Examiners’ Report

Principal Examiner Feedback

November 2020

Pearson Edexcel International GCSE

In English Literature (4ET1)
Paper 1 & 1R: Poetry and Modern Prose
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November 2020
Publications Code 4ET1_01R_2011_ER
All the material in this publication is copyright
© Pearson Education Ltd 2020
Centres are thanked for choosing Pearson Edexcel as their International GCSE English
Literature provider. We very much hope that both our candidates and centres are delighted
with their results.

Introduction

The November 2020 series was successful. Both papers, 4ET1/01 and the regional paper
4ET1/01R, performed well and were very similar in performance to previous series. There
were no errors in the papers, no erratum notices and there were no enquiries from centres
following the examinations. Positive feedback has been received from examiners and the
range of responses received were a pleasure to read. Centres are once again congratulated
on preparing their candidates so well, especially during this very challenging year.

There are three sections in this examination paper. In Section A, candidates are presented
with an unseen poem and answer a question based on it (20 marks). In Section B, Anthology
Poetry, candidates can choose either Question 2, which has two named poems or Question
3, in which one poem is named and the candidate chooses a suitable poem to discuss with it
(30 marks). For Section C, Modern Prose, candidates choose to respond to one of two
questions based on the prose text that they have studied (40 marks). The total mark for this
paper is 90.

This report will provide feedback on both the 4ET1/01 (Main) and 4ET1/01R (Regional)
papers. Key points are relevant to both papers.

Section A: Unseen Poetry

Section A assesses AO2 (analyse the language, form and structure used by a writer to create
meanings and effects).

4ET1/01
Question 1 Unseen Poem: Friday by Dennis O’Driscoll.
Question: Explore how the writer presents a journey home in this poem.

The unseen poem was Friday by Dennis O’Driscoll. Students were asked to explore how the
writer presents a journey home. The performance of the question was as intended and
responses were typical of previous series.

A full range of marks was awarded, with many in Level 3. There were some sustained
responses, but few gained a mark in Level 5, due to lack of coverage or not enough close
analysis of language, form and structure. There were a number of candidates who only
provided ‘some’ detail (Level 2), but there were very few nil returns.

On the whole, the responses were focussed. There was clear evidence that the poem had
been understood and candidates responded thoughtfully; however, some relied too heavily
on the glossary. A number of more confident candidates noted the irony about the sheep
being (un)leashed and how they were shearing the fields. A few noted how ‘the poem
appeared to speed up’ as it neared the end and there was recognition of the journey in the
poem from leaving work to arriving home. There were some alternative interpretations of
the ‘armed guard’, with some suggesting military links and even soldiers returning from war.
Where points were well argued, and supported with relevant evidence, marks were
awarded. Many considered how the trees appeared to guard (protect) the speaker and the
weekend spent at home. Several commented on the excitement felt in the poem and the
way the countryside cleansed and revitalised the speaker.

Structure, particularly that of the first verse, was commented on and some considered the
use of enjambement.

One examiner commented that there was a ‘refreshing lack of highly technical terms or too
much ‘feature spotting’, which made the responses appear fresher, more spontaneous and
confident’.

4ET1/01R
Question 1 Unseen Poem: To Our Daughter by Jennifer Armitage.
Question: Explore how the writer presents the parent’s thoughts about the daughter
in this poem.

Similar to the main paper, the performance of the question was as intended and responses
were typical of previous series.

A range of marks was awarded, mostly in Level 3. There were some sustained responses and
those achieving of Level 5. Most candidates gained marks in Levels 3 and 4, but were
prevented from reaching the top level due to lack of coverage or not enough close analysis
of language, form and structure. There were just four candidates who only provided ‘some’
detail (Level 2), but there were no nil returns or candidates gaining a mark in Level 1.

Responses were generally focussed. There was clear evidence that the poem had been
understood and most candidates responded thoughtfully. Most candidates made comments
about the proud parent describing her daughter as ‘beautiful’, but some found the
descriptions of ‘Blossom like balloons’ and the birds, ‘pigeons like eagles’ more complicated
and those who did understand them were more successful overall. Some candidates
identified the use of hyperbole and similes, whilst others did not consider all of the poem.
Most candidates made some comment in relation to structure.

