DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION

Department of Curriculum Management

Educational Assessment Unit Track 3

Annual Examinations for Secondary Schools 2014

FORM 4 ENGLISH LITERATURE MARKING SCHEME

DO NOT PENALISE LANGUAGE ERRORS AS LONG AS THE ANSWER IS

COMPREHENSIBLE.

SECTION A – DRAMA (25 marks)

SECTION B – POETRY (25 marks)
SECTION C – PROSE (25 marks)
 Candidates should be rewarded for their knowledge of the text (including quotations) and
for relevance.
 Answers should be written in a coherent and organised manner.
 Candidates should be penalised for contradictory, irrelevant and disorganised answers.

21 - 25 marks  Essay shows a sound and detailed knowledge of text

Excellent  Content is detailed, relevant and accurate
 Ideas are supported by quotations and/or close references
 Meaning is clear and accurate
16 - 20 marks  Essay shows a sound knowledge of text
Very Good  Content is generally detailed, relevant and accurate
 Ideas are supported by quotations and/or close references
 Meaning is generally clear and accurate
11 - 15 marks  Essay shows an adequate knowledge of text
Pass  Some of the content is relevant
 Ideas are occasionally supported by quotes and/or close references
 Expression is satisfactory
6 - 10 marks  Essay shows limited knowledge of text
Weak  Content is mostly irrelevant or inaccurate
 Ideas are not supported by quotes and/or close references
 Meaning is frequently not clear
1 - 5 marks  Essay shows poor knowledge of text
Very Poor  Content is too short and generally irrelevant
 Ideas are not supported by quotes and/or close references
 Meaning is not clear

English Literature – Marking Scheme – Form 4 Secondary – Track 3 – 2014 Page 1 of 3

SECTION D: UNPREPARED TEXT 25 MARKS
Except in cases where factual and specific answers are required, markers should reward valid
responses from candidates that may not be covered by the answers given below.
1. Tick () the most appropriate answer. (2 marks)
The passage describes
c. a violent storm in a tropical country.

2. In the passage we first read that Father ‘yelled furiously’ (line 9) and then that ‘he was afraid’
(line 13). Suggest a reason for each of these feelings. (2 marks)
Award answers that reflect the context, such as: Father was angry at the children for leaving
the house during a storm. (1 mark) He was frightened because he realised that they were in
danger. (1 mark)

3. What impression do you get of the relationship between the father and his children? Give a
reason for your answer. (2 marks)
Award suitable answers such as: They had a close/warm/loving relationship. In fact they
used to run out to meet him when he returned from St Anne. / They used to return home
perched on each of his stirrups. / They were aghast when he yelled at them.

4. From between lines 1 – 8, find 2 separate words that are used to suggest sounds. (1 mark)
Accept any 2 of the following: clattering, explosions, thunder

5. ‘And John and Emily could hardly eat.’ (lines 15 – 16) What does this sentence show about the
way they were feeling? (2 marks)
They were tense / frightened.

6. The wind is treated as if it were alive.

(a) From lines 15 – 24 find the three words/phrases that suggest this.
(b) What do we call this figure of speech? (4 marks)
(a) the wind occupied the room, snatching pictures from the wall, sweeping the table bare.
(accept either individual words or phrases – 3 marks)
(b) personification (1 mark)

7. For each of the following, identify the figure of speech and explain the effect created through the
image: (6 marks)
When marking these answers award 1 mark for correct identification of figure of speech.
Award suitable answers such as:
(a) ‘The shutters were bulging as if tired elephants were leaning against them’ (lines 16 – 17)
Simile
The writer wants to show how strong the wind was. / The simile makes us imagine the shutters
being pushed in by the wind.

(b) ‘the rain poured in like the sea into a sinking ship.’ (lines 19)
Simile
The writer wants to show that a lot of rain entered the house.

(c) ‘Branches were leaping about loose in the sky’ (lines 23)
Metaphor / personification
It brings out the way the branches were being tossed in the air.

Page 2 of 3 English Literature – Marking Scheme – Form 4 Secondary – Track 3 – 2014

9. In about 40 words show how the writer creates a sense of danger. In your answer you are
expected to mention at least three different ways. (6 marks)
Award marks to candidates who bring out the sense of danger by referring to at least
three ideas such as the following:
 The father’s anger / fear when he saw his children outside the house.
 The sound of the storm/ thunder is compared to explosions.
 The lightning which seemed to flash constantly.
 The destructive effect of the storm on the house.
 The house seemed to be about to be destroyed with the family inside it.
 The floor began to ripple.
 The violence of the natural elements brought out through the choice of words e.g.
‘snatching’; ‘sweeping’.

English Literature – Marking Scheme – Form 4 Secondary – Track 3 – 2014 Page 3 of 3