION C: Modern Prose

Question 4: To Kill a Mockingbird

Explore the importance of Tom Robinson in this novel.

This question produced some very perceptive and cohesive responses. Most candidates tracked
Tom’s progress through plot involvement and his interaction with other characters. Tom’s death
contrasted against the views of the missionary circle ladies. Weaker responses tended to explore
too many examples of Tom’s involvement in the novel, but did not cover any in detail. Better
responses were more selective and often analysed Tom’s relationship with Atticus and Mayella
Ewell. There were a number of detailed, personal responses that recognised the kindness and
quiet, unassuming character that Tom was. There was strong sense of injustice conveyed over the
way Tom was the victim of disproportionate violence leading to his death by 'seventeen bullets'.
There was more focus on the bildungsroman and how it educates Scout and Jem in the horrors of
racism and its dire consequences. Many candidates commented on the integrity within Atticus,
which makes him take on the trial. Many candidates used apt and succinct quotations, which is
impressive with a 'closed book' examination. The use of accurate quotations or paraphrasing
supported and demonstrated the high levels of knowledge and understanding.

Examiner comments include:

"This was a good question and many students focused well on it. There was a good coverage of
context in this question, although a lot of the same contextual points were repeated, and many
used Tom as a focus on how he, and his trial, affected other characters. Some students drifted into
focusing too much on the concept of Mockingbirds, rather than Tom specifically."

"Candidates seemed to be able to access this question well, with close focus on the character and a
range of plot developing moments. Contextual response was generally sustained and detailed
making seamless links between the character and the writer or social context. This question was
the preferred choice for candidates studying this text."

"Many candidates demonstrated excellent knowledge of the text and in particular the trial and
importance of this character to the overall themes in the novel. Quoting was generally very
accurate and enhanced the arguments put forward."

"There is a tendency to write lengthy contextual detail, which threatens to make the response a
history essay. It is a skill to refer to context within the discussion. All candidates were outraged and
showed great sympathy for this character, and the wrongs he endured due to the racism of the
town. A familiar path of quotes and events were employed, and candidates might be encouraged to
write about less well known examples."

34 IGCSE English Literature 4ET1 01

There are two exemplars for this question.

IGCSE English Literature 4ET1 01 35

36 IGCSE English Literature 4ET1 01
This is a brief response that begins to consider the character of Tom
Robinson. There is a paragraph explaining why Tom can be considered a
mockingbird and the second briefly considers how he is 'unfairly
convicted'. The final paragraph becomes a little narrative. The response is
rather succinct and ideas could have been developed further. More
examples and details would have benefited this response. There are some
contextual points.

Level 2, 15 marks.

Remember that evidence can be examples from specific episodes or

events in the novel. Responses do not have to include quotations but, if
used, they can be paraphrased.

IGCSE English Literature 4ET1 01 37

 This second exemplar is a Level 4 response.

38 IGCSE English Literature 4ET1 01

IGCSE English Literature 4ET1 01 39
40 IGCSE English Literature 4ET1 01
The candidate begins by identifying that Tom is a victim of prejudice,
discrimination, inequality and an unjust society. The following paragraphs
deal with these and the candidate maintains focus on the question. Ideas
are supported with contextual points and evidence. The response is
sustained and some thoughtful personal comment is included. More
detail, such as Tom's relationship with Mayella, would have benefited this
response; however, a thorough understanding is demonstrated.

Level 4, 30 marks

Context is assessed in this part of the paper. Remember, context should

support the points made and not be included in a separate paragraph.
Context should not outweigh evidence from the novel.

IGCSE English Literature 4ET1 01 41

 Question 5
Question 5: To Kill a Mockingbird

In what ways is friendship significant in To Kill a Mockingbird?

This question was not as popular as Question 4. Some candidates produced excellent responses
and explored a range of friendships. Others seemed to struggle with the question and did not
comment on the relationship between Scout, Jem and Dill.

Examiner comments include:

"Very few candidates wrote on this, but one memorable comment was about the function of
friendship and how this 'helped to achieve tolerance and acceptance in the microcosm', which was
a very good point."

"This was a surprisingly less popular question to Q4. There were many insightful comments on
perhaps the unusual bond of friendship between Jem and Scout. I liked comments on Boo’s pitiful
attempts at friendship with the children with his gifts. The strength of his friendship when he saves
Jem and Scout from Bob Ewell reinforces Boo’s more positive life at the end of the novel."