For both papers, the key areas to consider for future series remain the same. When
responding to the Unseen Poetry, Section A, candidates should try to:

• demonstrate an understanding of the overall meaning of the poem

• focus on the question
• refer to form and structure and try to suggest why this may have been used
• give examples of language and explain their effect on the reader
• comment on all areas of the poem, not just the first few lines
• use short quotations and avoid copying large areas of the poem.
Section B: Anthology Poetry

Both Anthology questions assess AO2 (analyse the language, form and structure used by a
writer to create meanings and effects) and AO3 (explore links and connections between
texts).

It was good to see almost equal balance of response to the Anthology poetry Questions 2
and 3 on both papers.

4ET1/01
Question 2: Compare how the writers present isolation in Hide and Seek and War
Photographer.

All candidates responded to the theme of isolation with confidence, some developing the
idea further as one being self-imposed and the other quite accidental when the game had
gone wrong. There were comments on the fact that one was from a child’s point of view and
the other an adult’s and how that influenced the overall effect on the reader. Some
candidates even homed in on the comments about children in War Photographer and used
those to further support the idea of isolation.

There was comment on the structure and its importance and some detailed exploration of
language, especially that in Hide and Seek. Most candidates consciously compared and
contrasted the poems and, on the whole, the responses were balanced.

There was, as Section A, less feature spotting and responses appeared fresher and more
‘natural’ in their interpretations. There were some very thoughtful comments on the cruelty
of isolation. Many candidates appeared to be more secure in their responses to Hide and
Seek.

Question 3: Compare the ways the writers present recollections of the past in Piano and one
other poem.

Many candidates chose Poem at Thirty-nine as the companion text, but some opted for other
poems such as: Half-past Two, La Belle Dame sans Merci, My Last Duchess and, perhaps less
successfully, Remember. A very small number of candidates compared with War Photographer
and one candidate compared If- with Piano. Unfortunately, neither choice really worked, and
the response(s) were more an analysis of two separate texts rather than a comparative
response.

Those who compared with Poem at Thirty-nine commented on the childhood memories of
both parents. A few of the more confident candidates noted that the Piano was a snapshot
in time, whereas Poem at Thirty-nine looked over a wider expanse of time. Differences in
structure was noted, such as the song-like regular structure and rhythm of Piano to the more
free-style ‘flow of memories’ of Poem at Thirty-nine.

Comments were often thoughtful and, as with Question 1, the lack of highly sophisticated
terminology lent itself to more spontaneous and personal interpretations.
In comparison with previous series, performance is similar. Candidates approached
questions with enthusiasm and attempted to comment on all areas of the assessment
objectives. There were some less successful responses and a very small number of rubric
infringements (writing about just one poem), but this is not unusual to see.

4ET1/01R
Question 2: Compare how the writers present a sense of wonder in Blessing and The
Tyger.

All candidates responded to the sense of wonder presented in the poems. There were some
confident comments, such as how The Tyger leaves us in awe of God’s creation and how in
Blessing the sense of wonder is created by man and the breaking of a water pipe. When
writing about Blessing, some commented on the use of onomatopoeia and alliteration, but
few commented on the use of metallic imagery. Responses to The Tyger often considered the
imagery of the tiger, but very few commented about the significance of the blacksmith’s
tools. All candidates considered some structure, some more successfully than others.

Question 3: Compare the ways the writers present people who want control in My Last
Duchess and one other poem.

Some candidates chose La Belle Dame sans Merci as the companion text, but some opted
other poems such as Half-past Two, If- or Piano. The majority of responses gained marks in
Levels 4 and 5.

Those who compared with La Belle Dame sans Merci considered how the maiden was
powerful over the knight and how one poem featured a controlling male whilst the other
featured a controlling woman.

Comments were thoughtful and sometimes assured.

In summary and as noted in previous series, when responding to Section B, candidates

should try to:

• focus on the question

• refer to form and structure
• give examples of language and explain their effect on the reader
• provide a balanced response – giving each poem equal treatment
• compare meanings and examples of language and structure.

