A-Level Literature

Mocks 2019

Exam Feedback: The Winter’s Tale

General:

 Refer to CAIE mark scheme

 KNOWLEDGE OF THE TEXT MUST BE 100% SECURE!!!! There were far too many errors of
fact and too much misreading of the passage (which would have been avoided if knowledge
was secure). Errors of fact in the mark scheme: 0-5
 There MUST be detailed and relevant evidence/ quotes from the text to support your
points: this should be done consistently THROUGHOUT your essay. In passage-based
questions, there MUST be analysis of the writer’s techniques in the passage.
 Communication MUST be clear! A lot of your ideas were marred by unclear expression.
Unclear communication in the mark scheme: 0-5

Essay question

 Very few answered this one (it was a gift!)

 Had to show HOW and WHY Shakespeare uses disguise in the play.
 Needed detailed, ACCURATE reference to the play to support ideas.
 There was some tangential discussion about Leontes “disguising” his emotions, and other
stretches. This was done at the expense of more relevant discussion.

Context Question

 The more popular choice by far, but not wildly well done because of far too little LANGUAGE
ANALYSIS: your answers to context questions HAVE to focus on this.
 Key words in the question had to direct your argument: how do language, tone and action
here create the meaning of the passage and its effects. Much more focus needed especially
on TONE and how this is created: what is Leontes’ tone here (how do we know? Why is he
speaking like this?); what is Paulina’s tone here (how do we know? Why is she speaking like
this?)
 Introduction: lots of time wasted summarizing the whole plot of the play (often incorrectly).
BRIEFLY contextualize the passage, then answer the question – i.e. what is going on here,
why are the characters behaving this way, what themes emerge here, how might the
audience respond (effects).
 Plot: what is happening here; what is the context (this requires SECURE KNOWLEDGE OF
THE TEXT).
 Characters: who is in this scene? What are their state of mind, motives, tone,
characterization? How is this shown through the language and action?
 Which themes emerge here and how? (e.g. loyalty, friendship)
Leontes

 Enraged (why? How seen? Look at diction, punctuation), paranoid (how seen?), irrational,
merciless, cruel.
 Far too many candidates misread quotes and did not know to whom they were directed. For
instance, many said that Leontes calls the baby “mankind witch, bawd” etc. Who were the
“traitors” and “nest of traitors”? Whom does he threaten to hang?
 Also, connotations of words and images not explored in enough detail – “witch” and “bawd”,
for example. Implications of these?
 Not enough explored audience response to his threats such as “commit them to the fire”
(and didn’t know who “they” were).
 Look also at how sound effects create Leontes’ harsh tone (alliteration of hard consonant
sounds), as well as sentence structure, punctuation, diction, imagery…. There was not
enough inclusion of these technical aspects of the passage. CONTEXT QUESTIONS REQUIRE
A CLOSE STUDY OF THESE ASPECTS OF A PASSAGE.
 Not enough noticed that Leontes does not even address Paulina directly in this passage.
Why is this?
 Several pointed out male dominance/ patriarchy in the passage and that this was typical of
the context of the time, BUT be careful of “Shakespeare the moralist” – it is not that he had
a didactic, feminist agenda.

Paulina

 Courageous, defiant, loyal to Hermione; quotes to show how strong she is (and what they
mean); one of very few characters to stand up to Leontes, and the only one to do it so
directly and vehemently.
 Some nice comments such as, “Shakespeare gives Pauline the majority of the lines in this
section, showing her dominance at this point”
 Her mood and tone – yes she is the voice of reason here, but is not entirely “calm” – she is
also impassioned (how seen?)
 Some erroneous (and assertive) comments about audience response to Paulina here. Are
audiences (even Shakespearean audience) likely to admire or despise her? Why? Careful
about this.
 Some nice comments about Paulina’s role as moral compass; healer; facilitator; and a really
nice comment about the contrast between this moment and later in the play when Leontes
actually defers to her.
 Paulina is not the only one who believes in Hermione’s innocence (indeed, Leontes is the
only one who doesn’t), but she is the only character to vigorously challenge Leontes on his
irrational belief.
 Some missed opportunities to explore imagery in detail (e.g.: “once remove/ The root of his
opinion, which is rotten/ As ever oak or stone was sound” showing the inflexibility of
Leontes’ mind-set (“oak/ stone”), how deeply entrenched it is (“root”) and that it is
disordered and diseased “rotten”).

Other Points
  Knowledge of the context of this passage was pretty shaky. Some thought this took place
AFTER the court scene (and, indeed, after Mamillius’ and Hermione’s “death”).
KNOWLEDGE OF THE TEXT MUST BE SECURE.
 Most overlooked the structure of the passage (i.e. Paulina’s dominance; Leontes’ short,
angry lines), but a handful did point out that this passage is part of the rising action as it
builds up to the climax of the tragic part of the play (i.e. the court scene).
 A point of punctuation: most point out that exclamation marks create a sense of heightened
emotion – you must say what SORT of emotion! (Anger? Sadness? Shock? Etc.)
 There was a misunderstanding of the word “concerns” in “writer’s concerns”. In Literature,
“concerns” refers to themes (not what the writer is worried about!)
 Shakespeare was not writing in the Victorian Era!!!! (which was about 250 years later…) He
wrote mainly in the Elizabethan Era (during the reign of Elizabeth the First) and the Jacobean
Era (during the reign of King James). The Winter’s Tale was written during the latter period.
To be on the safe side, just refer to “Shakespearean audiences” or “during the time in which
Shakespeare lived”.
 Try to avoid being assertive in your writing, e.g. by stating things as fact. This can be avoided
by couching ideas in phrases such as “may have”, “might have” etc. – e.g. “Shakespearean
audiences might have been surprised at Paulina’s boldness, but they may have admired her
for standing up to injustice.”

Essay Structure

Those who planned carefully tended to have a more logical and cohesive essay structure.

Written Expression (sigh…)

 Aim for CLARITY at all times!!! Cambridge place a huge emphasis on this (refer to mark
scheme). It is no good having good ideas if they cannot be clearly understood.
 Avoid colloquial or informal language, e.g. “cheated on” (say: committed adultery; had
an affair; was unfaithful).
 My absolute pet-hate of all time: “showcases” (GAAAAAAAH!!!) – use highlights,
emphasizes, conveys, demonstrates, suggests, presents, portrays
 Some spellings:
Shakespeare Hermione
Betrayal tragedy

Moving Forward

 ENSURE KNOWLEDGE OF THE TEXT IS 100% SECURE

 Include much more detailed analysis of the writer’s techniques in the passage.
 Work on clarity of expression.