"I enjoyed the key messages of empathy illustrated in Dill and Scout, racism in Tom and Mayella,
and courage in Mrs Dubose and Jem. More subtly how each friendship slowly developed, despite
some initial barriers: Dill the outsider, Tom a black man, and Mrs Dubose’s cantankerous
personality.

42 IGCSE English Literature 4ET1 01

Included here is an example of a Level 3 response.

IGCSE English Literature 4ET1 01 43

44 IGCSE English Literature 4ET1 01
The candidate mentions a wide range of friendships in the novel,
including: Mrs Dubose, Dill, Boo Radley, Walter Cunningham and that
between Atticus and his children. All are valid ideas, but none are explored
in any detail. There are some references to context and some general
comments that would have been better had these ideas been supported
with specific examples from the novel. The candidate demonstrates a
sound knowledge and understanding of the novel and there is relevant
personal engagement.

Level 3, 23 marks

IGCSE English Literature 4ET1 01 45

 Support ideas with examples from throughout the novel.

46 IGCSE English Literature 4ET1 01

Question 6
Question 6: Of Mice and Men

Explore the character of George in this novel.

This was the most popular question in the prose section. A full range of marks were awarded and
candidates fully engaged with the question.

Examiner comments include:

"This question was well answered and candidates displayed detailed knowledge of the character.
There some examples of over-simplification or exaggerated qualities at times. This led to George
exhibiting ‘caring’ and ‘fatherly’ traits and few discussed the advantages George got from the
relationship with Lennie. A small number referred to Aunt Clara and the genesis of George and
Lennie’s relationship."

"Quotations were often used accurately and enhanced the points made. This is a novel candidates
seem to engage with. The contextual detail is not always integrated and is over simplified at times."

"Many astute comments included: he is sexist but is not racist; he is not perfect; he sacrifices his
own dream for Lenny’s quick death and the dream (still achievable practically without Lennie) dies.
In some candidates' responses, there was a tendency to drift from one subject to another. Many
used Steinbeck’s own background as a migrant worker to good use and his own comments on
Curley’s wife though they still saw her through George’s perspective as a 'rattrap'."

"This was a very popular question as the familiarity of the character would have been easy to
access. The refinement of integrating context into theme has really improved, far less 'dust bowl',
'the crash' but more of 'the loneliness of the itinerant workers is evident in his unfulfilled dreams'."

"Some examples followed a format of plotting George’s interaction with the ranch characters.
Weaker responses just concentrated on Lennie's and George’s relationship.

IGCSE English Literature 4ET1 01 47

 There are three exemplars for this question. The first is a Level 2 response.

48 IGCSE English Literature 4ET1 01

IGCSE English Literature 4ET1 01 49
50 IGCSE English Literature 4ET1 01
In this response, there are some generalisations and some inaccuracies.
The response tends to be rather narrative and some points are not clearly
conveyed, although we can understand the point the candidate is trying to
make. The candidate tends to retell the story where George and Lennie
feature. There are some brief references to context and some knowledge
and understanding of the novel are demonstrated. Some evidence of a
personal response is included and there are some relevant examples.

Level 2, 13 marks

If film adaptations are used to support teaching and learning, it is

important to remind candidates that their responses are based on the
novel(s) they have studied - not the films. There are some differences and
directors often include additional scenes that do not appear in the novel(s)
studied.

IGCSE English Literature 4ET1 01 51

 Our second example is a Level 3 response.

52 IGCSE English Literature 4ET1 01

IGCSE English Literature 4ET1 01 53
 The candidate begins by commenting that George is 'smart and
hardworking' and continues by saying that he has 'to take care of Lennie'.
There is appreciation that George 'loves Lennie very much' and that
George, like others, is lonely. There is recognition that George is
'emotionally hurt' when he shoots Lennie. There are some less secure
points, but a sound knowledge and understanding of the character is
demonstrated. There is relevant personal engagement and a little context.

Level 3, 18 marks

As a starter activity, try getting students to list the key episodes or events
where a character features in the novel.

54 IGCSE English Literature 4ET1 01

Our final exemplar for Question 6 is a Level 5 response.

IGCSE English Literature 4ET1 01 55

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 The candidate begins by identifying that George is a 'caring, strong and
hardworking individual' and supports this with a contextual point. There is
some consideration about the description of George in the first chapter,
how he loses his temper with Lennie and in order to pacify him, George
tells him about their dream. The candidate goes on to consider George's
positive friendship with Slim and his contrasting negative views of Curley's
wife. Towards the end of the response, the candidate explores the final
chapter when George shoots Lennie. The concluding paragraph
summarises why George is an important character in the novel and how
the reader understands that what he has done was 'the right thing'. This
response is demonstrating an assured understanding of the character and
examples are drawn from throughout the novel. There are no
'discriminating' points, but the response is worthy of a mark in Level 5.