Please do remember that context is not assessed in this part of the paper, but may be
included if it is relevant to the question and supports the point being made.

Section C: Modern Prose

Section C assesses AO1 (knowledge and understanding of the text) and AO4 (context). All
questions appeared to work well and as intended. As in previous series and similar to the
main sister ‘R’ paper, the most popular text choice was Of Mice and Men with To Kill a
Mockingbird second most popular. On the main paper, there were just a small number of
responses to The Whale Rider and just one on the R paper (Maori culture and traditions, that
gained full marks for an impressive response). There were few responses on the main paper
for The Joy Luck Club and Things Fall Apart, but no responses for the R paper. The least
popular text remains The Joy Luck Club. A number of candidates gained marks in Level 4 and
Level 5. There were some thoughtful, insightful and perceptive responses produced for most
questions and, once again, a full range of marks was awarded.

There were some weaker responses to Of Mice and Men and To Kill a Mockingbird, often due
to the brevity of the response or not including enough examples from the novel.

The very small number of candidates who responded to Ihimaera’s The Whale Rider, Amy
Tan’s The Joy Luck Club and Achebe’s Things Fall Apart were mostly very successful when
applying both AO3 (knowledge and understanding of the text) and AO4 (context). The
answers produced for these novels often resulted in some very perceptive and skilful
responses supported with a range of quotations.

Text: To Kill a Mockingbird, Harper Lee

On the main paper, the questions were:

Question 4: In what ways is the Radley family important in the novel?

These responses showed the candidates had at least a sound knowledge of the text. Some
linked the character of Boo to prejudice, fear, ‘otherness’ and abuse. Some candidates noted
the hypocrisy of the father and the older brother. Episodes of Boo’s interaction with the
children were commented upon and some of the more secure candidates noted how Scout’s
maturity was reflected in the way she related to Arthur Radley towards the end of the novel.
Less able candidates simply noted the little things Boo tried to do to the children.

Question 5: Discuss the theme of unhappiness in To Kill a Mockingbird.

The responses ranged from a list of the more obvious episodes: Tom’s trial, Mayella’s
situation. Some commented on how it was the prejudice and narrow-mindedness of the
town that caused the overall unhappiness. Overall, there was clear evidence of at least
sound knowledge and understanding of the text, with many displaying a thorough
knowledge of the text and its themes.

On the R paper, the questions were:

Question 4: Discuss the theme of fear in To Kill a Mockingbird.

Question 5: Explore the character of Mayella Ewell in the novel.

There were just six responses to these questions (three of each). All Question 4s gained
marks in Level 5 and for Question 4 there was one Level 1, one Level 3 and one Level 5 –
demonstrating the full range and accessibility of the question. The candidates were, on the
whole, very able and wrote a great deal in response to the chosen question. Most integrated
contextual points and provided a wide range of evidence from the novel.

Text: Of Mice and Men, John Steinbeck

On the main paper, the questions were:

Question 6: In what ways is Slim important in Of Mice and Men?

Candidates showed a sound and often a deeper knowledge of the text when exploring the
importance of Slim in the novel. The responses ranged from fairly straightforward
comments on incidents directly involving Slim, from the shooting of Candy’s dog to Lennie’s
death. Many noted how fellow ranch hands sought his advice and how he commanded
respect, even from Curley.

Question 7: Explore the theme of loss in the novel.

The candidates who attempted this response responded with varying depths of
understanding of the text. The most straightforward discussed how Lennie lost his animals
and pets and some more successful candidates commented on the loss of Aunt Clara and
how George lost his dream after Lennie’s death. More confident responses included Curley’s
wife’s loss of dreams and freedom or that the American Dream was doomed to be lost by all
the characters. Loss of friendship was another strand, as was the loss of hope for a better
future. Some only considered loss as a euphemism for death, whereas others considered
the loss of the American Dream, independence and financial stability due to the Depression.

Responses were often sensitive and revealed a knowledge of text themes and characters.

On the R paper, the questions were:

Question 6: Explore the theme of suffering in Of Mice and Men.

Question 7: Discuss the relationship between George and Lennie.

The majority of candidates showed at least a sound knowledge of the text. The responses
ranged from fairly straightforward Point Evidence Explain comments through to the
thoughtful and thorough, with a few assured. Just one response was given a mark in Level 2.

When exploring the theme of suffering in the novel, most considered how Candy suffered
the loss of his dog and how George and Lennie suffered the loss of their dream and,
ultimately, George’s suffering about the loss of Lennie at the end of the novel.

When discussing the relationship between George and Lennie, most considered key
episodes from throughout the novel and explored how George was like a father-figure to his
companion.
Text: The Whale Rider, Witi Ihimaera

On the main paper, the questions were:

Question 8: Explore one character who, in your opinion, has great power in The Whale
Rider.

Question 9: In what ways is change important in the novel?

There were very few responses to this text and most, as was expected for Question 8,
considered either Kahu, Koro or Nana Flowers to have power. Most candidates displayed a
sound to thorough knowledge and understanding of the novel. The small number of
responses make comparison difficult, but questions worked as intended and gave
candidates an opportunity to write about the novel with confidence.

On the R paper, the questions were:

Question 8: In what ways is Kahu’s father, Porourangi, important in the novel?

Question 9: Discuss the significance of Maori culture and traditions in The Whale Rider.

There was just one Question 9 response for this novel and it gained full marks. The response
was assured and perceptive, covering a wide range of examples and included a very
thoughtful and sensitive commentary.

Text: The Joy Luck Club, Amy Tan

On the main paper, the questions were:

Question 10: Explore the character of An-mei Hsu in the novel.

Question 11: Discuss the theme of sacrifices that people have made in The Joy Luck
Club.

Very few responses were seen for this novel, but those who did respond to these questions
were successful in gaining a Level 3 mark or above.

On the R paper, the questions were:

Question 10: Explore the character of Lindo Jong in the novel.

Question 11: Discuss the theme of difficult childhoods in The Joy Luck Club.

There were no responses to these questions.

Text: Things Fall Apart, Chinua Achebe

On the main paper, the questions were:

Question 12: ‘Ezinma is a very significant character in the novel.’ How far do you agree
with this view?

Question 13: In what ways is the theme of honour important in Things Fall Apart?

There were a small number of responses to these questions, with most writing about
Ezinma. As in previous series, responses were often very successful and gained marks in
Levels 4 and 5. This is often a novel where evidence of the top two levels is seen. Even
though there were few entries, performance of the questions was typical of previous
performance.

On the R paper, the questions were:

Question 12: In what ways is the theme of power important in Things Fall Apart?

Question 13: Explore how the lives of Okonkwo and Nwoye are affected by Ikemefuna
in the novel.

There were no responses to these questions.

In summary, and as mentioned in previous series, when responding to Section C, candidates

should remember to:

• focus on the question

• avoid narrative retelling of the events in the novel
• provide a range of examples from their chosen text – remember that as this is a closed
book examination, examples need not be quotations but examples of events or episodes
within the novel
• prove to the examiner their knowledge of the text – do not assume the examiner knows
everything
• comment on contextual points and try to relate these to the points being made
• avoid dealing with context separately. Do not write a page of historical background, but
link all contextual points with an example from the novel and in relation to the question
being answered
• when using film versions, which are most valuable teaching aids, remind candidates that
not all scenes in a film appear in the novel that they are studying and that their
responses must be based on the novel and not the film version.
Conclusion

Once again, the papers are always a pleasure to mark and the responses have, once again,
been very enjoyable to read.

Centres should be congratulated on preparing their candidates for the examination. As

always, we very much hope that you will continue to deliver this specification and that you
and your students are delighted with results.

Do look at our website for more details about the Summer 2020 examinations and for the
latest COVID-19 updates.

For those candidates looking to continue their English Literature studies, the Pearson
Edexcel International AS and A Level (Specification references: YET01 and XET01) are ideal
options. These qualifications are becoming very popular and successful and have received
positive feedback from centres. Full details are available on our website.

Again, thank you for choosing Pearson Edexcel as your International GCSE provider. We
should like to wish you all every success for the future.

Thank you.
Chief / Principal Examiner
International GCSE English Literature
Pearson Edexcel
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with its registered office at 80 Strand, London, WC2R 0RL, United Kingdom