Level 5, 34 marks

Use the format of other questions for other texts as a guide to possible
alternative wording of future questions.

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Question 7
Question 7: Of Mice and Men

How important are plans for the future in Of Mice and Men?

This was a successful question and most approached this by considering the dreams of each of the
characters. A full range of marks was awarded.

Examiner comments include:

"Many candidates approached this by a character study categorising each in relation to whether
they had a plan for the future or to what extent their dreams were thwarted. A few discussed how
Slim was somehow above the general desire for a better life and seemed to be contented. There
were a number of sophisticated responses, which explored this in the light of historical context."

"There were a number of candidates who wanted to include knowledge of other aspects of the
novel - for example, the use of colour and light imagery, which did not always fit with the rest of the
discussion."

"Some good comparisons were made in relation to plans for the future, such as George’s modest
and Curley’s Wife’s unrealistic dream - and their function. Some looked at the political context of
the American Dream and its achievability. This was the question that got most candidates drifting
into narrative as they tried to list one dream after another."

"This question was not as popular as, but often more successful than Question 6. Students focused
well on the steer, with some good comment on the inspiration for the title of the novel, and context
in general. Many drifted into ideas of ‘dreams’ without explicit reference to the steer, but there
were still a lot of creditable ideas in this. More successful answers had wide-ranging points, rather
than focusing just on George and Lennie, and particularly successful responses moved past even
Curley’s Wife and Crooks, talking about how Slim represents the futility of the American Dream, as
he has no future plans, choosing instead to stay in his success on the ranch."

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 Two exemplars are included for this question.

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The candidate demonstrates a thorough understanding of the novel.
There is evidence of personal engagement and some contextual points are
made. The candidate begins by exploring George's plans for the future
and the dream. This continues with George telling Lennie that he has
'found a place' and this is overheard by Candy - who dares to believe that
he can plan for the future, especially now his dog has been shot and he is
getting old himself. The candidate then moves on to discuss Crooks and
how he momentarily believes that he too can plan for a future, until
Curley's wife reminds him of his place. The next part explores Curley's wife
and how she had hoped to be in the movies. Personal comment is made
when the candidate suggests that perhaps Curley's wife still longed to be
in the movies until her death. There is comment about the American
Dream, but there is little other context.

A wider range of contextual points and more specific or finer detail in

relation to the examples given would have benefitted this response
further.

Level 4, 30 marks

For this question, many candidates explored the hopes and dreams for
the future via the popular theme of dreams.

As a starter activity, get the class to look for different words or phrases
that can be used to express key themes of a novel. Use a thesaurus to
develop transferable skills.

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 Our second exemplar is a full mark response.

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 Following a brief plan, the candidate begins by commenting that plans for
the future are 'a source of hope' and explores George's and Lennie's
shared dream. Throughout this essay, contextual points are embedded
and support the points made. The candidate comments that George's and
Lennie's plans are the most detailed throughout the novel, which is an
original point or rarely commented on. The next section discusses Candy's
loss of hope and the contextual points comment on how there was little
social care for the elderly. The candidate then considers Curley's wife and
how she is trapped in a loveless marriage. A perceptive point is that as
soon as Curley's wife shares her hopes for the future, she is 'violently
murdered'. There is brief consideration of Crooks' 'unrealistic hopes' and
the essay concludes with comment about the 'futility of the American
Dream'.

This is a confident, assured and perceptive response.

Level 5, 40 marks.

This response is an ideal exemplar to illustrate how context can be

embedded into responses.

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Question 8
Question 8: The Whale Rider

'The whales are very important characters in this novel.'

How far do you agree with this view?

Although there are not many centres choosing this novel, numbers are gradually increasing. Most
responses are a joy to read and it is clear students enjoy studying this novel. The vast majority of
responses for this novel were marked in Level 3 or above. Although this novel tends to lend itself
naturally to context, it was surprising to find a lack of explicit contextual points in the responses.

Examiner comments include:

"This has been my favourite text of the paper due to the high-quality responses it received. A
superb text, which allows candidates to engage with it at explanatory and at exploratory/evaluative
levels."

"Most candidates who answered this question focused on the characters clearly, although weaker
responses were more narrative than exploratory. Quotations were generally well used. Context was
less utilised than other novel texts."

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 The response included here is a good exemplar for a low Level 2.

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In this short response, the candidate begins by agreeing with the
statement and suggests that the whales are mentioned 'so many times' it
'makes them important'. Comments are rather simplistic, such as 'riding
whales ... is exciting' and the relationship 'between humans and the
whales ... is incredible'. There is brief reference to the use of language,
which is not assessed in this part of the paper, and some generalised
contextual consideration. Although the candidate does not include specific
examples, there is some detail here, but this only just slips in to the level.

Level 2, 10 marks

Remind students of what the Assessment Objectives are in each section of

the paper.

For the Prose section, candidates need to address AO1 (knowledge and
understanding of the novel they have studied) and AO4 (context).

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 Question 9
Question 9: The Whale Rider

Explore the theme of love in The Whale Rider.

There were very few responses to this question. Like Question 8, most candidates gained marks in
Level 3 or above and the candidates' enthusiasm for this novel was evident. Again, there was
comment about the lack of explicit contextual points but the candidates clearly understood the
novel.

Examiner comments include:

"Most responses for this question focused on the relationship between Kahu and Koro, with few
questions focusing on wide-ranging points such as Nanny (Nani) Flowers and her links with love."

"There were varying degrees in success in integrating context."

"The responses were detailed and focused, clearly exemplifying the importance of love throughout
the novel."

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The exemplar included here is placed at the top of Level 3.

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 Following an introduction, the candidate begins by exploring the
relationship between Koro and Kahu and how Koro cannot accept Kahu
because she is a girl. The candidate comments that in Kahu's attempt to
make her grandfather accept her and love her, she becomes the best
student in her cultural class in order to please him, but this very good
example is not explored in any detail. There are a number of very good
points and had each one been explored in more depth and detail, the
mark would have been higher. There are additional points about how the
tribe loves nature and the whales and another about Koro's love for
tradition, but more specific examples from the novel are needed. A good
point is made about the writer's intent and there are some brief
contextual points.

Level 3, 24 marks

Remind candidates to refer explicitly to key moments or episodes in the

novel that illustrate the named theme, character or question focus.

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Question 10
Question 10: The Joy Luck Club

Discuss the theme of fate in the novel.

Very few responses were seen for either of these questions; however, those who did respond
provided detailed and often sustained or assured responses. Candidates fully engaged with the
questions and focus was maintained.

The exemplar for this question is a response that just slips into Level 5.

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The candidate begins by commenting on the mothers' belief in fate and
that by bringing their children up in America, they would achieve of the
American Dream. A wide range of examples are included in this response,
such as: 'The Red Candle' and how Lindo goes against fate and destiny and
breaks free from an unhappy marriage; Ying-ying who allows fate to guide
her and become her flaw, allowing fate to control her; Lena, who inherits
her mother's flaw and does not act upon the knowledge that her marriage
is falling apart; the symobolism of the vase; the formation of the club and
how this leads June-mei travelling to China with her father to meet her
sisters; the jade pendant and how this becomes a symbol of love, and
more. Some ideas would have benefited with more development, such as
the paragraph about how fate is demonstrated at the Joy Luck Club dinner
and how this relates to Waverley being a chess prodigy.

The candidate is beginning to demonstrate an assured understanding of

the novel. There are some references to context, but more could be
included.

Level 5, 33 marks

Remind candidates about managing their time in the examination. The

prose section carries more marks and it is recommended that around 45
minutes is spent on this section.

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 Question 11
Question 11: The Joy Luck Club

How are male characters presented in The Joy Luck Club?

Similar to Question 10, there were very few responses to this question, but those who did attempt
it did very well. The 'male characters' most commented on included Ted, Harold and Rich. Some
names had been forgotten, but their actions remembered. Although all the main characters are
women, a number of male characters had an impact on the lives of others.

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This is a Level 4 exemplar.

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 The candidate begins by considering Ted and Harold, Rose's and Lena's
husbands, who are both controlling men. Examples are provided when
explaining how both husbands are controlling over their wives. Other men
considered are Wu Tsing, An-mei's Chinese husband and Huang Tyan-yu,
who was Lindo's first husband. Both Tsing and Tyan are identified as being
dominating men, although the candidate does not consider how Tsing
showed weakness as he was manipulated by his senior wife. The
candidate argues that not all male characterss are presented in a negative
way, giving Jing-mei's (June's) father as an example of a good man, as he
travels to China with her. It is suggested that Rich brings some humour to
the novel and he is a good step-father to Waverley's daughter. There is
very little by way of context and some examples could have been explored
in more detail; however, a thorough knowledge and understanding of the
novel is demonstrated and engagement with the question is sustained.

Level 4, 31 marks

Remind candidates to be explicit when considering context.

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Question 12
Question 12: Things Fall Apart

How is change significant in Things Fall Apart?

Most responses were extremely impressive and a number of candidates gained full marks.

Examiner comments include:

"The main considerations included: character change; the effect of events; colonisation and, in one
case, a careful response which showed how the Ibo changed their own customs and questioned
things that were wrong for them as time passed before the onset of the Christians. It also looked at
the way Ibo culture was for men and for women and for outsiders."

"I always admire the skill and dexterity that candidates have in grasping such complex issues of
character and theme. Context is also well comprehended. The question focus of 'change' was easy
for most to grasp and was well-documented."

"Some struggled with the steer and drifted in to analysis of Okonkwo’s character, rather than
looking at change. The most successful responses integrated context well, focusing on Achebe’s
own personal changes in viewpoint, and the changes brought about by 'the white men'."

"This question was very well answered with the candidates showing remarkable knowledge and
understanding of the text."

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 Here is an example of a response that gains full marks.

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 In this response, the candidate demonstrates an assured and perceptive
understanding of the novel. Ideas are fully developed and are supported
with a wide range of textual evidence, quotations and examples. Context
is naturally embedded through the examples provided. The candidate
answers the question through the changes in leadership and how this
leads to Okonkwo's downfall. There are points about the 'influence of the
Christians' and comments about the ways the 'clan's culture is being
eradicated' and how the traditions and customs have been challenged.
The candidate explores the change 'within the Igbo community itself' and
how the culmination of these changes eventually lead to Okonkwo's
death.

Ideas are maturely and confidently expressed.

Level 5, 40 marks

By planning a response, it helps candidates focus their ideas. The plan

should be brief and candidates should not spend too long on it.

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Question 13
Question 13: Things Fall Apart

Explore the relationship between Ikemefuna and Nwoye in the novel.

There were very few responses for this question, but most focused on the relationship with
Okonkwo and its effects. There was varying success in context focus - some had a lot and many had
made only brief references.

Examiner comment:

"Question 13 invited some very engaging responses and it was evident that knowledge and
understanding of Ikemefuna and Nwoye was secure. Candidates were able to make some
convincing personal points about their views on the characters. Context details dealt with aspects
of the Igbo culture with some reference to Achebe’s personal experiences and education."

Our final exemplar is a rather brief response to Question 13. This is a Level 2/3 boundary script that
just slips in to Level 3.

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 In this response, the candidate begins with a paragraph about Nwoye and
a paragraph about Ikemefuna, explaining who they are and what their
position is in the novel. The following paragraphs consider the relationship
between the two young men. The response lacks any explicit contextual
points and, at times, this appears to be rather narrative; however, the
candidate is beginning to demonstrate a sound understanding of the
characters. The response would benefit from a greater range of examples,
some evidence of personal engagement or comment, and the inclusion of
some contextual points.

It was felt that there was just enough here to slip this into Level 3.

Level 3, 17 marks.

Responses should contain some evidence of personal engagement where

the candidate comments on the examples provided and, if appropriate,
give an opinion or demonstrate an understanding of the example given.

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 Paper Summary
Based on their performance on this paper, centres are offered the following advice:

Please remind students to write their responses in the correct area of the answer booklet. Space
is provided for each part. It does not matter which order questions are attempted, but the
responses should be in the correct answer space.

Candidates should not use extra paper. Ample space is provided in the answer booklet.

Centres should remind their students of which Assessment Objectives are being assessed.
Context is only assessed in Section C, Prose.

For Sections A and B, candidates must explore the language, form and structure of the poems.

For Section C, Prose, candidates should draw on their knowledge of the text that they have
studied and give examples from different areas. Candidates should prove to the examiner that
they know the novel they have studied.

Section C, Prose: examples can be particular references to other parts of the novel such as
events, episodes, character, action, and so on, that are relevant to the question. Candidates can
paraphrase quotations from memory, but exact quotations are not mandatory, particularly as
this is a closed book examination. The Assessment Objective assesses the candidate’s knowledge
of the texts and not language, form and structure. Centres should remind themselves of where
the Assessment Objectives are assessed.

Section B, Anthology – candidates need to consider language, form and structure. Poems must
be compared and the effect on the reader considered. Remember that context is not assessed in
Sections A and B.

Candidates should be reminded to label their answers clearly and to use the correct space in the
answer booklet. A separate area in the answer booklet is provided for candidates' responses to
each section.

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Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link:

http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx

IGCSE English Literature 4ET1 01 99

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